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ارزیابی کارایی دورة کارشناسی ارشد برنامه‌ریزی درسی دانشگاه فرهنگیان | ||
| نظریه و عمل در تربیت معلمان | ||
| مقاله 13، دوره 10، شماره 17، فروردین 1403، صفحه 222-207 اصل مقاله (1.42 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2023.3283 | ||
| نویسندگان | ||
| وحید احمدی* 1؛ نعمت الله موسی پور2؛ زهرا بهاروند3 | ||
| 1کارشناس ارشد برنامه‌ریزی درسی | ||
| 2عضو هیئت علمی، استاد، دانشگاه هرمزگان، بندرعباس، ایران | ||
| 3عضو هیئت علمی، استادیار، دانشگاه فرهنگیان، ایران | ||
| چکیده | ||
| پیشینه و اهداف: هدف پژوهش حاضر ارزیابی کارایی درونی و بیرونی دورة کارشناسی ارشد برنامه‌ریزی درسی پردیس نسیبه دانشگاه فرهنگیان بود روش‌ها: روش پژوهش از حیث هدف، کاربردی و از حیث اجرا، توصیفی پیمایشی است. جامعة آماری پژوهش شامل همة دانشجویان کنونی و دانش‌آموختگان سال‌های گذشته، یعنی دانشجویان ورودی از سال 1394 تا 1398 پردیس نسیبه دانشگاه فرهنگیان به تعداد 36 نفر بود. با توجه به معدود بودن جامعة آماری، از روش سرشماری استفاده شد. برای ارزیابی کارایی درونی از مدارک موجود در پروندة آموزشی دانشجویان و دانش‌آموختگان استفاده شد. همچنین برای ارزیابی کارایی بیرونی از پرسشنامة محقق‌ساخته استفاده شد. برای سنجش روایی پرسشنامه، از روش روایی صوری و محتوایی استفاده شد. پایایی پرسشنامه از طریق آلفای کرونباخ 89/0 به دست آمد. ارزیابی کارایی درونی، با استفاده از فرمول‌های استاندارد محاسبه شد. تجزیه‌و‌تحلیل داده‌های پرسشنامه با استفاده از نرم‌افزار SPSSانجام شد. یافته‌ها: یافته‌های پژوهش در حوزة کارایی درونی بیانگر این بود که میانگین نمرات دروس 72/17 (6/88 درصد) بوده است. در این دوره، میزان اتلاف 57/2، متوسط طول تحصیل 96/ 4 نیمسال، نرخ قبولی و مردودی واحدهای درسی به ترتیب 65/99 و 35/0 درصد، نرخ توفیق و شکست درس به ترتیب 69/99 و 31/0 درصد و نرخ توفیق و شکست شخصی به ترتیب 65/99 و 35/0 درصد محاسبه شد؛ بر این اساس، ضریب کارایی درونی، 1/82 درصد محاسبه شد. کارایی بیرونی این دوره 1/53 درصد محاسبه شده است که با توجه به عدم‌تحقق 9/46 درصد از کارایی بیرونی، می‌توان بیان کرد که درصد کارایی بیرونی مطلوب نبوده است.نتیجه‌گیری: کارایی بیرونی نشان میدهد که ارزش واقعی دورههای تحصیلی برای مؤثربودن اجتماعی به چه میزان است. فقدان یا کمبود این نوع کارایی، به معنای هدردادن سرمایههای انسانی و مادی نظام آموزشی است. | ||
| کلیدواژه‌ها | ||
| ارزیابی؛ برنامه‌ریزی درسی : دانشگاه فرهنگیان؛ کارایی آموزش کارشناسی ارشد | ||
| عنوان مقاله [English] | ||
| Evaluating the efficiency of master course in curriculum planning at Farhangian University | ||
| نویسندگان [English] | ||
| Vahid Ahmadi1؛ Nemat Ollah Mousapour2؛ Zahra Baharvand3 | ||
| 1MA in Curriculum Planning | ||
| 2Faculty member, Professor, Hormozgan University, Bandar Abbas, Iran | ||
| 3Faculty member, Assistant professor, Farhangian University, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The purpose of the present study is to evaluate the internal and external efficiency of the master course of curriculum planning in the Nasibeh Campus of Farhangian University. Methods: The present study was an applied onein terms of its purpose and a descriptive survey in terms of its implementation. The population of the study included the current and graduate students of the curriculum planning master’s at Nasibeh Campus - attending the university from 2015 to 2019 (N=36). As the population was small, the census sampling technique was implemented. The internal efficiency of the course was evaluated based on the documents available in the educational files of the students and graduates. Furthermore, the external efficiency was investigated using a researcher-made questionnaire. The validity of the questionnaire was assessed using face and content validity criteria. The reliability of the questionnaire was determined at 0.89 using Cronbach’s Alpha. The internal efficiency was evaluated using standard formulas. Moreover, the analysis of the questionnaire data was carried out using SPSS Statistics. Findings: the findings of the present study showed that the mean grade of the courses was 17.72 (88.6%). In the investigated period, the rate of loss was 2.57, the average length of the course was 4.96 semesters, the rates of passed and failed credits were 99.65% and 0.35%, respectively, and the rates of passed and failed courses were 99.69% and 0.31%, respectively. Furthermore, the rates of individual pass and fail were 99.65% and 0.35%, respectively. On this basis, the coefficient of internal efficiency was determined at 82.1%. The external efficiency of the course was determined at 53.1%. Thus, as 46.9% of the external efficiency was not fulfilled, it was concluded that the external efficiency was not convenient. Conclusion: External efficiency indicates the real value of educational courses in terms of social effectiveness. The absence or defect of external efficiency is synonymous with the loss of human and material resources in an educational system. | ||
| کلیدواژه‌ها [English] | ||
| Curriculum Planning, Educational Efficiency, Evaluation, Farhangian University Master Course | ||
| مراجع | ||
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