Evaluation the Proposed Teaching Methods of 6th Grade Math Teachers Guidebook in Iranian Educational System Based on CIPP Evaluation Model

Mahdi Reisi Ghahrouie | Soolmaz Nourabadi

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URL :   http://research.shahed.ac.ir/WSR/WebPages/Report/PaperView.aspx?PaperID=116550
Date :  2019/06/12
Publish in :    Dilemas Contemporaneos: Educacion Politica y Valores

Link :  https://www.dilemascontemporaneoseducacionpoliticayvalores.com/en/edicie29980n-2013/year-vi-special-edition-june-2019/
Keywords :Teaching, Teachers Guidebook, Evaluation, Mathematical Education, CIPP Model

Abstract :

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The purpose of the study was to evaluate the sixth-grade Math teachers Guidebook based on the CIPP evaluation model from the perspective of Shahrekord’s teachers. The research method was descriptive-evaluative and the statistical population of the study was sixth grade teachers in Shahrekord during the academic year 2017-2018, whose number was 166 people. A total of 116 subjects were selected as samples using the sample size of Kokrans sample size, and sample was selected with random stratified method. The research instrument was a researcher-made questionnaire based on the CIPP model, whose validity was confirmed by using a content-dependent method and its reliability was estimated using Cronbachs alpha 0.982 formulas. Data were analyzed with descriptive and inferential statistics (single variable t test, Friedman test and variance). The findings showed that the attention to teaching components in the guidebook of the sixth grade math teacher based on the CIPP model was more than average (3.34 and ± 0.771). Also, in the dimensions of the CIPP model, attention was also paid to teaching subjects in the Guidebook of Teachers Guidebook (3.32 and ±0.791), internal teaching (3.34 and ±0.816), teaching processes (3.37 and ± 0.804) and the teaching outputs (3.28 and ±0.882). No significant difference was found between the amount of attention to the components of teaching according to gender, area, educational qualification and work experience. However, there was a significant difference between the amounts of attention to the components of teaching in terms of the use teaching guidebook. The results indicate that amount of attention to teaching components in the guidebook of the 6th grade math teacher is more than moderate, which is far from optimal and needs to be reviewed content of this book.