Document Type : Original Article

Author

• Pouya Mardbari

Assistant , Ministry of EducationMaster of Arts in Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran

Abstract

This study aimed to evaluate the quality of the School-Based Curriculum program using the Kano model from the perspectives of stakeholders, beneficiaries, and educational authorities within the educational system. In terms of purpose, the research was applied, and in terms of methodology, it adopted a descriptive–evaluative design. The statistical population consisted of male lower secondary school students, teachers, school principals, and educational experts affiliated with the Department of Education in Urmia. A multi-stage cluster random sampling method was employed across all target groups. Sample size was determined using Cochran’s formula, resulting in samples of 381 students, 321 teachers, 127 principals, and 52 educational experts. Data were collected through field methods using researcher-developed questionnaires. Data analysis was conducted using one-sample t-tests and one-way analysis of variance (ANOVA). The findings revealed that the expectations of students, teachers, principals, and educational experts regarding program objectives, school authority, content areas of the School-Based Curriculum, time allocation, managerial and instructional roles and responsibilities, student performance assessment, and school monitoring and evaluation exceeded their actual perceptions. These results indicate a significant gap between expectations and implementation, suggesting that the execution of the School-Based Curriculum program requires serious reconsideration and substantial revision.

Keywords

• Evaluation
• School-Based Curriculum
• Kano model
• educational system

Main Subjects

• الگوهای برنامه درسی