Evaluation of Happy Student Network with SWOT approach in order to provide strategies to improve the curriculum of junior high school

Document Type : Original Article

Author

SHAHED UNIVERSITY

Abstract

The present study aimed to evaluate the student social network (SHAD) with a swot approach in order to provide strategies to improve the curriculum. This research is applied in terms of purpose and descriptive and survey in terms of research method. The statistical population includes two groups of high school teachers and students, District 14 of Tehran, which using random sampling method and Morgan table, out of 515 teachers, 220 people, and 16780 students, 376 people as a sample and were studied. The research tool is a researcher-made questionnaire and in its design, the items are arranged in four sections (strengths, weaknesses, opportunities and threats). Formal and content validity were used to assess the validity of the questionnaire and Cronbach's alpha method was used to assess the reliability of the questionnaire. Data analysis was performed using descriptive statistics (table and graph of frequency, percentage, standard deviation and mean) and inferential statistics (univariate t). After identifying the four dimensions of strengths, weaknesses, opportunities and threats from the perspective of teachers and students according to the results obtained, and using the swot matrix table of aggressive strategies (so) based on the use of strengths to exploit Opportunities, contingency strategies (wo) based on eliminating vulnerabilities that are appropriate to take advantage of opportunities: Adaptive strategies (st) based on using strengths to combat threats, and defensive strategies (wt) Which were presented on the basis of eliminating weaknesses suitable for combating threats.
Findings: The results of the research are explained. Data analysis using multivariate analysis of covariance showed that improving the background and motivational conditions for learning English is effective
Conclusion: The conclusion and discussion of the research are explained. These findings have practical implications for the areas of English language teaching that are discussed in detail.

References

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Learner-based Curriculum and Instruction Journal
Volume 1, Issue 3 - Serial Number 3
October 2021
Pages 17-40

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History

  • Receive Date: 16 January 2022
  • Revise Date: 30 January 2022
  • Accept Date: 31 January 2022
  • First Publish Date: 31 January 2022
  • Publish Date: 22 November 2021

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