Evaluate Factors Affecting Perceived Quick-Impact Curricula atTwo secondary schools in Tehran

This study Evaluate Factors Affecting Perceived Quick-Impact Curricula at Two secondaryschools in Tehran. Data analysis was done using Pearson’s Correlation Coefficient andStructural Equations Modeling. The population comprised all the students of the seconderyschools of the city of Tehran in the school year 2015-2016. The study used multistage clusterrandom sampling whereby, finally, 250 students were selected. The research tools used in thisstudy were three researcher-made questionnaires. In general, the findings revealed that thecorrelation between the perceived quick-impact curricula and students’ attitude towardscurriculum (r=0.530), motivation (r=0.375), metacognition (r=0.281), self-adjustment(r=0.366), theoretical information literacy (r=0.425) practical information literacy (r=0.362),simultaneous interaction (r=0.337), non-simultaneous interaction (r=0.408), developmentactivities (r=0.398), innovative activities (r=0.429), and leadership activities (r=0.2948) hasbeen significant. According to the findings, GFI=0.96, and AGFI=0.91, which is indicative ofthe model’s fitness.

کلیدواژه ها:

quick-impact curricula ، self-directed learning ، information literacy ، secondaryschools