Phenomenology of the Factors Affecting Students' Lack of Attention to Secondary School Curriculum

Subject Areas : Educational Science

javad Keyhan ¹ , rahim rahimzadeh ² , mirbashir hemmatyar ³

1 - Department of Educational Sciences, Urmia Branch, Islamic Azad University, Urmia, Iran
2 - Master of Planning Curriculum of Islamic Azad University, Urmia Branch
3 - Ph.D. Student of Planning in Islamic Azad University, Islamshahr Branch

Received: 2018-03-16 Accepted : 2020-12-27 Published : 2021-02-19

Keywords: Curriculum, high school, low attention,

Abstract :

The aim of present study was to identify and study the factors affecting the students' low attention to high school textbooks in Ghoshchi city. The present study was qualitative phenomenological research and conducted in terms of applied purposes. The statistical population consisted of 154 teachers and 620 students. Of these, the target population was selected through purposeful sampling. 15 teachers and 17 students were selected respectively. Semi-structured interviews and open-ended questionnaires were used to collect data. Data analysis was done by cluster analysis method. Data was analyzed using continuous comparative method. According to the findings of the research, the most important factors in students' low attention of high school textbooks based on viewpoint of teachers and students themselves can be divided into two general categories of personal or personal factors and school or environmental factors. From the perspective of students, the most important personal factors were lack of motivation due to observing unsuccessful people, unreasonable ambiguity in the future of employment and resorting to external documents and school factors were lack of facilities, teacher misconduct, curriculum content weakness, and long duration Educational hours. But in a more or less identical look, teachers find the most important personal factors as: lack of motivation for progress, identity confusion, false self esteem, mental concentration problems, mobile addiction, family problems and drowsiness, and school factors including long hours of instruction, poor physical standards of classes, poor content of the textbooks and poor ability in note-taking.