Validation of the Conceptual Model of Elementary Mathematics Virtual Teaching Curriculum
محورهای موضوعی : 0
Mina Alireza Khazabi
1
,
علیرضا عراقیه
2
,
زهرا رحیمی
3
,
عباس خورشیدی
4
1 - education
2 - دانشیار گروه علوم تربیتی و روان شناسی دانشگاه آزاد اسلامی واحد اسلامشهر
3 - گروه آموزش و پرورش دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبایی
4 - هیئت علمی/ دانشگاه آزاد اسلامی واحد اسلامشهر
کلید واژه: Validation, Mathematics Curriculum, Virtual, Elementary Level,
چکیده مقاله :
This research aimed to validate the conceptual model of a virtual teaching curriculum for elementary mathematics. A descriptive survey method was employed to achieve this goal. The study population consisted of elementary school teachers from grades one to six in Tehran, totaling 112 individuals selected through purposive sampling. Data were collected using a researcher-made questionnaire. The questionnaire was designed with 57 items on a 5-point Likert scale and was used to collect data for internal validation of the model. Its validity was determined based on the Content Validity Ratio (CVR) ranging from 0.6 to 1, which is considered satisfactory. The reliability was also calculated using Cronbach's alpha, resulting in α = 0.974, indicating that the questionnaire had a desirable level of internal consistency. For the analysis of the research data, descriptive statistics such as mean, standard deviation, skewness, and kurtosis were used in the descriptive section, and confirmatory factor analysis was employed in the inferential statistics section. The data analysis of the research was conducted using SmartPLS software. According to the results of this study, the virtual teaching curriculum model for elementary mathematics explains all the items of its four-component constructs, fits well, and all relationships within it are significant based on confirmatory factor analysis. Therefore, it can be concluded that the virtual teaching curriculum model for elementary mathematics possesses the necessary credibility.
This research aimed to validate the conceptual model of a virtual teaching curriculum for elementary mathematics. A descriptive survey method was employed to achieve this goal. The study population consisted of elementary school teachers from grades one to six in Tehran, totaling 112 individuals selected through purposive sampling. Data were collected using a researcher-made questionnaire. The questionnaire was designed with 57 items on a 5-point Likert scale and was used to collect data for internal validation of the model. Its validity was determined based on the Content Validity Ratio (CVR) ranging from 0.6 to 1, which is considered satisfactory. The reliability was also calculated using Cronbach's alpha, resulting in α = 0.974, indicating that the questionnaire had a desirable level of internal consistency. For the analysis of the research data, descriptive statistics such as mean, standard deviation, skewness, and kurtosis were used in the descriptive section, and confirmatory factor analysis was employed in the inferential statistics section. The data analysis of the research was conducted using SmartPLS software. According to the results of this study, the virtual teaching curriculum model for elementary mathematics explains all the items of its four-component constructs, fits well, and all relationships within it are significant based on confirmatory factor analysis. Therefore, it can be concluded that the virtual teaching curriculum model for elementary mathematics possesses the necessary credibility.
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