Document Type : Research Paper
Authors
1
Department of Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
2
2 Associate Professor of Department of Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.
3
Associate Professor of Department of Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.
Abstract
This study aims to evaluate the implementation of the looping system in elementary schools using the CIPP model. Its approach was an exploratory mix; in the qualitative part, phenomenology was used, and in the quantitative part, a descriptive survey method was used. Sixteen managers and teachers with experience in implementing the looping system were interviewed. They were selected according to the criterion sampling and snowball methods. The Strauss and Corbin coding method was used to analyze the data. Finally, in the context, input, process, and product factors, 11, 7, 7, and 8 indicators were identified respectively. In the quantitative part, the population consisted of all managers and teachers in elementary schools in Lorestan province where the looping system was implemented, totaling 178 people. 118 people were selected using the stratified sampling method. Data was collected through a researcher-made questionnaire based on the results of the qualitative section. The validity of the questionnaire was confirmed by the experts and its reliability was confirmed by calculating Cronbach's alpha (0.955). finally, the one-sample t-test was used. The results showed that the implementation status of the looping system in the context, process, and product factors are favorable and in the input factor is unfavorable.
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