Evaluating the first three grades’ curricula in Jordan in light of the total quality standards

Abstract

Tahani Alebous

This study investigated the degree of availability of comprehensive quality standards in the first three grades’ curricula in Jordan through evaluating the basic elements (educational goals, textbooks’ goals, content, means and activities and teaching methods) from the superiors’, teachers’ and parents’ perspective. The sample of the study consisted of all the teachers of the first three grades in the public schools (170), all the supervisors of the stage (8) and the cooperative parents (100) in the governorate schools of Marka directorate in Amman, in the academic year (2015-2016) group. To achieve the objectives of the study, the instrument (a checklist) which is based on the international standards and on the quality standards of the Ministry of education was developed according to the desired goals. The total items was 117, divided into five fields; learning outcomes, content, evaluation, educational materials and activities. The reliability and validity were checked, after distributing the instrument into the sample of the study. Data were analyzed using MANOVA test, and Scheffe’ Test for differences in the total quality standards compared to the achieved total quality standards in the sciences textbooks of the third grade. The results were as follows: there was difference in the total degree, learning outcomes quality standards, content quality standards, and the activities quality standards in favor of the supervisors. Additionally, there was a difference in the educational materials quality in favor of the supervisors. Based on the conclusion of these results, it is recommended to pay attention to reconsidering the committees of curricula to be consisted of experts in the sciences and quality standards, also, the view of parents should be considered when evaluating the curricula.