Volume 6, Issue 3 (September 2024)
IEEPJ 2024, 6(3): 303-322 |
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Gholipour F, Sabzeh B, Mohammadshafiee A. (2024). Needs Assessment of Extracurricular and Leisure Activities for Students in Multi-Grade Elementary Schools in Khalkhal County. IEEPJ. 6(3), 303-322. doi:10.22034/6.3.303
URL: http://ieepj.hormozgan.ac.ir/article-1-908-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-908-en.html
1- Master's student in Curriculum Planning of Farhangian University, Tehran, Iran
2- Assistant Prof., Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran ,b.sabzeh@cfu.ac.ir
3- Assistant Prof., Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2- Assistant Prof., Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran ,
3- Assistant Prof., Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract: (2243 Views)
Objective: The present study aimed to conduct a needs assessment of extracurricular and leisure activities for students in multi-grade elementary schools in Khalkhal County
Methods: This research, in terms of purpose, is applied and belongs to the category of needs assessment studies, which was conducted using a mixed method. The participants in the research included teachers and school principals, female and male students, parents, experts, and activists in the field of extracurricular and leisure activities, who were purposefully selected from multi-grade rural schools in Khalkhāl County and interviewed until saturation was reached. To examine the content validity quantitatively, the Content Validity Ratio (CVR) and the Content Validity Index (CVI) were used. Data analysis was performed using the thematic analysis method and open, axial, and selective coding, and needs prioritization was done using the Delphi technique.
Results: The research findings indicated that the needs assessment in the field of extracurricular activities included 17 components, with the highest priority being learning new skills and gaining new experiences, extracurricular academic and educational classes, and scientific competitions. Additionally, the needs assessment in the field of leisure activities included 14 components, with the highest priority being artistic activities, indigenous and local games, and cultural and sports competitions. According to the findings, the leisure and extracurricular activity needs of girls and boys were different.
Conclusions: The results of this study can provide a basis for identifying and planning to cover the lack of formal and extracurricular education and establish educational equity for students in rural schools.
Methods: This research, in terms of purpose, is applied and belongs to the category of needs assessment studies, which was conducted using a mixed method. The participants in the research included teachers and school principals, female and male students, parents, experts, and activists in the field of extracurricular and leisure activities, who were purposefully selected from multi-grade rural schools in Khalkhāl County and interviewed until saturation was reached. To examine the content validity quantitatively, the Content Validity Ratio (CVR) and the Content Validity Index (CVI) were used. Data analysis was performed using the thematic analysis method and open, axial, and selective coding, and needs prioritization was done using the Delphi technique.
Results: The research findings indicated that the needs assessment in the field of extracurricular activities included 17 components, with the highest priority being learning new skills and gaining new experiences, extracurricular academic and educational classes, and scientific competitions. Additionally, the needs assessment in the field of leisure activities included 14 components, with the highest priority being artistic activities, indigenous and local games, and cultural and sports competitions. According to the findings, the leisure and extracurricular activity needs of girls and boys were different.
Conclusions: The results of this study can provide a basis for identifying and planning to cover the lack of formal and extracurricular education and establish educational equity for students in rural schools.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/02/1 | Accepted: 2024/07/25 | Published: 2024/09/1
Received: 2024/02/1 | Accepted: 2024/07/25 | Published: 2024/09/1
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