Investigate the Relationship Between the Degree of Adaptation of Teachers' Curricula with the Quality of Learning Experiences and Academic Performance of Students

Document Type : Research Paper

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Abstract

The present study aims to investigate the relationship between the degree of compliance of faculty curriculum with the quality of learning experiences and academic performance of students. This research is applied in terms of purpose, and in terms of data collection it is conducted within a descriptive correlation framework. The statistical population of this study includes 51 faculty members and 1200 graduate students of Islamic Azad University of Torbat-e-Heydarieh. Using the formula for determining the sample size of Krejcie and Morgan, 290 graduate students are selected through random sampling method and the whole faculty members through a census method. The instruments for data collection include a researcher-made syllabus adaptation questionnaire containing 14 items in 4 components with Likert Scale Response as well as Newman's Learning Experience Quality Questionnaire (1990) in 4 different domains for Iranian samples by Nayami (2010). And the GPAs of students in the past semester are used for the purpose of measuring academic performance. The reliability of the questionnaires is calculated through Cronbach's alpha coefficient and the results show 0.78 and 0.83 for each questionnaire, respectively. For data analysis, Pearson correlation coefficient and regression are obtained with SPSS 21 software. The results of this study indicate that there is a positive and significant relationship between the degree of adaptation of the curriculum of the faculty members and the quality of the learning experiences and academic performance of the students. Additionally, there is a positive and significant relationship between the quality of learning experiences and academic performance of students.

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References

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Journal of higher education curriculum studies
Volume 9, Issue 18 - Serial Number 2
February 2019
Pages 175-200

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