An Examination of the Status of Project-Based Curriculum Elements in the Blended Education System at the Upper Elementary Level

Mojtaba  Soltani; Amirhosein Mehdizadeh; Alireza  Araghieh; Nahid  Shafiee; Batoul  Faghih Aram

doi:10.61838/mp93tb09

Authors

Mojtaba Soltani PhD Student, Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0000-0003-1302-1284
Amirhosein Mehdizadeh Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran https://orcid.org/0000-0001-6625-4570
Alireza Araghieh Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0000-0001-5664-9376
Nahid Shafiee Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0000-0001-8172-1341
Batoul Faghih Aram Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0000-0002-4278-7812

DOI:

https://doi.org/10.61838/mp93tb09

Keywords:

curriculum elements, project-based curriculum, blended education system, upper elementary level

Abstract

Purpose: Given the importance of examining project-based curriculum elements, the present study aimed to investigate the status of project-based curriculum elements in the blended education system at the upper elementary level.

Methods and Materials: This study was applied in terms of purpose and descriptive-survey in terms of its method of implementation. The study population consisted of educational experts, school principals, and teachers in elementary schools in Tehran, of whom 397 were selected as the sample using cluster random sampling. The research instrument was a researcher-developed questionnaire whose validity was confirmed by experts and whose reliability was calculated as 0.95 using Cronbach’s alpha. The data were analyzed using a one-sample t test in SPSS at a significance level of 0.05.

Findings: The findings showed that all elements of the project-based curriculum in the blended education system at the upper elementary level, including goals and philosophy, content, teaching methods, assessment, technology, educational environment, learning activities, existing challenges and shortcomings, and outcomes, were at a desirable level (p < .001).

Conclusion: The findings of this study have practical implications for specialists and planners in blended education systems. Based on these findings, they can take effective steps toward improving the status of project-based curriculum elements.

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