Volume 6, Issue 3 (Vol6,No3(21) 2025)
2025, 6(3): 510-527 |
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Bana Z, Oladiyan M, Safari M. (2025). Designing a Student Researcher Model for Learning Skills Based on the KHANA Plan in Iranian Primary Schools. Journal of Childhood Health and Education. 6(3), 510-527. doi:10.32598/JECHE.6.3.375.1
URL: http://jeche.ir/article-1-342-en.html
URL: http://jeche.ir/article-1-342-en.html
1- Department of Educational Sciences, Dmv.C. Islamic Azad University, Damavand, Iran.
Abstract: (833 Views)
Background and Aim The present study aimed to develop a student-researcher model for learning skills based on the KHANA (Reading, Writing, Life Skills) plan in Iranian primary schools.
Research Methods This is a mixed-method (qualitative-quantitative) exploratory study. The participants in the qualitative phase were 12 professors of Farhangian University and Tehran University. They were selected using a purposive sampling method. Data were collected through semi-structured interviews with these experts. Data analysis was performed using the content analysis method in MAXQDA software. The participants in the quantitative phase were 286 principals, deputy principals, and teachers of primary schools in Tehran, who were selected using a multi-stage cluster sampling method. Data were collected with a researcher-made questionnaire. Data were analyzed using the AHP technique, onesample t-test, and confirmatory factor analysis in SPSS software, version 23 and SmartPLS software.
Results The dimensions of the student-researcher model were goal, feature, and structure. Knowledge, skills, and attitude were the components of the model goal. The student's characteristics, supportive characteristics, and teaching-related characteristics were the components of the model feature. Also, distraction-focused, participation-focused, and problem-focused goals were the components of the model structure. Also, the model structure and its problem-focused component were given first priority; the model feature and its teaching-related component were given second priority, and the model goal and its knowledge component were given third priority.
Conclusion The developed student researcher model can be used as an effective design in Iranian primary schools to improve the ability of students to learn the KHANA-based skills.
Research Methods This is a mixed-method (qualitative-quantitative) exploratory study. The participants in the qualitative phase were 12 professors of Farhangian University and Tehran University. They were selected using a purposive sampling method. Data were collected through semi-structured interviews with these experts. Data analysis was performed using the content analysis method in MAXQDA software. The participants in the quantitative phase were 286 principals, deputy principals, and teachers of primary schools in Tehran, who were selected using a multi-stage cluster sampling method. Data were collected with a researcher-made questionnaire. Data were analyzed using the AHP technique, onesample t-test, and confirmatory factor analysis in SPSS software, version 23 and SmartPLS software.
Results The dimensions of the student-researcher model were goal, feature, and structure. Knowledge, skills, and attitude were the components of the model goal. The student's characteristics, supportive characteristics, and teaching-related characteristics were the components of the model feature. Also, distraction-focused, participation-focused, and problem-focused goals were the components of the model structure. Also, the model structure and its problem-focused component were given first priority; the model feature and its teaching-related component were given second priority, and the model goal and its knowledge component were given third priority.
Conclusion The developed student researcher model can be used as an effective design in Iranian primary schools to improve the ability of students to learn the KHANA-based skills.
Type of Study: Research |
Subject:
General
Received: 2025/05/19 | Accepted: 2025/10/7 | Published: 2025/12/16
Received: 2025/05/19 | Accepted: 2025/10/7 | Published: 2025/12/16
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