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ERIC Number: EJ1080509
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2222-1735
Evaluating the Male and Female Students' Welcome of the Cultural-Art Plans
Eshaghian, Masomeh; Saadatmand, Zohreh
Journal of Education and Practice, v6 n13 p38-42 2015
The purpose of this study is to evaluate the welcome of culture-art plans in the high schools of Khomeyni Shahr City from perspectives of the educational coaches and students in the 2013. The present study is a descriptive-survey research. The statistical population of this study includes the educational coaches and students participating in the culture-art plans in the city of Khomeyni Shahr in the 2013. The population consists of 2175 students and 44 coaches. In order to select the sample members, a stratified sampling method was used. A sample of 314 students and 39 coaches was selected. In order to investigate the validity of questionnaire, both face and content validities were investigated and confirmed. In order to measure the reliability of questionnaire, Cronbachs' Alpha Coefficient of questionnaire was measured. The coefficient was 0.96 for our questionnaire. The research data were analyzed through descriptive and inferential statistics. The results of the main hypothesis revealed that the students evaluate the culture-art plans moderately. In addition, the findings showed that the educational coaches evaluate the plans appropriately. The result of the first hypothesis showed that the students and coaches evaluate the degree of realization of culture-art plans more than moderate level. Based on the result of the second hypothesis, students evaluate the contents of cultural-art plans less than moderate level. Finally, our findings showed that coaches evaluate the contents of culture-art plans more than moderate level.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A