International Journal of Nonlinear Analysis and Applications

Designing the content of the third grade elementary math textbook based on the integrated curriculum and evaluating its effect on students' integrated learning: A mixed study

Document Type : Research Paper

Authors

Department of Administration and Education Planning, Shiraz University, Shiraz, Iran

Abstract

The purpose of the present two studies is to design an integrated content of the third-grade elementary math textbook using a quantitative approach in the first study, and in the second study, to assess the effect on students' integrated learning. In this study, the qualitative part used the qualitative content analysis method and the quantitative part applied the quasi-experimental method of pre-test and post-test design with a control group. In the qualitative section, a sample of 18 expert teachers from Izeh was selected using the purposive sampling method. In the quantitative section, a sample of 30 people was selected by a simple random sampling method. The statistical population of the quantitative section is all primary school male students in Izeh City. In this study, first a conceptual model was designed, then using qualitative content analysis and the interview tool, the participants 'opinions on the possibility of linking the content of the math textbook with three third-grade elementary textbooks were extracted and then the effect of this content on students' learning was compared with three third grade textbooks. The results show a kind of unity of sciences with a significant difference between integrated learning of students who have been trained with integrated content and students who have not been trained with integrated content, and the level of significance is less than 0.05, indicating that integrated content is based on integrated learning, with integration playing a very important role.

Keywords

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International Journal of Nonlinear Analysis and Applications
Volume 16, Issue 4
April 2025
Pages 285-293
  • Receive Date: 26 August 2022
  • Accept Date: 15 October 2022