Comparing Efficacy of English Curriculum Components at High Schools vs. English Teaching Institutes in Isfahan, Iran

Abstract

The present research has attempted to compare English curricula at high school vs.  English teaching institutes. This research has aimed to study and compare components of English curricula from high school teachers and students’ perspectives vs. English language institute instructors and learners’ viewpoints. A descriptive-survey research method was adopted in this study. To select statistical sample, stratified sampling method, proportional to the sample size, was used, and a researcher-made questionnaire involving 49 forced-choice Questions was utilized for data collection. To estimate questionnaire validity, content validity was used, with its reliability coefficient being estimated 0.90 utilizing Alpha Cronbach Coefficient Method. Data obtained from questionnaires were analyzed using descriptive and inferential statistics including frequency, percentage, mean, standard deviation, single-sample T-Test, Pearson Correlation Coefficient tests, Kolmogorov-Smirinov, T-test for two independent samples, Levine’s test, One-path variance analysis. The results showed that, from the perspective of all four groups, all components of English curriculum were effective; however, such curriculum was   more effective at English teaching institutes than at high school settings.

Keywords: Curriculum, Goals, Content, Teaching-Learning Process & Evaluation