International Journal of Research and Reviews in Education
ISSN: 2056-9726
Vol. 7(4), pp. 46-54, November 2021
doi.org/10.33500/ijrre.2021.7.005



Assessing secondary school curricula in the light of developing quality of life standards of high school students

Alghtani, Othman Ali1*, Ali, Yahya Abdul-Ekhalq2, Ali, Abdullah Abdul-Ekhalq3, Abdul Majeed, Ahmed Al Sadiq4, Al-Mohammadi, Najwa Attian5, Al Harbi, Obaid Muzal6, Asiri, Omar Ibrahim7 and Ismail, Sabri Mohamed8

1Mathematics Curricula and Methodology, Tabuk University, Saudi Arabia.
2Islamic Studies Curricula and Methodology, Tabuk University, Saudi Arabia.
3Tabuk University College of Medicine, Saudi Arabia.
4Education Technologies, King Khalid University, Saudi Arabia.
5Mathematics Curricula and Methodology, Jeddah University, Makkah, Saudi Arabia.
6Mathematics Curricula and Methodology, Al Qussaim University, Buraydah, Saudi Arabia.
7Technical College, Tabuk University, Tabuk, Saudi Arabia.
8Educational Psychology, Tabuk University, Tabuk, Saudi Arabia.

To whom correspondence should be addressed. E-mail: othman1435@yahoo.com.

Received 10 September, 2021; Received in revised form 29 September, 2021; Accepted 04 October, 2021.

Abstract


Keywords:
Assessing curricula, Teacher practices, Quality of life.


The current study was aimed at assessing the curriculum of secondary schools in the light of the requirements for enhancing the quality of life of the students. The components of quality of life were described to build a list of standards and indicators. Additionally, a questionnaire assessing the dimensions of mental (cognitive and emotional), physical, digital, and social health, and environmental awareness was prepared. A descriptive-analytical approach was used on a sample of 258 teachers and educational supervisors in the Tabuk region. The results of the study indicated that there are shortcomings in the secondary school curricula in developing standards and indicators of components of quality of life. Also, results indicated that secondary school curricula incorporated very few practices needed to improve students’ quality of life. Difference in statistical significance, due to variables (core subject, job, gender, and years of experience), was found to be less than 0.01.

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