چکیده:
Today, continuous learning for all countries, not a political necessity but also a real need so that illiteracy is a major barrier to reducing and eliminating poverty know. This study aimed to determine the consistency of educational content in transition period, with literacy needs of Fars province. The study population included three groups, literacy experts, training and audience Fellowship of the transition period. Sampling method was stratified sampling approach and finally 261 questionnaires were collected. In order to collect data was used by three questionnaires. The validity of using item analysis and reliability through Cronbach's alpha was determined that all three had good reliability and validity of the questionnaire. In order to analyze data one sample t test was used in both acceptable and desirable level.The results showed that the three groups studied, an average of all courses higher than acceptable level. Compared to the desired level, courses Qoran and Islamic culture had the highest average and math, Persian literature, Science, and Social sciences are on average lower. Educational content of this courses is not desirable.
خلاصه ماشینی:
This finding means that, from the experts' point of view, the degree of alignment of the educational content of all transition course books, including Persian Literature, Islamic Culture, Experimental Sciences, Social Sciences, Quran, and Mathematics, with the needs of literacy learners and the objectives set for this course is acceptable.
Results of the one-sample t-test (desirable level) in the expert group {Refer to the attached table file} Second question: To what extent does the educational content of the transition course align with the needs of literacy learners from the perspective of instructors?
This finding means that from the perspective of instructors, the alignment of the educational content of all transition course books, including Persian Literature, Islamic Culture, Experimental Sciences, Social Sciences, Quran, and Mathematics, with the needs of literacy learners and the objectives set for this course is acceptable.
This finding means that from the perspective of the audience, the alignment of the educational content of all transition course books, including Persian Literature, Islamic Culture, Experimental Sciences, Social Sciences, Quran, and Mathematics, with the needs of literacy learners and the objectives set for this course is acceptable.
As the results of this research showed, from the perspective of the three studied groups, the educational content of this course is acceptable and, at a medium level, the books of Persian Literature, Islamic Culture, Experimental Sciences, Social Sciences, Quran, and Mathematics have been able to meet the needs of the audience of this course.
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