Journal of Educational Sciences

Designing and Validating the Components of the Teaching Method and Evaluating the Curriculum Based on Emotional Intelligence in the First Secondary School

10.22055/edus.2024.47109.3611
Volume 31, Issue 2
December 2024
Pages 219-240
Journal of Educational Sciences

Document Type : Research Paper

Authors

Leila Mahooti 1
Jahanbakh Rahmani 2
Zohreh Saadatmand 3
Mozhgan Arefi 4

1 PhD Student, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran.

2 Associate professor Department of curriculum development, Isf.c., Islamic Azad University, Isfahan, Iran.

3  Associate Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran.

4 Associate Professor, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran.

Abstract
Introduction
The present study, with a different view in the field of emotional intelligence of teenagers, intends to design a model for emotional intelligence in the first secondary school and tried to find that the programs, in addition to having rich content, are suitable methods for internalizing values in Teenagers will benefit.
 
Method
The study utilized a qualitative exploratory design, analyzing 186 articles published between 2006 and 2023, ultimately selecting 71 for in-depth examination. Data were collected through thematic coding and expert validation, resulting in 211 basic codes categorized into 23 organizing themes and five comprehensive themes related to the curriculum model focused on emotional intelligence. Validation results indicated that 80% of experts found the multidimensional curriculum model based on emotional intelligence to be sufficient and diverse compared to quantitative teaching methods.
Results
In emotional intelligence curriculum teaching, cooperative learning strategies involve grouping students to complete tasks, catering to individual differences for a flexible class environment. Creative teachers use problem-solving methods to engage students with emotional intelligence issues, encouraging logical reasoning and evaluation of solutions. Evaluations should include diverse tools and perspectives from peers and parents, allowing for a comprehensive understanding of students' abilities and enabling teachers to address weaknesses effectively. Validation of the emotional intelligence curriculum model for first secondary schools indicated strong consensus (0.88 agreement among 10 experts), confirming the framework's robustness without significant changes needed.
 
Discussion
In the model of the present study, the use of various measurement and evaluation methods is emphasized. In this model, methods such as functional assessment, written test, oral test, observational assessment method, and finally self-evaluation were proposed to evaluate the performance of learners regarding emotional intelligence in the first secondary school.
 

Keywords

curriculum
emotional intelligence
validation
first secondary course
Akbarzadeh, N. (2019). Emotional intelligence: The view of Salovey et al. Tehran, Farabi Publishing. [Persian]
Amini, M., Shekhari, A., & Taqvai, Z. (2018). The narration of Immature emotions and feelings of secondary level students: A Symbol of Null Curriculum (A study by Educational Connoisseurship and Criticism, 24(2), 69-88. https://doi.org/10.22055/edu.2017.16984.1723 [Persian]
Ashrafzade, T., Mesrabadi, J., Yarigholi, B & Sheikhalizade, S. (2023). Meta-analysis of the Impact of Cooperative Learning on Academic Performance. Journal of Educational Sciences, 30(2), 17-40. [Persian]
Bellizzi, F. (2008). Teaching Emotional Intelligence in the Business School Curriculum. American Journal of Business Education, 1(1), 37-40. DOI:10.19030/ajbe.v1i1.4635
Benington, M. R., Hussey, L. C., & Long, J. M. (2020). Emotional intelligence and successful completion of nursing courses in associate degree nursing students. Teaching and Learning in Nursing, 15(3), 186-189. DOI:10.1016/
j.teln.2020.03.003
Chung, S., & McBride, A. M. (2015). Social and emotional learning in middle school curricula: A service learning model based on positive youth development. Children and Youth Services Review, 53(5), 192-200. DOI:10.1016/j.childyouth.2015.04.008
Corcoran, R. P., Cheng, A., Kim, E., & Xie, C. (2017). Effective universal school- based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56-72. DOI:10.1016/
j.edurev.2017.12.001
Creswell, J.W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Book SAGE Publications, Inc; 5th ed.
Drigas, A., & Pappas, M. A. (2017). Emerging Technologies for ICT Based Education for Dyscalcolia; Implications for computer engineering Education. Nternational Journal of Engineering Education, 32(4), 153-42.
Farang, M., & Ghasem-zadeh Alishahi, A. (2019). The role of curriculum content in improving educational quality in universities. Conference of modern researches of Iran and the world in psychology and educational sciences, law and social sciences. [Persian]
Fatahi, F., & Turkian Tabar, M. (2022). Investigating the relationship between emotional intelligence and creativity with innovation in curriculum design case study: female primary school teachers in Khorramabad city, Educational Management Innovations Quarterly, 17(2), 101-115.
GhorbaniGhahfarokhi, L., & Eslami, S. (2019). The relationship between Emotional intelligence and self-efficacy among physical education teachers in Bandar Abbas city.  Rooyes, 8(1), 57-68. URL: http://frooyesh.ir/article-1-658-fa.html [Persian]
Goleman, D. (2000). Emotional Intelligence: Issues in Paradigm Building. In D. Goleman, & C. Cherniss (Eds.), The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations (1-13). San Francisco, CA: Jossey-Bass.
Golman D. (1995).  Emotional intelligence: why it can mattermore than IQ. 1rd ed. New York: Ban- tam books: 271-289.
Golman, D. (2021). Emotional intelligence. Roshd Publications. [Persian]
Gwet, K. (2014). Handbook of Inter-Rater Reliability: The Definitive Guide to Measuring the Extent of Agreement Among Raters. 4th ed. Gaithersburg, MD: Advanced Analytics Press, Maryland, USA. ISBN: 9 780970 806284.
Hashim, SH., & Khalil, MS. (2018). Self-efficacy, emotional intelligence, and quality of life amongst cancer patients. J Psychol Clin Psychiatry, 9(5), 450-455. doi: 10.4103/IJPC.IJPC_82_17.
Hossein Mardi., A. A., & Hossein Mardi, Z. (2015). Prediction of academic achievement based on emotional intelligence and achievement motivation among students of Islamic Azad University of Roudehen branch in 2013. Pajouhan Sci J., 13(3), 15-22. URL: http://psj.umsha.ac.ir/article-1-97-fa.html [Persian]
Husseini, K. (2021). The relationship between emotional intelligence and academic motivation of pre-university students using the mediating role of mental health. Management and Educational Perspective, 3(2), 77-98. https://doi.org/10.22034/jmep.2021.294708.1060 [Persian]
Kardan, K., Mashinchi, A., & Ranjbar M. (2022).  Designing a cognitive- social model of curriculum based on online education during the Covid-19 pandemic in children. Shenakht Journal of Psychology and Psychiatry, 9(3), 31-43. URL: http://shenakht.muk.ac.ir/article-1-1466-fa.html [Persian]
Karimi, H., Zarei, R., & Valizadeh, N. (2019). Effects of Emotional Intelligence, Spiritual Intelligence, and Mental Health to Reduce Academic Burnout and to Boost Academic Performance of Agricultural Students. Journal of Agricultural Education Administration Research, 47(10), 139-155. 10.22092/jaear.2019.124343.1574 [Persian]
Lashkari, H., & Nouri Imamzadei, A. (2016). Applied emotional intelligence. Qom, Abolhasani Publishing House. [Persian]
Leasa, M., Corebima, A. D., Suwono, H., & Ibrohim, I. (2017). Emotional intelligence among auditory, reading, and kinesthetic learning styles of elementary school students in Ambon-Indonesia. International Electronic Journal of Elementary Education, 10(1), 83–91. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/301
Mirzabeygi, A. (2018). Curriculum planning and lesson plans in formal education and training of human resources. Tehran, Yestron Publishing House. [Persian]
Moradi, A., & Qadri, D. (2018). Investigating the effect of emotional intelligence and spiritual intelligence on the academic progress of first secondary students in Sarovabad city in the academic year, the fourth international conference on modern researches in the field of educational sciences, psychology and social studies of Iran, Tehran. [Persian]
Nosrati, A., Beshartalo, H., & Ghazi, M. (2021). The relationship between emotional intelligence and academic achievement, the seventh international conference on knowledge and technology of educational sciences, social studies and psychology. [Persian]
Rahmanpour, M., Naderi, R., & Hatami, J. (2022). Curriculum Design and Validation Program for Master of Information Technology in Education from a Perspective. Journal of Academic Management, 1(4), 101-129. [Persian]
Rajamanickam, M. (2001). Statistical Methods in Psychological and Educational Research. concept publishing company, New Delhi.
Rostami, M., Gholami, F., & Rostami, H. (2018). Investigating the impact of emotional intelligence in curriculum development, the first international conference on new researches in psychology, counseling and behavioral sciences. [Persian]
Saheb, Kh., & Amiri, H. (2021). The relationship between emotional intelligence and academic achievement and creativity in second year high school female students. Quarterly Journal of New Approaches in Islamic Studies, 2(5), 449-425. [Persian]
Saif-Naraghi, M., Naderi, A., & Salehizadeh, M. (2021). Evaluation of the "Renewable Energy Management Course" curriculum model from the point of view of teachers and relevant experts. Adolescent and Youth Psychological Studies and Updates, 3(3), 336-347. [Persian]
Samiee Zafarghandi, M. (2018).  An Investigation of the Relationship between Hidden Curriculum and Students’ Emotional Intelligence. QJFR, 15(1), 119-136. URL: http://qjfr.ir/article-1-566-fa.html
Stillman, S. B., Stillman, P., Martinez, L., Freedman, J., Jensen, A. L., & Leet, C. (2018). Strengthening social emotional learning with student, teacher, and schoolwide assessments. Journal of Applied Developmental Psychology, 55, 71-92. DOI:10.1016/j.appdev.2017.07.010
Taghipour Zaheer, A. (2017). Principles and foundations of education (principles of education). Tehran, Aghaz. [Persian]
Taghva’ei Yazdeli, Z., Yazdkhasti, A., & Rahimi, H. (2014). Relation of Hidden Curriculum Situation and Students’ Emotional Intelligence Kashan University of Medical Sciences & Kashan University. Educ Strategy Med Sci, 6(4), 229-234.  URL: http://edcbmj.ir/article-1-442-fa.html [Persian]
Talebian Darzi, M., Falah, V., & Salehi, M. (2022). Explaining Factors Affecting Skills CurriculuHumanitiesm Based on Social Responsibility. Journal of Educational Sciences, 28(1), 208-228. [Persian]
Tam, H. L., Kwok, S. Y., Hui, A. N., Chan, D. K. Y., Leung, C., Leung, J., ... & Lai, S. (2021). The significance of emotional intelligence to students’ learning motivation and academic achievement: A study in Hong Kong with a Confucian heritage. Children and Youth Services Review, 121, 105-847. DOI:10.1016/j.childyouth.2020.105847
Yarmohamedian, M. (2016). Basics and principles of curriculum planning, moseseh entesharat yadvareh ketab. [Persian]
Yousefzadeh, M. (2015). Presenting the curriculum model of intellectual skills (creative thinking and critical thinking) for the undergraduate degree according to curriculum planning experts. Scientific Quarterly of Teaching and Learning Researches of Azad University, Bojnord Branch, 6(23), 1-19. [Persian]
 

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us