Evaluation the Effectiveness of the in-service teacher’s Primary-Education major’s internship program at Farhangian University Using Kirkpatrick’s Model

Document Type : Original Article

Authors

1 phd student of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Birjand, Iran

2 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Iran

Abstract

This study aimed to evaluate the effectiveness of the internship course in elementary education at Farhangian University based on Kirkpatrick’s four-level model. It was an applied research with descriptive-survey method. The statistical population included 394 in-service student teachers at Farhangian University campuses in South Khorasan during the academic year 2023–2024. Using Cochran's formula and simple random sampling, 194 participants were selected. Data were collected across three levels: reaction, learning, and behavior. The fourth level was not assessed due to its complexity and time-consuming process. The standard Kirkpatrick (2000) training evaluation questionnaire was used to collect data at reaction and behavior levels, and a performance test was used for the learning level. Data were analyzed using paired samples t-test. Results showed that participants’ average reaction scores at the end of the course were higher than at the beginning, indicating high satisfaction with objectives, content, and instructor. Learning scores also improved significantly by the end of the internship (p<0.05). At the behavior level, a significant difference was observed between the start and end of the course (p<0.05), with improved performance. Overall, the internship program was significantly effective in enhancing participants’ teaching knowledge and skills across the three evaluated levels.
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