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.

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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