Designing and Validating a Research-Based Curriculum Model for Junior High School Social Studies

Abstract

Purpose: This study aimed to design and validate a research-based curriculum model for social studies in the first year of secondary education. Methodology: A sequential exploratory mixed-method design was employed. In the qualitative phase, semi-structured interviews were conducted with 12 academic experts from Golestan Province, and data were analyzed using conventional qualitative content analysis. In the quantitative phase, the statistical population consisted of 876 social studies teachers, from whom 250 were selected based on the Krejcie–Morgan table through convenience sampling. Data were collected using interviews and a 20-item researcher-developed questionnaire and analyzed through structural equation modeling using Smart PLS software. Findings: Structural model results demonstrated that all major components significantly influenced the research-based approach, including necessity (β=0.612, t=14.941), content (β=0.607, t=17.547), teaching–learning methods (β=0.262, t=9.238), evaluation (β=0.251, t=9.452), and validity (β=0.245, t=9.672) (p<0.001). The SRMR goodness-of-fit index was 0.0232, indicating excellent model fit. Among the components, necessity exerted the strongest effect on model acceptance and effectiveness. Conclusion: The validated model demonstrates strong structural and functional validity and provides a robust framework for improving social studies education and fostering students’ research competencies in junior high schools.