The Role of the Art Curriculum in Explaining Social Development ‎Among Female Lower-Secondary School Students

This study aimed to explain the role of the art curriculum in predicting social development among ‎female lower-secondary school students. A descriptive-correlational method was used. The ‎population included ۷۵۰ female students in public schools of Hashtgerd city (۲۰۲۵-۲۰۲۶). Using ‎Cochran's formula and cluster sampling, ۲۵۴ students were selected. A researcher-made ‎questionnaire measured four dimensions of the art curriculum (objectives, content, methods, ‎evaluation) and social development. Content validity was confirmed by eight experts. Reliability ‎‎(Cronbach's alpha) was ۰.۹۱۸ for the art curriculum and ۰.۸۵۵ for social development. Data were ‎analyzed using Pearson correlation and multiple regression. Results showed positive significant ‎relationships between all art curriculum dimensions and social development, with the strongest ‎for evaluation and weakest for methods. Regression indicated that art curriculum dimensions ‎explained %۴۱ of social development variance. Evaluation, objectives, and content were ‎significant predictors, but methods were not. The current art curriculum has considerable ‎potential to enhance social development; however, weaknesses in methods hinder this potential. ‎Revising teaching methods toward active, participatory approaches seems necessary.‎

کلیدواژه ها:

Art curriculum ، Correlation method ، Social development