The effect of integrated curriculum (content-based and skill-based) on self-esteem and academic achievement of students in multi-grade classes in Piranshahr

The aim of this study was to investigate the integrated curriculum effect on students self-esteem and academic achievement in multi-grade classes in Piranshahr.Method of this study was quasi-experimental and with pretest-posttest with two control groups and two experimental groups.The study statistical population was all students in the sixth grade of multi-grade classes in Piranshahr.Using multi-stage cluster sampling, two primary schools were randomly selected from two groups of multi-grade schools in Lajan and Markazi, and finally, from each primary school, the second grade class in which the sixth grade was located was selected. It was elementary and the sixth grade was selected.Therefore, the research samples include four classes (60people), ie two classes of experimental group (30people), and two classes of control group (30people).The Cooper-Smith Self-Esteem Questionnaire (SEI) was used to assess students' self-esteem.The questionnaire is first administered to 30 people experimentally and after removing some of questions, the Cronbach's alpha coefficient of the questionnaire was 91%.To measure academic achievement, a teacher-made math test with 15 questions was used, which was designed for the sixth grade of elementary school. In order to analyze the data, in addition to descriptive statistics methods (mean and standard deviation), inferential statistics method (ANCOVA) was used.