Evaluating the Contemporary Kurdish Reading Curriculum for Fourth Class Students in the Light of Total Quality Standards

Abstract

Evaluating the contemporary Kurdish reading curriculum for fourth class middle school students in the light of total quality standards is the key aim of the current research. The researcher adopted the descriptive approach by including 927 male and female Kurdish language teachers in middle schools as the research community. The research sample included (131) teachers and schools distributed over the six districts of Baghdad governorate. The research tool consisted of a list of quality standards that included (173) items. After extracting validity, stability, and discriminatory power, it was applied to the research sample. The researcher concluded that the modern Kurdish reading curriculum for the fourth class of middle school is characterized by total quality in varying proportions. The modern Kurdish reading curriculum focused on the cognitive aspect and neglected other aspects. The weakness of the materials presented to students and the failure to observe the controls of the conditions of the modern curriculum, which is concerned with total quality standards.