Identification and Ranking of Criteria Affecting the Evaluation of the Work and Technology Curriculum in Lower Secondary Education Using Multi-Criteria Decision-Making Methods

Abstract

This study aimed to identify and prioritize the criteria and subcriteria affecting the evaluation of the Work and Technology curriculum in lower secondary education. This applied study employed a descriptive-survey design. Criteria were initially identified through a review of documentary and library sources, semi-structured expert interviews, and expert judgments. Fifteen nationally distinguished school principals and teachers as well as curriculum specialists were selected through purposive and snowball sampling. The identified components were also validated using the perspectives of principals, teachers, curriculum specialists, and graduates. Data were collected using a researcher-developed questionnaire and pairwise-comparison questionnaires. Four main criteria and 33 subcriteria were identified. The data were analyzed using the Analytic Hierarchy Process (AHP), pairwise comparisons, Expert Choice, and Excel. A consistency ratio below 0.10 was considered evidence of acceptable consistency in expert judgments. AHP results indicated that curriculum content was the most influential criterion, with a weight of 0.596, followed by curriculum objectives (0.160), teaching methods (0.154), and evaluation methods (0.089). The consistency ratio for the main criteria was 0.002. In the final ranking of the 33 subcriteria, content related to real-life affairs ranked first with a global weight of 0.125, followed by modular content incorporating safety and health considerations (0.118), high-quality and evidence-based scientific and practical materials (0.094), alignment of content with students’ characteristics (0.086), and appropriate content design and quality (0.047). The final consistency ratio was 0.01, confirming acceptable consistency of the pairwise comparisons. The findings demonstrate that effective evaluation of the Work and Technology curriculum depends primarily on the quality, practical relevance, and appropriateness of curriculum content. Curriculum revision should therefore prioritize real-life applicability, professional and technical competency development, innovative teaching approaches, and interactive and technology-based assessment practices.