Dimensional analysis of increasing students' interest in work and technology courses from the perspective of students and teachers: A study of the grounded theory and Schatzman dimensional analysis

We explored and analyzed the dimensions of enhancing students’ interest in work and technology courses curriculum in junior high schools by dimensional analysis of the perceptions of students and teachers of vocational work and technology courses and based on the grounded theory and Schatzman dimensional analysis. Students were selected based on criterion, quota and convenience sampling methods. Thirty students of the seventh, eighth and ninth grades who were interested in attending the interview were selected by convenience and interviewed. Interviews were conducted based on quota sampling and selection of 10 students from each grade. Data were analyzed based on Schatzman's three-step method and the explanatory matrix tool. This analysis consists of three stages and as an organization plan, including a. dimensioning/design b. segregation; c. integration/reintegration. These steps are not linear and are provided only sequentially for ease of presentation. Schatzman proposed dimensional analysis in three steps using an explanatory matrix tool.