Analyzing and Compiling Quality Evaluation Indicators of "Second Chance" Literacy Magazine : Review of Audience Opinions

Document Type : Original Article

Authors

• Seyyed Kamaloddin Hosseini ¹
• Batol Sabzeh ²
• Farzin Pirdehi Hajikola ³
• Maryam Sabouri Fakhrabadi ⁴
• Seyyed Ahmadreza Hashemian ⁵

¹ Assistant Professor, Department of Social Sciences, Farhangian University, Mashhad, Iran

² Associate Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

³ Bachelor's student in the field of educational sciences, majoring in Primary education, Faculty of Educational Sciences, Shahid Beheshti Campus, Saman Al-Hajj Center, Farhangian University, Mashhad, Iran.

⁴ Master of Research in Social Sciences, Ferdowsi University of Mashhad, Mashhad, Iran

⁵ Master of Research in Social Sciences, Ferdowsi University of Mashhad, Mashhad, Iran.

10.22067/infosci.2025.91883.1231

Abstract

Introduction: In the contemporary context, the evaluation and continuous improvement of educational publications are vital to meeting the evolving expectations and needs of literate learners. Despite this, research on educational publications—particularly within the domain of literacy—remains underrepresented in scholarly discourse. Given the growing imperative to enhance the quality of educational content and its critical role in the learning process, this study underscores the importance of aligning published materials with the actual needs of the target audience. Accordingly, the primary aim of this research is to analyze and develop quality evaluation indicators for the literacy-focused magazine Second Chance from the perspective of its readership. The findings of this study may serve as a model for other educational publications seeking to enhance content quality and improve the effectiveness of literacy education.
Methodology: The present study employed a survey-analytical approach and is categorized as applied research. Specifically, this research is classified as a survey study based on its data collection method. The statistical population comprised all readers of Second Chance magazine who are in the literacy consolidation stage. A random sampling technique was utilized to select participants, resulting in a final sample size of 367 individuals. Data were collected using a researcher-designed questionnaire consisting of 43 items, each rated on a five-point Likert scale (ranging from "very little" to "very much"). The questionnaire was developed through a systematic search and design process utilizing keywords related to quality indicators of publications and educational resources within reputable scientific databases. To establish the validity of the instrument, content validity was confirmed by consulting experts and specialists in the field of literacy. Furthermore, the reliability of the questionnaire was evaluated using Cronbach’s alpha, yielding an acceptable reliability coefficient of 0.717. Finally, exploratory factor analysis (EFA) was employed to analyze the collected data and to identify the underlying quality assessment indicators (factors) of the Second Chance magazine.
Findings: Following the data analysis process, fifteen fundamental indicators (factors) were identified for evaluating the quality of the Second Chance magazine. These indicators were subsequently categorized into three subgroups: cognitive-educational, social-identity, and structural design factors. Within the cognitive-educational subgroup, the following indicators were classified: multifaceted development of literacy and applied skills (explained variance: 3.611), transfer of concepts through entertaining literary elements (explained variance: 3.293), development of knowledge and awareness in specific epistemological domains (explained variance: 2.874), innovative thematic approaches in content (explained variance: 2.644), and the organization of educational programs aligned with learners’ knowledge construction (explained variance: 2.598). Furthermore, the indicators encompassing motivation and self-efficacy dissemination grounded in lived experiences and social needs (explained variance: 6.308), synergy and discourse related to collective-national identity (explained variance: 3.278), the sustainable development of learners' professional potential (explained variance: 3.124), and interaction-based mechanisms for assessing and enhancing the dynamism of the magazine (explained variance: 2.706) were classified within the spectrum of underlying social-identity factor. Additionally, the structural design factors encompassed the content optimization and effectiveness indices (explained variance: 17.134), the alignment of the magazine content with the audience context (explained variance: 3.018), the efficiency of the structure and the methods of effective message transmission (explained variance: 2.989), the appropriateness of the distribution network and accessibility (explained variance: 2.534), the quality assurance and credibility of the information presented in the magazine (explained variance: 2.444), and the visual design's attractiveness (explained variance: 2.388.
Discussion and Conclusion: The findings of this study indicate that the three foundational factors—cognitive-educational, social-identity, and structural design—each contribute significantly to the dimensions and indicators used in the quality assessment of the Second Chance Literacy Journal. The cognitive-educational factor highlights the significance of multifaceted content and innovative pedagogical approaches for concept transmission. This factor effectively enhances the cognitive and scientific competencies of the target audience through the application of constructivist and learner-centered learning principles. Conversely, the social-identity factor reinforces audience motivation and social cohesion, potentially fostering positive shifts in attitudes and behaviors by leveraging theories of self-efficacy and social identity. Conversely, structural design emphasizes the efficiency of communication and the accessibility of information. Specifically, this aspect facilitates user access, attracts the target audience, and enhances the journal’s credibility by adhering to established principles of educational and communication design. The findings suggest that a balanced focus on cognitive, social, and structural dimensions can significantly improve the quality of literacy publications and their effectiveness in empowering readers. Therefore, it is imperative for educational publishing administrators and specialists to consider these indicators during the processes of compiling, publishing, and evaluating journal performance. Moreover, future strategies for literacy publishing should be developed within the framework of these fundamental factors.

Keywords

• Compilation
• quality indicators
• evaluation
• Second Chance Magazine
• literacy

Main Subjects

• Services evaluation

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