EVALUATING 10TH GRADE ENGLISH LANGUAGE CURRICULUM USING STUFFLEBEAM’S (CIPP) CONTEXT, INPUT, PROCESS, PRODUCT MODEL


İncirci A.

International Journal of Language Academy, cilt.4, ss.153-173, 2016 (Diğer Kurumların Hakemli Dergileri)

  • Cilt numarası: 4 Konu: 2
  • Basım Tarihi: 2016
  • Doi Numarası: 10.18033/ijla.407
  • Dergi Adı: International Journal of Language Academy
  • Sayfa Sayıları: ss.153-173

Özet

The aim of this study is to evaluate the Context, Input, Process, Product dimensions of 10th grade English Teaching Curriculum using Stufflebeam’s CIPP model. Furthermore, it is aimed to explore whether the answers change based on the gender of the participants. With this aim, teachers’ who apply the program and stuents’ who are educated based on the program views are referred. The teacher and student five-point likert questionaires of which reliability and validity are provided by Karakaş were applied as the data collection tool. The study took place in the northen-west part of Turkey. The questionaires were applied to 26 English teachers and 227 students. According to the data obtained teachers and students are not satisfied with the context, input, process and product dimensions of the 10th grade English Curriculum. The view of students does not have meaningful difference based on the gender. As for that when teachers’ view is examined, it is detected that male teachers think more positively only about the dimension of Input of the Curriculum.