EVALUATION OF ANATOLIAN HIGH SCHOOL ENGLISH CURRICULUM ACCORDING TO CONTEXT-INPUT-PROCESS-PRODUCT MODEL IN TERMS OF STUDENT OPINIONS


This research aims to evaluate the effectiveness of the English Curriculum at the 9th and 10th grade level in terms of the elements of the CIPP (context, input, process, product) model developed by Stufflebeam. The sample consists of 200 students studying at Anatolian High Schools in the 2016-2017 academic year. The data were obtained from a questionnaire in which students evaluated the program from different perspectives and analyzed using descriptive statistical methods. According to the results of the research; the students do not find the school buildings adequately equipped. Students stated that reading, writing, listening, grammar, speaking and daily life materials used in the course were sufficient, but they were not useful enough for them. In addition, the majority of students found the materials used for the course "partially difficult" or "difficult". Most of the students found that the topics covered in the course were interesting but they found the content of the course difficult. In addition, more than half of the students reported their success as moderate or weak. They also stated that there were no lessons to improve speaking skills. Therefore, they do not believe that the lessons will contribute to them. In addition, most of the teachers stated that they mostly used narrative method in the lessons, however they frequently preferred question-answer and they sometimes included group work, paired work and discussions. The students were stated that their teachers focus on assessment and evaluation in the form of gap filling practice exams, matching and written exams. It was determined that students had no difficulty in communicating with their teachers and that the majority of them could communicate with them at any time. As a result, the English course programs meet the students' expectations "partially".


Keywords


CIPP Model, Curriculum Evaluation, Foreign Language Education

Author : Adem UZUN -Ersin ŞAHİN - Rüçhan UZ - Şenay ŞAHİN
Number of pages: 2729-2750
DOI: http://dx.doi.org/10.29228/TurkishStudies.36977
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Turkish Studies-Educational Sciences
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