Comparative evaluation of the 12th grade chemistry program according to the CIPP model "Türkiye and Nigeria"

This comparative evaluation aims to evaluate and compare the 12th-grade chemistry program applied in high schools in Nigeria and Türkiye according to the CIPP evaluation model. mixed method was used in this study. The five-Likert scale Google form questionnaire prepared by the researcher was randomly applied in the high schools across Nigeria and Türkiye through mail, social media, and other means of communication. The five-Likert scale questionnaire and the semi-structured interview questions were prepared in English and Turkish. In Nigeria, 203 while, in Türkiye, 162 of the 12th-grade chemistry teachers participated in the quantitative part of this study. In the qualitative part of the study, semi-structured interview questions were used to collect the opinions of the 12th-grade chemistry teachers across both countries. In Nigeria, five chemistry teachers participated in the study, while in Türkiye, three 12th-grade chemistry teachers participated. Collected quantitative data from the Google form were transferred to the SPSS data analysis software and analyzed. The data collected through semi-structured interviews were analyzed using descriptive analysis by transcribing the respondents' quotations. According to the findings of this study, both countries have similar aims and objectives for the 12th-grade chemistry program. However, it was revealed that there is a difference between the two countries in terms of reaching the general goals of the program. It was revealed that, in Nigeria, the educational system does not allow teachers to implement the program effectively. The theoretical information in the chemistry textbooks was found to be sufficient in Nigeria while insufficient in Türkiye. When the input dimension was evaluated, it was found that in Nigeria, the language used in chemistry textbooks is difficult and complex, while in Türkiye, it was found that there is a lack of laboratories in the schools, which negatively affects the implementation of the chemistry program. In the product and process dimensions, it was found that there are no significant differences between the two countries. It was recommended that chemistry programs in both countries should be reviewed and updated every year to fit in the new age of science and technology. Laboratories should be available in all schools in Türkiye, while in Nigeria, simple language should be used in preparing chemistry programs.