Evaluation of primary school class guidance programme according to CIPP model

The main purpose of this study is to evaluate the classroom guidance programme in primary schools according to the CIPP model. Survey design was used among quantitative research methods . The sample of the research consists of 408 classroom teachers working in primary schools of Siirt province. Personal information form and programme evaluation scale were used as data collection tools. Confirmatory factor analysis was used to determine the suitability of the scale for the sample. The data collection tool was applied to the sample group formed on a voluntary basis. SPSS statistical package programme was used to analyse the data. Firstly, normality results were evaluated for the obtained data. For normality results, kurtosis and skewness (Skewness and Kurtosis) values were examined. Since the analysis of the data showed normal distribution, Independent Groups t-test was performed for variables with 2 factors and Anova Test was performed for variables with 3 or more factors. In case of significance as a result of One-Way Analysis of Variance, tukey test was used in post-hoc tests to determine the source of the difference in the groups. According to the results of the research, teachers showed a moderate level of participation in all dimensions. Among the dimensions, the highest average score was seen in the context dimension and the lowest average score was seen in the process dimension. There was no significant difference between the opinion levels of the teachers in context, input, process and product dimensions and the variables of gender, educational status, seniority, occupational title, place of work, and grade level. A significant difference was found between teachers' opinion levels in context and process dimensions and class size variable. Based on the results of the research, different suggestions were presented for the findings obtained. Key Words: classroom guidance programme, CIPP Model, programme evaluation