Evaluation of an English preparatory program according to Stake's Congruence-Contingency Model: The case of a state university

The aim of this study is to evaluate the English preparatory program at the School of Foreign Languages of a state university in Ankara according to Stake's congruence-contingency model. In accordance with the model, the program evaluation was made according to the antecedents, transactions and outcomes. In the research, mixed methods, in which qualitative and quantitative data are used together, were used, and the convergent mixed methods research design was used. There were 620 participants in the quantitative part of the study and 43 participants in the qualitative part. Attitude and self-efficacy scales, academic achievement test, program draft review form, foreign language program evaluation scale and interview forms were used to collect data. In the analysis of the data, descriptive statistics, dependent samples t-test, Cohen's d analysis, Wilcoxon signed-rank test and coding technique were used. In parallel with the research questions, a total of eighteen criteria emerged, seven for the antecedents dimension of the curriculum evaluation model, four for the transactions dimension, and seven for the outcomes dimension. In eight of these criteria, the standards set in the program evaluation model were reached, in eight criteria the standards were partially reached, and in two criteria the standards could not be reached. According to the results of the research, it can be suggested that the curriculum be revised in accordance with the principles of curriculum development, and the study can be expected to guide the curriculum evaluation studies.