Evaluation of secondary school 5th grade English teaching program according to Stufflebeam's context input-process-product (CIPP) model

In this study, it is aimed to evaluate the secondary school 5th grade English Language Curriculum, published and put into effect by the Ministry of National Education in 2018, in terms of teacher opinions, based on Stufflebeam's Context-Input-Process-Product (CIPP) Model. The universe of the research; It consists of 155 English teachers working in secondary schools in the province of Nevşehir and affiliated with the Ministry of National Education in the 2021-2022 academic year. The survey model, which is one of the quantitative research methods, was used in the research. The "Evaluation Scale of the English Curriculum According to Teachers' Views" developed by the researcher was used as data collection tools. The KMO value of the scale was found to be .859, the Bartlett Test result was 1775,461, and the Cronbach Alpha reliability value was found to be .950. The Evaluation Scale of the English Curriculum, which was developed in Five-point Likert Type and consists of 25 items, according to Teachers' Views; It consists of four sub-titles: Context Evaluation, Input Evaluation, Process Evaluation and Product Evaluation. The quantitative data obtained were analyzed by using the IBM SPSS Statics 25 package program and calculating the frequency (f) and percent (%) values. In addition, it was investigated whether the data obtained from the scale differed significantly according to gender, seniority, educational status, the region of employment, the number of classes in which the teachers worked, and whether the teachers received program training or not. Quantitative research findings were examined and then all results were evaluated within the scope of Stufflebeam's Context-Input-Process-Product dimensions. As a result of the research; The variables of gender, seniority, education level, working region (village, town, district, city centre), class size, whether the in-service teachers have received in-service training about the curriculum were examined and according to these variables, the teachers' views on the English Language Teaching Program were analyzed. found that there was no significant difference. When the evaluations in the context dimension are examined; It has been understood that the teachers think that the content of the program is integrated into daily life and meets the needs in general, but the needs of the region are not taken into account while preparing the program, and that ignoring the points where the regions are advantageous or disadvantageous poses a problem during the implementation of the program. Considering the evaluations in the input dimension; It has been understood that the teachers think that the program meets the needs in general terms, that the readiness levels of the teachers themselves and the students are sufficient for the implementation of the program, but that the textbook and the teacher's book should be improved. Considering the evaluations in the process dimension; It has been observed that teachers think that reaching the desired level of all students during the teaching process may create a burden on the teacher due to ignoring personal differences. In addition, it was understood that the prescribed time was sufficient for teaching. Considering the evaluations in the product dimension; that the measurement and evaluation methods specified in the program are insufficient in measuring four basic language skills, while providing students with an improvement in grammar, the program is insufficient in reaching the expected level of development in listening and speaking skills and in measuring skill levels; however, it was understood that the gains obtained by the students could be used in daily life. It was seen that the scale data obtained as a result of the research overlapped with each other and suggestions were presented for the solution of the problems encountered during the implementation of the program.