Evaluation of the syllabus of English II instruction program in modern languages department, Yıldız Technical University via the opinions of the teachers and students using context, input, process and product (CIPP) model

The aim of this research is to evaluate the syllabus of English II instruction program inModern Languages Department, YTU School of Foreign Languages via the opinions of theteachers and students by using context, input, process and product (CIPP) model.The universe of this research is composed of 35 teachers implementing English II programand 415 students chosen using the method of cluster random sampling in the spring term ofthe academic year 2005-2006. In this research, in order to discover the existing situation in theevaluation of the four elements of the syllabus: context, input, process and product, theassessment investigation model has been used.The source of data is gathered with the two forms for the teachers and students of the singlestyle questionnaire consisting of 46 items. In the questionnaire, there are ten questions aboutthe context, six questions about the input, eight questions about the process and twenty-twoquestions about the product of the syllabus.In order to find the answers for the problems of the research, mean and frequency of theopinions of the teachers and students gathered with the questionnaires are transferred intotables and analyzed using the technique of independent samples t-test and variance analysis(MANOVA).According to findings of the study, some significant differences between the teachers andstudents? opinions about the context, input, process and product elements of the syllabus havebeen found. Finally, taking the mean of the thoughts of the sample group belonging to thecontext, input, process and production elements of the program into consideration, significantdifferences on the context, process and production elements have been found.According to the research findings obtained from the teachers? thoughts, it is essential thataudio-visual materials must be varied and used efficiently in the activities. In the syllabus,speaking and listening skills and group activities must be focused on. According to theresearch findings obtained from the students? thoughts, by determining the students? needs fortheir departments and English knowledge for business life, the objectives of the syllabus mustbe revised.