Evaluation of the 10th grade mathematics curriculum through the illuminative evaluation model

The aim of this study was to evaluate the 10th grade mathematics curriculum using the illuminative evaluation model. For the quantitative aspect of the study, 552 students for the 1st term achievement test, 575 students for the 2nd term achievement test, and 583 students for the attitude scale were included. On the other hand, the subjects for the qualitative dimension of the study were 20 teachers and 41 students. The data of the study were obtained by using the attitude scale towards the mathematics course developed by Baykul (1990), the achievement test, the semi-structured interview forms, and the observation form developed by the researcher. In the study, mean, percentage, and the Wilcoxon signed rank test were employed for the analysis of the quantitative data, whereas descriptive and content analyses were carried out for analyzing the qualitative data. It was concluded that the 10th graders were at a medium achievement level. It was found that achievement levels of the students were higher at the end of the academic year compared to that at the beginning. It was also found that the students' attitudes towards the mathematics course decreased at the end of the academic year compared to those at the beginning. The students expressed that their achievement levels and attitudes in the mathematics course changed depending on their interests in the course. They emphasized that as the interest in the course increases, achievement and attitude levels will increase, and as the interest in the course decreases, success and attitude levels will decrease. The teachers stated that the school facilities and the curriculum are compatible, the changes made in the curriculum in 2018 are positive, they use smart boards, they cannot do activities due to the lack of time, the weekly lesson hours are insufficient, and the curriculum is suitable for distance education. Furthermore, the teachers and the students indicated that the content of the 10th grade mathematics course is intense, time allocated for the learning outcomes is insufficient, the textbooks are insufficient, the curriculum and central exams are incompatible, and the curriculum provides some values and qualifications. They suggested that the number of subjects be reduced and simplified, the weekly lesson hours be revised, the central exams be compatible with the curriculum, and the school facilities be developed. When it comes to the observation studies, it was observed that the teachers did not include many of the activities that could increase the effectiveness of the curriculum. Teaching "Basic Mathematics" for 2 hours a week to eliminate the students' basic lack of knowledge, carrying out activities that will attract their interests in the lesson, simplifying the content of the curriculum, transferring some of the subjects in the curriculum to different grade levels, increasing the time allocated for the learning outcomes, and making the textbooks more compatible with central exams were suggested.