Evaluation of 5th grade music curriculum according to stufflebeam's CIPP model (Mardin Province example)

The main purpose of this study is to evaluate the 5th grade music curriculum, which have came into force gradually from the years 2017-2018, within the framework of Stufflebeam's CIPP Model according to the opinions of the teachers who are the practitioners of this process. In this direction, sequential mixed method design was used and the views of the music teachers' were obtained through qualitative and quantitative studies. The population of study consists of 60 music teachers who have worked in secondary schools in Mardin Centra District within academic year of 2017-2018. The sample of the study was completed in two steps as quantitatively and qualitatively. For the quantitative research, 5th Grade Music Curriculum Evaluation Scale is developed by the researcher and applied to 60 music teachers. The qualitative data were collected by 5th grade curriculum evaluation questionnaires designed as a form, and frequency (f) and percentages (%) were calculated by SPSS 11.5 packet program. According to the developed scale and the teachers' opinions, program was evaluated as sufficient by taking 3.16 out of 5. The opinions of Teachers' obtained from the scale were evaluated in terms of variables such as; gender, seniority, graduated program and socio-economic status of the school they work. Gender, socio-economic status and graduated program variables were tested by T test and Anova test was applied in the seniority variable. As a result of the analyzes, it was found that the teachers' opinions are not showing a significant difference in terms of these variables. The study group of qualitative data consists of 10 music teachers. And also a 4-hour observation was conducted in one school with 5th grade students. Interviews and observation forms are analyzed through content analysis. Music textbook and project and performance works of the students are analyzed with document analysis. Qualitative and quantitative findings are examined separately in the first phase, after that, all results are combined and given according to the four components of CIPP Model. According to the data obtained from the scale, interviews and observations, it was concluded that the program partially answers the needs of students and teachers in the evaluation of context. In accordance with the results of the input evaluation dat, for the majority of teachers, it is observed that the view regarding the program, especially on textbooks and materials, are negative and for many reasons, it is far from answering the purpose. When results of the process evaluation are examined in terms of teachers, it is seen that the process did not take place at the expected level and there are significant problems such as program density, time limitation, lack of material, class environment, student level differences. The results of the product evaluation showed that generally the 5th grade music program is based on the result evaluation but since the students were included in the evaluation with their project-performance assignments and their in-class development and efforts, the process evaluation was carried out as well as the result.