Evaluation of ninth grade English curriculum according to CIPP model in the context of official, enacted and real curriculum: A multiple case study

In this study, it was aimed to evaluate the ninth grade English curriculum in the context of official, enacted and real curriculum according to Stufflebeam's Context, Input, Process and Product Model. A multiple case study design was used. Using purposive sampling method, two English teachers in two different high schools in Bozüyük district of Bilecik province in the academic year 2022-2023 and two ninth grade students studying in these schools were determined as the participants. The data were obtained through semi-structured individual and focus group interviews, participant observations, document analysis, "Attitude Towards English Lesson Scale", "English Lesson Self-Efficacy Scale", "English Teachers' Professional Competence Scale" and ninth grade English lesson skills tests. As a result of the research, it was determined that the curriculum was a comprehensive program including prior learning, the implementation of the same program in various secondary schools revealed level differences, and the requirements for language skills were partially met. It was found that the program did not have a significant effect on students' attitudes towards English and their self-efficacy beliefs, but it made a significant difference in the skills exams. In the process of transformation of the official curriculum into enacted and real curriculum, it was determined that teachers made adaptations and teacher characteristics were an important factor in the implementation of the curriculum.