Evaluation of the application process of the science and technology course teaching program in primary and secondary education

The aim of the present study is to evaluate the application process of the science and technology course teaching program in primary and secondary education within a sample of schools from different socio-economic status.Both quantitative and qualitative research methods were applied in the present study. Among the case study designs, holistic multiple case design was selected and the program was evaluated according to Stake?s congruence-contingency model. In accordance with this model; inputs, processes, and products were examined separately and after determining the predictions of the program, to what extent these predictions eventuated in the program was evaluated.The study was conducted in the central district of Sakarya. The primary and secondary schools that had low, medium, and high levels of socio-economic status were selected through stratified sampling method. Then, the students in these schools were given ?Socio-Economic Status Identification Scale? and two each of the schools that revealed high, medium, and low socio-economic status were determined as the sample of the study.The study was conducted in the second (Spring) term of 2009-2010 academic year. For qualitative data, the predictions of the science and technology course teaching program were determined using document analysis method. In order to assess the inputs, the physical conditions of the schools and classes, as well as the characteristics of the teachers were described according to the observations and interviews. For process analysis, a structured observation form was applied in order to assess to what extent the application process covered the predictions. Besides, teachers? views regarding the efficiency of the program application process were evaluated by using a semi-structured interview form. In terms of quantitative data and for product evaluation, the students were given an examination test at the end of each chapter in order to assess to what extent the acquisitions included in the science and technology course teaching program were provided to the students. Qualitative data were analyzed through content analysis. On the other hand, frequency and percentage information, mean scores, as well as Kruskal Wallis H Test, Mann Whitney U Test, T-Test, One-Way Analysis of Variance and Scheffe Test were applied in order to analyze the quantitative data.The results revealed a significant difference with respect to the application of the science and technology course teaching program, among the schools that had different socio-economic status.