Evaluation of the Remedial Education Program in primary schools (Ankara province example)

The aim of this study is to evaluate teachers' views on the implementation process of the Primary Education Support Program (İYEP) based on Stufflebeam's Context-Input-Process-Product (CIPP) model. Conducted using a mixed-methods approach, the quantitative dimension of the study analyzed data obtained from 389 classroom teachers working in Ankara through descriptive statistics, while the qualitative dimension involved interviews with 15 teachers analyzed using content analysis. According to the findings, teachers stated that while the general purpose of İYEP is clear in terms of context, there are some issues regarding the student selection process and the consistency of the content. In the input dimension, course content and teacher competence were evaluated positively, whereas more limited satisfaction was observed in areas such as the adequacy of lesson durations and motivation. In the process dimension, the majority of teachers reported that the methods and techniques used increased student engagement and that inter-institutional cooperation was largely achieved during the program's implementation. In the product dimension, there was a consensus that İYEP contributed to the development of students' reading, comprehension, and basic mathematical skills. However, differing opinions were noted regarding the adequacy of the assessment tools (ÖBA-ÖDA). Teachers found İYEP to be strong in terms of providing academic support, addressing individual differences, and boosting students' self-confidence. Nevertheless, they emphasized the need for improvements in areas such as program duration, lack of materials, parental indifference, and scheduling issues. Based on the findings of the study, it was concluded that İYEP is generally viewed positively by teachers, although there is a need for development in certain structural and implementation-related areas. To enhance the effectiveness of İYEP, it is recommended to clarify student selection criteria, strengthen methodological and material support for the instructional process, and restructure the assessment practices.