The evaluation of 9th grade mathemathics lesson curriculum according to CIPP evaluation model by teachers and students

This research aims to evaluate the 9th grade mathematics curriculum, its efficiency and its implementation techniques used at secondary school by using the CIPP model according to the teachers and class observations from 2017-2018 education season. The participants of this research comprise of 149 mathematics teachers which work in public secondary-education schools and 324 students which study at public secondary-education schools at Siirt. "High School Mathematics Curriculum Evaluation Questionnaire and Teacher and Student Form" developed by Fer and Aközbek (2008) was used as data collection tool. According to the data obtained from teachers for the context parameter of the program; goals and achievements in the program is concluded that it is suitable for students developmental characteristics. In addition, it has been concluded that the course content is reduced and the theoretical content they contain is sufficient, but the time allocated to the acquisitions is insufficient. For the input parameter; resources and materials facilitate learning, the gains in the textbook are not understandable, the book is boring and the program is teacher-oriented results have been reached. Regarding the process parameter; the program includes individual events and it was concluded that these activities are not boring. In product parameter, to obtain results only according to mathematical skill development the program does not meet the individual needs of students however, it has been obtained that it contributes to the development of mathematical skills.