Evaluation of the foreign language intensive 5th grade english curriculum using the CIPP model

Purpose: This study aims to analyze the foreign language intensive 5th Grade English teaching program using Stufflebeam's CIPP program evaluation model. Method: A mixed-method approach was employed in this study. Quantitative data were collected through surveys in the quantitative aspect of the study. For the quali tative aspect, data were collected using a semi-structured interview form. In the quantita tive dimension of the research, 163 teachers using the YDA 5th Grade English teaching program participated; in the qualitative dimension, 12 teachers participated. The universe of this research was limited to Ankara and its districts. In the analysis of the research, SPSS software was used for quantitative data, and frequencies, percentages, arithmetic means, standard deviations were calculated, and analyses were interpreted. Descriptive analysis was used for the analysis of qualitative data. The converging parallel design, one of the mixed methods designs, was used in this study. Data collected through both meth ods were analyzed independently and then interpreted together. Results: The findings of the analyses conducted in this study are presented under the four sub-dimensions of the CIPP program evaluation model: context, input, process, and product. Looking at the findings in the context dimension of the program, it was observed that teachers generally found that the program met the expectations and needs of students, the objectives of the program were clearly stated, and the contents of the program mostly suited the readiness levels of the students. However, it was noted that the level of the program posed a problem for some students with lower readiness levels. It was also mentioned that the infrastructure in some schools negatively affected the imple mentation of the program. Regarding the input dimension of the program, it was seen that teachers were generally satisfied with the program, but they experienced problems related to materials. The majority of teachers stated that the Ministry of Education did not provide xii informative seminars about the program and did not deliver materials suitable for the program to schools. In the process dimension, it was found that students generally partic ipated actively in the class, collaborative activities were carried out, and students were able to apply what they learned during the process. However, it was negatively noted that class sizes created problems in the implementation process of the program. Looking at the data obtained in the product dimension, it was observed that students generally reached the targeted levels at the end of the year, the four basic language skills could generally be measured despite some difficulties, but the four skills did not develop equally. Participant teachers stated that to improve the program, materials suitable for the program should be delivered to schools, class sizes should be reduced, the program should continue in other grades, and school infrastructures should be strengthened. Conclusion and Suggestions: The results of the research can be summarized as positive and negative views. It was observed that teachers generally had positive views about the program. The program provided teachers with more flexibility and time. Teach ers also mentioned that the program responded to students' expectations and needs and included more activities related to speaking and listening skills, which were neglected in the previous program due to time constraints. The topics in the program and the activities carried out during the program process supported the active participation of students in the class and enabled students to apply what they learned during the process. It was also indicated that students developed all four basic language skills by the end of the program. Looking at the negative views about the program, it was stated that most teachers did not receive informative seminars about the program, suitable materials for the program were not delivered to teachers, and class sizes negatively impacted the implementation of the program. For the program to be better, it is recommended to be implemented in classes with fewer students. It is also necessary to have materials suitable for the program and ensure the continuity of the program.