ORTAOKUL 6.SINIF İNGİLİZCE DERSİ ÖĞRETİM PROGRAMININ STAKE’İN UYGUNLUK-OLASILIK MODELİ İLE DEĞERLENDİRİLMESİ

Abstract

This study aims to evaluate 2018 sixth grade English language curriculum in line with the Stake's Congruence-Contingency Program Evaluation Model. Employing partially mixed concurrent dominant status design, the data were gathered through readiness tests, achievement tests, surveys, classroom observations and interviews from 410 sixth grade students, 314 parents, 129 English teachers, 62 school administrators in Altınordu, Ünye, Fatsa districts of Ordu in 2022-2023 academic year. Descriptive statistics were used to analyze quantitative data, while content and descriptive analysis were employed for qualitative data. The antecedents evaluation findings indicated that students’ readiness levels were low, in terms of affective aspects they had positive views towards English lessons; teachers did not receive adequate training to understand curriculum, teachers' opinions about curriculum were negative; school administrators had positive opinions on curriculum; according to parents English is one of less important courses and the conditions of schools/classrooms were partially adequate. In transactions evaluation, inconsistencies were observed between official and implemented curriculum, both in terms of elements and implementation principles. The outcomes evaluation results indicated that students did not achieve the expected level of learning objectives; they had positive views towards English lessons; teachers' opinions about curriculum were negative; both school administrators and parents had positive opinions about learning-teaching process of English. As a result, the effectiveness of the evaluand curriculum was not sufficiently proved, the alignment between official, implemented, and attained curriculum was considerably weak. The implications provided for improving the curriculum and for future curriculum evaluation studies are expected to guide stakeholders.

Keywords: program evaluation, Stake’s Congruence-Contingency Evaluation Model, English language curriculum, middle school