Title Of Article :
The Evaluation of 4th Grade English Language Curriculum By Context, Input, Process, Product Model
Abstract :
The purpose of this research is to evaluate inclusively 4th grade English Language curriculum implemented with 4+4+4 gradual and compulsory educational system in 2012-2013 academic year by using Context-Input- Process-Product (CIPP) model of Stufflebeam. 4th grade English Language curriculum in which the gains of listening and speaking skills emphasized was evaluated in terms of these skills by confining with 4th unit (Cartoon Characters) and 5th unit (My Day). Mixed research method was used in line with this purpose in this research. The study group of this research is consisted of curriculum development expert, book author with 4th grade students, English teacher and the principal of public primary school which was determined as a medium level school and preferred with purposive sampling as a result of the exam of transition from primary to secondary education belonging to central districts of Antalya province. Triangulation was ensured by using different data collection tools as observation, semi-structured interview form and achievement tests. Qualitative data of the research was obtained by the observation of the class along 10 weeks; interview with English teacher, school principal, curriculum development expert and book author and also analysis results of curriculum and course book. Quantitative data of the research was obtained as a result of the analysis of achievement tests implemented by the researcher. While content analysis was used for qualitative data, Wilcoxon Signed Rank Test was used for quantitative data obtained from achievement tests. In the first phase both qualitative and quantitative data was analysed separately and then in the second phase, they were evaluated within Stufflebeam’s CIPP model to make judgement on overall design of curriculum. When the results analyzed, it was found out that curriculum was prepared based on students’ need but without taking into consideration different conditions of schools in both urban and rural districts. Tthe budget and technical equipment of school was found insufficient to meet needs so it was concluded that substructure towards listening and speaking skills were not in a desired level. When the results related to process evaluation analyzed, some issues were seen such as time limitation, methods and techniques for listening and speaking skills, lack of supplies, non- communication between teacher and students. Positive increase was seen on listening and speaking skills of students, but this increase was not occurred in a desired level.
