Evaluation of an Optional English Preparatory Program with CIPP Scale

Fatma Betül Temiz; Ahmet Başal

Article Details

Evaluation of an Optional English Preparatory Program with CIPP Scale

Authors:

Fatma Betül Temiz | Ahmet Başal

Publisher:

Cukurova University

Main Topics:

Eğitimde Program Değerlendirme | Eğitim Üzerine Çalışmalar

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 2, pp.581-597

Document Type:

Article

Publication Date:

8/2023

Document Language:

English

Document ID (Org No.):

2001297697

pISSN:

1302-9967

Keywords:

Abstract:

 The quality of English language education in universities is vital in preparing individuals for the increasingly globalized world. Assessing the efficacy of English teaching programs is therefore crucial to ensuring such quality. Consequently, this study aims to evaluate the optional English preparatory program of a state university using the CIPP model dimensions: context, input, process, and product. The current study employs a mixed-methods research approach, combining quantitative and qualitative data to address the research questions. The study sample comprised 247 preparatory graduate and 77 preparatory students, as well as 6 lecturers. In the quantitative part, The CIPP scale Context, Input, Process, and Product, developed by the researchers based on item analysis, second-order exploratory factor analysis, reliability analysis, criterion validity, and content validity, was used to determine the strengths and weaknesses of the English preparatory program based on responses of participants to the items in four dimensions of the scale. The qualitative aspect of the study involved obtaining responses from participant students through open-ended questions and conducting semi-structured interviews with lecturers. These responses were analyzed, and the resulting excerpts were used to support and complement the findings obtained from the quantitative findings. The results indicate that the participants were highly satisfied with the optional nature of the program and held positive perceptions of it. However, some improvements, particularly in the physical conditions of the programs context dimension, such as the library, laboratory, and school building, were required. The findings from the input and process dimensions reveal the importance of increasing target language use and prioritization of speaking skills in the product dimension. The developed CIPP scale, which is statistically reliable and valid, can be utilized by researchers to evaluate English preparatory programs using the CIPP model. The study concludes by offering several key recommendations for creating a more effective English preparatory program based on the findings.

 The quality of English language education in universities is vital in preparing individuals for the increasingly globalized world. Assessing the efficacy of English teaching programs is therefore crucial to ensuring such quality. Consequently, this study aims to evaluate the optional English preparatory program of a state university using the CIPP model dimensions: context, input, process, and product. The current study employs a mixed-methods research approach, combining quantitative and qualitative data to address the research questions. The study sample comprised 247 preparatory graduate and 77 preparatory students, as well as 6 lecturers. In the quantitative part, The CIPP scale Context, Input, Process, and Product, developed by the researchers based on item analysis, second-order exploratory factor analysis, reliability analysis, criterion validity, and content validity, was used to determine the strengths and weaknesses of the English preparatory program based on responses of participants to the items in four dimensions of the scale. The qualitative aspect of the study involved obtaining responses from participant students through open-ended questions and conducting semi-structured interviews with lecturers. These responses were analyzed, and the resulting excerpts were used to support and complement the findings obtained from the quantitative findings. The results indicate that the participants were highly satisfied with the optional nature of the program and held positive perceptions of it. However, some improvements, particularly in the physical conditions of the programs context dimension, such as the library, laboratory, and school building, were required. The findings from the input and process dimensions reveal the importance of increasing target language use and prioritization of speaking skills in the product dimension. The developed CIPP scale, which is statistically reliable and valid, can be utilized by researchers to evaluate English preparatory programs using the CIPP model. The study concludes by offering several key recommendations for creating a more effective English preparatory program based on the findings.

 The quality of English language education in universities is vital in preparing individuals for the increasingly globalized world. Assessing the efficacy of English teaching programs is therefore crucial to ensuring such quality. Consequently, this study aims to evaluate the optional English preparatory program of a state university using the CIPP model dimensions: context, input, process, and product. The current study employs a mixed-methods research approach, combining quantitative and qualitative data to address the research questions. The study sample comprised 247 preparatory graduate and 77 preparatory students, as well as 6 lecturers. In the quantitative part, The CIPP scale Context, Input, Process, and Product, developed by the researchers based on item analysis, second-order exploratory factor analysis, reliability analysis, criterion validity, and content validity, was used to determine the strengths and weaknesses of the English preparatory program based on responses of participants to the items in four dimensions of the scale. The qualitative aspect of the study involved obtaining responses from participant students through open-ended questions and conducting semi-structured interviews with lecturers. These responses were analyzed, and the resulting excerpts were used to support and complement the findings obtained from the quantitative findings. The results indicate that the participants were highly satisfied with the optional nature of the program and held positive perceptions of it. However, some improvements, particularly in the physical conditions of the programs context dimension, such as the library, laboratory, and school building, were required. The findings from the input and process dimensions reveal the importance of increasing target language use and prioritization of speaking skills in the product dimension. The developed CIPP scale, which is statistically reliable and valid, can be utilized by researchers to evaluate English preparatory programs using the CIPP model. The study concludes by offering several key recommendations for creating a more effective English preparatory program based on the findings.

 Üniversitelerdeki İngilizce dil eğitiminin kalitesi, bireyleri giderek küreselleşen dünyaya hazırlamada, hayati öneme sahiptir. Bu nedenle, İngilizce öğretim programlarının etkililiğini değerlendirmek, bu kaliteyi sağlamak açısından son derece önemlidir. Bu noktadan hareketle, mevcut çalışma, bir devlet üniversitesinin isteğe bağlı İngilizce hazırlık programını CIPP modeli boyutları: bağlam, girdi, süreç ve ürün kullanarak değerlendirmeyi amaçlamıştır. Çalışmada, araştırma sorularını cevaplandırmak için nicel ve nitel verileri birleştiren karma yöntem bir araştırma tasarımı kullanılmıştır. Çalışma örneklemi, 247 hazırlık mezunu ve 77 hazırlık öğrencisi ile 6 öğretim görevlisinden oluşmaktadır. Nicel boyutta, araştırmacılar tarafından madde analizi, ikinci derece keşifsel faktör analizi, güvenirlik analizi, ölçüt geçerliliği ve içerik geçerliliği temel alınarak geliştirilen CIPP ölçeği Bağlam, Girdi, Süreç ve Ürün, ölçeğin dört boyutundaki maddelere katılımcıların yanıtlarına dayanarak, İngilizce hazırlık programının güçlü ve zayıf yönlerini belirlemek için kullanıldı. Çalışmanın nitel boyutunda, katılımcı öğrencilerden açık uçlu sorularla yanıtlar alındı ve öğretim görevlileriyle yarı yapılandırılmış görüşmeler gerçekleştirildi. Bu yanıtlar analiz edilerek, nicel bulguları desteklemek ve tamamlamak için kullanıldı. Bulgular, katılımcıların programın isteğe bağlı doğasından oldukça memnun olduklarını ve programın bu yönüne olumlu algılar beslediklerini göstermektedir. Ancak, programın bağlam boyutu, özellikle kütüphane, laboratuvar ve okul binası gibi fiziksel koşullarda bazı iyileştirmeler gerektiğine işaret etmektedir. Girdi ve süreç boyutlarından elde edilen bulgular, hedef dil kullanımını artırmanın ve ürün boyutunda konuşma becerilerine öncelik vermenin önemini ortaya koymaktadır. Çalışma kapsamında geliştirilen ve istatistiksel olarak güvenilirliği ve geçerliği ortaya konulan CIPP ölçeğinin, araştırmacılar tarafından İngilizce hazırlık programlarını CIPP modelini kullanarak değerlendirmek için kullanılabilir. Çalışma, bulgulardan yola çıkılarak etkili bir İngilizce hazırlık programı oluşturmak için birkaç önemli öneri ile sonuçlandırılmıştır.

Article Details

Evaluation of an Optional English Preparatory Program with CIPP Scale

Authors:

Fatma Betül Temiz | Ahmet Başal

Publisher:

Cukurova University

Main Topics:

Eğitimde Program Değerlendirme | Eğitim Üzerine Çalışmalar

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 2, pp.581-597

Document Type:

Article

Publication Date:

8/2023

Document Language:

English

Document ID (Org No.):

2001297697

pISSN:

1302-9967

English Teaching

English Preparatory Program

Program Evaluation

Optional Preparatory Program

CIPP Model

CIPP Scale.İngilizce Öğretimi

İngilizce Hazırlık Programı

Program Değerlendirme

İsteğe Bağlı Hazırlık Programı

CIPP Modeli

CIPP Ölçeği.

Issues

Article Details

Authors: Fatma Betül Temiz | Ahmet Başal

Publisher: Cukurova University

Main Topics: Eğitimde Program Değerlendirme | Eğitim Üzerine Çalışmalar

Journal: Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 2, pp.581-597

Document Type: Article

Publication Date: 8/2023

Document Language: English

Document ID (Org No.): 2001297697

pISSN: 1302-9967

Issues

Authors:

Fatma Betül Temiz | Ahmet Başal

Publisher:

Cukurova University

Main Topics:

Eğitimde Program Değerlendirme | Eğitim Üzerine Çalışmalar

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 2, pp.581-597

Document Type:

Article

Publication Date:

8/2023

Document Language:

English

Document ID (Org No.):

2001297697

pISSN:

1302-9967