Student Based Curriculum Evaluation: A Case Study of “Contemporary World History and History of Science”
Ipek Danju 1 *
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1 Near East University, Nicosia, Cyprus
* Corresponding Author

Abstract

This study provides an important contribution to the literature by attempting a more systematic curriculum evaluation based on Stufflebeam’s Context, Input, Process and Product (CIPP) curriculum evaluation framework, it provides the first attempt at a systematic evaluation of the effectiveness, sustainability and impact of of a recently introduced elective course titled Turkey in Contemporary World History curriculum in North Cyprus. The study developed a scale, based on the (CIPP) evaluation framework, and its reliability and validity were tested based on the Kaiser-Meyer-Olkin and Bartlett Sphericity tests which indicated that the scale was available for factor analysis. Accordingly, primary data for the study was generated through a sample survey of 399 students in North Cyprus. Preliminary results and analysis reveal that, the objectives, contents, teaching-learning process and textbook for the TCWH course were not effective. The study concludes with some recommendations to enhance the effectiveness and impact of the course.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.00937a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 8, pp. 4815-4830

Publication date: 04 Jul 2017

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Article Downloads: 470

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