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


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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Article Type: Research Article

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

Publication date: 04 Jul 2017

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