TOBB Ekonomi ve Teknoloji Üniversitesi Yabancı Diller Bölümü İngilizce Hazırlık Programının öğretmen ve öğrenci görüşlerine göre değerlendirilmesi
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Date
2011
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Eğitim Bilimleri Enstitüsü
Abstract
The aim of this study is to evaluate the English Preparatory Curriculum at TOBB University of Economics and Technology Department of Foreign Languages from teachers? and students? point of view. The evaluation is based upon Stufflebeam?s context, input, process and product method (CIPP). The sample of this study was formed from all of the students (366) studying at the English Preparatory Program at TOBB ETU Department of Foreign Languages during 2009-2010 academic year and the teachers (39) implementing the same program. Since the aim of this study is to determine what the teachers and students think about the program, survey method was used when conducting the study. The questionnaire was developed by the researcher for the purpose of data collection. The questionnaire included 55 items in total eleven of which are about the context, twenty of which are about the input, ten of which are about the process and fourteen of which are about the product evaluation. The findings of the study were analyzed using mean scores and standard deviation to answer the research questions whose aim is to determine the opinions of the teachers and the students at TOBB ETU regarding the context, input, process and product of the program. The results of the study show that teachers? opinions regarding the context, input, process and product of the program tend to be more positive than that of the students. When the four dimensions of the program are concerned, it has been concluded that the mean scores of the teachers are higher than the mean scores of the students. Context evaluation results show that the mean scores of the teachers are higher than the mean scores of the students for every statement within the scope of context evaluation. Similarly, the mean scores of the teachers are higher than the mean scores of the students for every statement within the scope of input evaluation. The mean scores of the teachers are higher than the mean scores of the students for every statement within the scope of process evaluation as well. Finally, the mean scores of the teachers are higher than the mean scores of the students for every statement within the scope of product evaluation. In the conclusion of the study, suggestions based upon the findings of the study were provided in terms of context, input, process and product evaluation. In addition to the suggestions given for the implementation of the program, more suggestions were provided to help the researchers in their evaluation studies, bearing the difficulties encountered in this study in mind.
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TOBB, Ekonomi, Teknoloji