THE EVALUATION OF PRE-SCHOOL EDUCATION PROGRAM BY STUFFLE BEAM (CIPP)

Abstract

In this research, it has been aimed to in accordance with the reviews of pre-school teachers by using the Stufflebeam (CIPP) Program Model. In this respect, by using the joint (blend) research model the views of pre-school teachers were gathered. The quantitative scope comprises 1894 teachers who work for educational institutions in the cities of Kilis and Gaziantep. Thanks to the 95% reliability and +- 5% acceptable error rate, it has emerged that 278 teachers had to take the questionnaire. The quantitative data has been collected on the basis of Stufflebeam’s CIPP model by using “the scale of preschool evaluation program” whose validity and reliability has been tested beforehand. After the calculation of frequency (f) and percentage (%) distribution by SPSS 22 program, data has been analyzed and interpreted. 13 preschool teachers comprised the qualitative data study group and this sampling group has been selected via maximum variety sampling method. The qualitative data has been collected after interviewing the teachers. In the light of teacher views 3 themes and 35 codes have been inferred. These themes have been identified as positive sides of program, negative sides of program, and suggestions on the program. After discussing the quantitative and qualitative findings separately at the beginning, they have been evaluated and interpreted as a whole in the conclusion section from the points of views of context, input, process andoutput. When the views of teachers on program evaluation considered; while the up-to-datedness of the program, family participation and contribution to children’s all developmental features have been appreciated, not being appealing to all has been criticized. At the end of the study, it has been suggested that alternative programs, which take the regional differences into consideration, should be formed.