Evaluation of the middle school english language curriculum developed in 2012 utilizing Stake’s countenance evaluation model /

Thesis Type: Doctorate

Institution Of The Thesis: Middle East Technical University, Turkey

Approval Date: 2018

Thesis Language: English

Student: Suat Kaya

Supervisor: AHMET OK


This study aimed to evaluate the middle school English language curriculum developed in 2012 utilizing Stake’s countenance evaluation. The study, conducted in Ankara, used one of the mixed-methods designs, sequential explanatory model, as research design. Data were collected from two groups of teachers and students. The first group included 349 teachers selected from all Districts of Ankara through clustered sampling method, while the second group included 4 teachers each representing one grade level (5- 8) who were observed and interviewed. Data were collected with an attitude scale, a teacher questionnaire, 10 achievement tests, interview schedules, focus group interviews, and an observation form. After opinions were taken from the experts, teachers, and students to assure the validity of the instruments, their reliability was measured. The quantitative data obtained with the teacher questionnaire, attitude scale, observation form, and achievement tests were analyzed with means, standard deviations, frequencies and percentages, while the qualitative data obtained through interviews were analyzed through content analysis. The findings indicated that the students did not attain the intended objectives regarding listening, speaking, and writing skills. The reasons behind these outcomes revealed that the curriculum was not implemented as planned and the failure of the curriculum was attributed to the discrepancy between the planned curriculum and the implemented one rather than the curriculum design. In addition, the variables/antecedents observed before the implementation of the curriculum which included teacher-related, student-related, school-related, curricular, and TEOG exam related factors were found to influence the overall practice of the curriculum and the overall outcomes.