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The purpose of the present study was to evaluate the English Preparatory School
Language Program in a Turkish state university. Specifically, the perceptions of
students and instructors for Stuffleabeam’s Context Input Process Product (CIPP)
model were investigated and the motivational beliefs of students for learning were
examined. To meet these objectives, Stufflebeam’s (1971) CIPP evaluation model
was used to find out the perceptions of the two groups of participants about the
current program as well as the Motivated Strategies for Learning Questionnaire
(MSLQ) developed by Pintrich et al., (1993) was administered to the students to
discover their motivational beliefs for learning. The quantitative data were obtained
through questionnaires administered to 54 students and 33 instructors and the
qualitative data were gathered via semi-structured interviews carried out with 10
students and 5 instructors. The findings of the study revealed that although the
participants were content with materials, assessment, and the teaching methods,
there was a need to develop speaking and listening skills. Additionally, among the
motivational beliefs of the students, control beliefs, task value, and intrinsic goal
orientation were perceived to be crucial for the students. Finally, the perceptions of
the students and instructors reported some strengths and weaknesses that need to
be addressed in the program.
Görkem Erdoğan , Enisa Mede. (2021) Evaluating an English Preparatory Program using CIPP Model and Exploring the Motivational Beliefs for Learning, Journal of Education and Educational Development, Volume 8, Issue 1.
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