Date

2021-10-01

Author

Çelik, Sercan
Kandemir, Anıl
Ok, Ahmet

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The purpose of this study is to evaluate the newly implemented curriculum for ENG101 course at TEDU to help decision makers to decide whether to terminate, or renew the current program, and present to them what points need to be developed in the program based on instructors and students’ views. In this line, research questions are as follows: 1) To what extent have the students achieved the outcomes of the course? 2) What are main reasons influencing the achievement of the course outcomes? 3) Does the course pack serve the purpose for achieving the outcomes? 4) How well do the program objectives meet students’ needs? Metfessel-Michael’s Evaluation model is adopted in this evaluation study. Their approach is heavily influenced by Tylerian model and elaborates on it suggesting alternative data collection tools that might be used in evaluation process. Moreover, based on Leech and Onwuegbuzie’s typology, a partially mixed concurrent equal status design was followed in this evaluation study. There were 273 students (N = 290) taking ENG101 course in 2016-2017 Spring semester and they constituted the participants of the study. Out of 273, 59% (n = 160) completed the questionnaire. Of enrolled (N = 250) students, 5 students were chosen for focus group interview based on a gender balanced group, and taking the course either first or second time criteria. Also, all 4 instructors implementing the curriculum of ENG101 course constituted the second group of participants. Moreover, TEDU ELS director who is one of the decision makers was another data source. The questionnaire consisting of 50 items under five sections developed by Güntek was used. As for the data collection tools; course evaluation questionnaire for the students, a semi-structured focus group interview form for students, a semistructured individual interview form for instructors, a semi-structured individual interview form for the director were utilized. Students’ final grades were also used. Quantitative data [final grades (reading comprehension, vocabulary, paraphrasing and presentation skills)] and Course Evaluation Questionnaire for the Students were analyzed descriptively and as for the qualitative data gathered via interviews, content analysis was utilized leading to 4 themes identified and named as a) better student success than expected, b) instructors’ flexibility, c) No problem raised in ENG101, and d) Feedback from other stakeholders. As for the main findings of the study; new implemented curriculum in ENG101 has achieved its aims and objectives to a considerable extent. The majority of students got a score of 65 which corresponds to a passing grade. Questionnaire results regarding students’ evaluation of the course outcomes showed that they are moderately happy with the objectives of the course. The most significant result is that students recognized the importance of the course and its connection to their career

Subject Keywords

Program evaluation, ELS program, ENG101 course, Metfessel-Michael evaluation model, Mixed design.

URI

https://hdl.handle.net/11511/93602

Collections

Department of Educational Sciences, Conference / Seminar