An Evaluation of High School Curricula Employing Using the Element-based Curriculum Development Model

Abstract

This study was conducted with the aim of evaluating the curricula that constitute the basis of education provision at high schools in Turkey from the perspective of the teachers involved. A descriptive survey model, a quantitative research method was employed in this study. An item-based curriculum evaluation model was employed as part of the evaluation process. The data for the study were obtained from the 199 participant teachers via an “evaluation questionnaire of the high school curriculum. This questionnaire was designed after careful consideration of the key elements of the curriculum. The evaluations submitted by teachers with regard to the items contained within the survey were carefully interpreted. This followed the clear identification of the percentages, frequencies and averages involved. According to the findings obtained from the study, the opinions of teachers concerning the components of the High School Teaching Program when taken as a whole were found to be at an average level. As concerns all elements of the program, teachers were found to most closely agree with those statements within the “(I) partly disagree”category. Results indicated a higher percentage of responses that corresponded with the “definitely disagree” or “disagree” categories than for the “definitely agree” or “agree” categories.