Evaluation of Classroom Teaching Undergraduate Program in Accordance with the Pre-service Teachers’ Opinions Using Context, Input, Process, Product (CIPP) Model

Abstract

The purpose of present study is to evaluate the classroom teaching undergraduate program of Faculty of Education in accordance with the preservice teachers’ opinions using context, input, process, product (CIPP) model. The study was conducted with 354 senior students who were studying in Department of Primary School Teaching in Bulent Ecevit University, Marmara and Kırıkkale University
Faculty of Education in spring semester of 2014-2015 academic year. As data collection instrument, “Classroom Teaching Undergraduate Program Evaluation Scale (CTUPES)” was developed by the researcher. Obtained data were analyzed using SPSS 22.0. In the data analysis, frequency, percent, mean, t test, ANOVA, Mann Whitney U, Kruskal Wallis H test were used. According to result of data analyses, the preservice teachers also stated that especially program inputs of program should be studied by program developers. When participants gender examined, it is found that there were no statistically significant differences between female and male preservice teachers. On the other hand, when participants’ opinions related to primary schoolteaching undergraduate program is examined in terms of university, there were statistically significant differences among universities. Consequently, the preservice teachers indicated that all dimensions of the program should be developed.