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Journals / Eğitimde Nitel Araştırmalar Dergisi / 2021 / Cilt: 2021 - Sayı: 27

The Evaluation of Secondary Education Basic Mathematics Curriculum through Stake’s Responsive Evaluation Model

Ahmet OK
Nevin AVCI
Begüm ERİKÇİ
Pages
1–25
Publication Date
2022-10-11
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed that the implementation of the 11th grade BM Curriculum, to a large extent, did not respond to the needs of this specific school, and the students were not able to transfer their math skills to other courses.

📌 3 Key Takeaways

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Objective & Hypothesis:The major aim of this study is to evaluate the 11th grade Basic Mathematics (BM) Curriculum implemented at a Vocational and Technical Anatolian High School (Tourism and Hotel Management) through Stake’s Responsive Evaluation Model, and to depict to what extent it responds to the needs and career plans of its students.
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Key Findings & Data:The data were gathered via observation schedules, document analysis, and semi-structured interviews with 43 participants.
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Conclusion & Impact:The results showed that the implementation of the 11th grade BM Curriculum, to a large extent, did not respond to the needs of this specific school, and the students were not able to transfer their math skills to other courses.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Curriculum evaluation · Stake's responsive evaluation model · vocational and technical high school

Abstract

The major aim of this study is to evaluate the 11th grade Basic Mathematics (BM) Curriculum implemented at a Vocational and Technical Anatolian High School (Tourism and Hotel Management) through Stake’s Responsive Evaluation Model, and to depict to what extent it responds to the needs and career plans of its students. In this study, qualitative case study design and criterion sampling methods were employed. The data were gathered via observation schedules, document analysis, and semi-structured interviews with 43 participants. Data were analysed via systematic content analysis, inductive coding, and thematising. The results showed that the implementation of the 11th grade BM Curriculum, to a large extent, did not respond to the needs of this specific school, and the students were not able to transfer their math skills to other courses. Though the students used their math skills in their daily lives to an extent, their utilisation of mathematics in their vocations was quite limited. Implications suggest that teachers in the school (micro-level) need interdisciplinary cooperation, setting school performance criteria relevant to vocational high schools at the district level (mezzo-level) and creating and implementing relevant curricula for vocational high schools at the state level (macro-level).

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Cite This Article

OK, A., AVCI, N., ERİKÇİ, B. (2022). The Evaluation of Secondary Education Basic Mathematics Curriculum through Stake’s Responsive Evaluation Model. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 2021 - Sayı: 27, 1–25. https://ajindex.com/articles/496938

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