Evaluation of Curricular Program in Science, Technology, and Engineering Using CIPP Model

Michael Jarito Froilan


As social needs change with time, so should curriculum through systematic and holistic evaluation to steer recalibration. This study employed Stufflebeam’s decision-making type of CIPP (Context, Input, Process, Product) model to evaluate the Curricular Program in Science, Technology, and Engineering (STE) implemented in Laoang National High School, Northern Samar Division. Respondents included junior and senior high teachers, current STE students, program graduates/completers and their professors/instructors, and the school’s administrators. Data were collected through documents, semi-structured interviews, observations, survey questionnaire, and checklist analyzed through thematic, content, and document analysis and descriptive statistics using NVIVO and SPSS 21.0 free version. Results showed program’s objectives were aligned with social needs, resources were in place but inadequate, policies were strictly followed, students applied acquired knowledge but some struggled to survive the program, while teachers met problems beyond their control. A total system overhaul is recommended to save the program’s beneficiaries – the students.

Keywords: CIPP evaluation model, science, technology and engineering, curriculum evaluation

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