Evaluation of Curricular Program in Science, Technology, and Engineering Using CIPP Model
Abstract
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 evaluationTerms and conditions of Creative Commons Attribution 4.0 International License apply to all published manuscripts. This Journal is licensed under a Creative Commons Attribution 4.0 International License. This licence allows authors to use all articles, data sets, graphics and appendices in data mining applications, search engines, web sites, blogs and other platforms by providing appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
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