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A quantitative survey design was adopted, collecting teachers’ opinions through a 5-point Likert scale. The study population comprised mathematics teachers in the 2017-2018 academic year; the sample included 711 teachers from fourteen cities across seven Turkish regions. Data were analyzed with computer-aided tools. Results show no significant differences by gender or education level, while significant differences emerged across experience, curriculum review status, in-service training, faculty graduation status, and school type across all dimensions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluation-of-the-curriculum-of-high-school-mathematics-according-to-cipp-model/596301/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluation-of-the-curriculum-of-high-school-mathematics-according-to-cipp-model/596301.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study evaluates the high school mathematics curriculum implemented since 2013 using the CIPP model.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analyzed?",{"text":117,"@type":113},"Teachers’ opinions were measured with a 5-point Likert scale, and quantitative data were analyzed using computer-aided programs in the spring semester of 2017-2018.",{"name":119,"@type":110,"acceptedAnswer":120},"Do teachers’ views differ by gender or education level?",{"text":121,"@type":113},"No. Teachers’ views on the mathematics curriculum do not significantly differ according to gender and educational status.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596301,1792188383,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Evaluation of the Curriculum of High School Mathematics According to CIPP Model  \nİsmail KESKİN *and Taha YAZAR**  \nAbstract  \nThe purpose of this research is to evaluate the high school mathematics curriculum, which came into force in 2013, according to the CIPP model. In this research, it was intended to evaluate the high school mathematics curriculum, which has been implemented since 2013, based on the opinions of the teachers and survey model was adopted as a quantitative research model. The population of the research consists of mathematics teachers teaching in high schools in 2017-2018 academic year. The sample of the research included 711 mathematics teachers who were working in high schools located in fourteen cities, representing seven different regions of Turkey. In the research, 5-point Likert scale was used. The scale was developed within the framework of the CIPP assessment model considering the context, input, process and product (CIPP) dimensions. The data were collected in the spring semester of the 2017-2018 academic year. Computer-aided data analysis programs were used to analyze quantitative data. According to the results of the research, teachers' views on mathematics curriculum do not significantly differ according to gender and educational status. However, there exists a significant difference in terms of“experience” “the status of reviewing the curriculum”, “having in-service training”, “the faculty graduated” and “school type that the teachers work in” variables, in all dimensions.  \nKeywords: Mathematics course curriculum, Curriculum evaluation, CIPP evaluation model  \n*Dicle University, ZiyaGökalp Education Faculty, Turkey. Email: [ikeskin@dicle.edu.tr](ikeskin@dicle.edu.tr)  \n**Dicle University, ZiyaGökalp Education Faculty, Turkey. Email: [taha.yazar@dicle.edu.tr](taha.yazar@dicle.edu.tr)  \nIntroduction  \nNow a days, economic and social life is developing and changing depending on scientific developments. The welfare of the social and economic life of the countries somehow depends on their development levels in the field of science and technology (Aydın & Keskin, 2017) . It is known that the science and mathematics education is effective on development of science and technology. It is also known that mathematic achievement is related to the development level of countries (Abazaoğlu, Yatağan, Yıldızhan, Arifoğlu & Umurhan, 2015) .  \nIn the Republican era, many changes have been made in the mathematics curriculum since 1924 (1927, 1931, 1934, 1949, 1952, 1956, 1970, 1976, 1987, 2005, 2011, 2013) . It is clear that the mathematics curriculum, which directs the mathematics lesson, has an important role in increasing mathematics achievement (Handal & Herrington, 2003) . However, the success performed in the field of mathematics today is far below the desired level according to the information given below.  \nAccording to the 2013 YGS (Transition to Higher Education Exam) results, the basic mathematics test average is 7.9. According to the 2013 LYS (Undergraduate Placement Exam) results, the math test average is 12.32 in 50 questions, while the geometry test average is 4.15 in 30 questions. According to the 2014 YGS (Transition to Higher Education Exam) results, the basic math test average is 6.1. According to the 2014 LYS (Undergraduate Placement Exam) results, the math test average is 9.72 in 50 questions, while the geometry test average is 5.47 in 30 questions. According to the results of the 2015 exam, the average of the basic math test is 5.2 in 40 questions. According to 2015 LYS results, the math test average is 9.72 in 50 questions, while the geometry test average is 3.78 in 30 questions. According to the 2016 YGS exam results, the basic Mathematics Test average is 7.8 in 40 questions. According to the 2016 LYS results, the average math test was 9.85 in 50 questions, while the geometry test average was 4.22 in 30 questions. In 2017 YGS exam, the average of mathematics test was 7.45 and decreased wi","cbCais7DlozBZBBB","https://ap.wps.com/l/cbCais7DlozBZBBB","pdf",603665,32,"English","# Abstract\n# Introduction","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study evaluates the high school mathematics curriculum implemented since 2013 using the CIPP model.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"Teachers’ opinions were measured with a 5-point Likert scale, and quantitative data were analyzed using computer-aided programs in the spring semester of 2017-2018.\"},{\"question\":\"Do teachers’ views differ by gender or education level?\",\"answer\":\"No. Teachers’ views on the mathematics curriculum do not significantly differ according to gender and educational status.\"}]","Evaluation of the Curriculum of High School Mathematics According to CIPP Model | PDF",1792082824,81]