标题：Evaluation of modular education program implementation in vocational and technical high schools Mesleki ve teknik liselerde uygulanan modüler öğretim programının değerlendirilmesi
摘要：The aim of this study is to evaluate the modular educational program implemented at vocational high schools and to describe the problems in this program. The study is based on the Erden’s Evaluation Model Regarding Curriculum Components. The model of the study is descriptive study. The data were gathered through two different models by using three different sources: The quantitative data were collected from 430 teachers and 903 students at 48 vocational and technical high schools in Turkey. The questionnaires developed by the researcher were given to collect the quantitative data from teachers and students. In order to analyze the data, computer data analysis program was used. When there is a normal distribution independent sample and paired sample t tests and when there is not a normal distribution, Mann Whitney U and Wilcoxon tests were conducted. The qualitative data were gathered from 15 specialists working at Ministry of National Education and universities. Semi-structured interview forms were used to collect this type of data. The findings of this study are: The objectives of the modular educational program implemented at vocational high schools are clear, comprehensible and can be expressed behaviorally. At the same time, the objectives of the program are preparing the students to their jobs. Some modules have a rich knowledge transition which contradicts with the notion of this program. The activities related with teaching and learning process are partially sufficient. However, the teaching-learning process cannot be achieved because of some regulation problems. The most important problem in the evaluation part of the program is the rules and regulations being effect. If some changes are done in the rules and regulations, the evaluation part of the program could be more effective. According to this, it may be beneficial to make the practices of vocational analysis constant, place modules appropriate for contemporary vocations in the curricula, utilize field experts more frequently in the preparation process of modules, ensure the participation of all related stakeholders in the revision and reorganization phases of the curricula.
