A CIPP Approach to Evaluation of Grammar Teaching Programs at Iranian High-schools: A Case Study

Susan Jafari, Mohsen Shahrokhi


This study aimed to evaluate the effectiveness of teaching L2 grammar at Iranian high-school from the perspectives of instructors and students. To this end, The CIPP (context, input, process, and product) evaluation model developed by Stufflebeam (1971) was utilized. One hundred twenty students attending the second grade high-school in the 1393-1394 educational year, and 10 instructors teaching in the program participated in the study. The data were gathered through a self-reported student questionnaire. An interview which was designed for the instructors was also used. While the data based on the questionnaire were analyzed through descriptive and inferential statistics, content analysis was carried out to analyze qualitative data. Results of the study indicated that the grammar program at a high-school served for its purpose. The findings revealed that improvements in the objectives, teaching methods, and grammar curriculum are required to make the grammar program more effective.


curriculum, curriculum evaluation, grammar, Iranian high-school

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