Get one research of curriculum evaluation then identify the model adapted and discuss.

Include: the objectives, methodology, findings and conclusions. Attach the copy of the
research together with the instruments used.
Oris Tom-Lawyer led a pilot study which sought to evaluate and eventually gauge the
effectiveness of the English Language Curriculum in the Nigerian Teaching Certificate Program
in Ogun State, Nigeria. Reading the study closely, I conclude that it was patterned after the Stake
Responsive Model by Robert Stake because of the fact that Tom-Lawyer focused more on the
underlying activities adapted by the program in relation, but with less emphasis, to its goals,
given that the research itself is small-scale and preliminary.
Firstly, Tom-Lawyer, the evaluator, considered the concerns of the stakeholders as well as the
results of other related researches prior to the initiation of the study. People in the community
voiced out their concerns regarding the poor performance of students in examinations, most
especially in terms of English proficiency. Of course, such issue can be attributed to a lot of
factors but studies prior to this one has already made successful correlation between students
achievements and the quality of teachers and the pedagogies employed.
Moreover, he also pointed out that there had been an array of loopholes in the curriculum itself as
cited in the results of related studies. One of which is the low quality of English teaching in
schools because teachers themselves are not proficient enough in the four language skills. They
were even labelled as incompetent teachers and that quality teachers and teaching is nonexistent because of this. Another loophole, and a more alarming issue at that, is the fact that in
Nigeria, teachers are not involved in the planning of the curriculum. Apparently, this reflects the
first step in Stakes model which is the identification of the stakeholders perspectives and
intentions regarding the evaluation.
Next thing that Tom-Lawyer did was to make these gathered information from the first step a
springboard for the study. Now that he had the supporting data to claim that the quality of
education provided to these failing examinees has a faulty core, he limited the scope of his
evaluation on the teachers involved in the said program and collectively turned them into
respondents. Eventually thus, the study came up with the initial objective of examining the
effectiveness of the program training of these English language teachers. This is in line with the
second step of Stakes model.
Afterwards, Tom-Lawyer proceeded in the next six steps (third to eighth steps) in Stakes model
and provided a vast array of thematic, descriptive analyses regarding the gathered data. The first
thing he did was to observe the said curriculum closely and look at the possibility of mismatches
between the strategies or modes adapted during the implementation phase of the syllabus and the
intended learning outcomes as set by the teaching program. He set a sample population comprised
of ten lecturers and twenty students and employ a mixed methods approach which was a series
of instruments, namely, questionnaires, observation check lists, interviews and field notesall to
strengthen the studys validity. He also did a close observation of the support curriculum, most
especially of the facilities and instructional materials used for the teacher training.

A discrepancy in figures surfaced eventually, first, with the mode of teaching being employed.
The lecturers and the student teachers have varied preferences: the lecturers (70%) chose a
combination of teaching modes, while the students (45%) preferred the lecture method. TomLawyer expressed his agreement on the lecturers idea to use a combination of teaching modes as
this will cater to the needs of a wider variety of learning styles and above all, encourages
participation. He also suggested that student might have preferred the lecture method for it meant
a passive form of learninga hypothesis supported by another gathered data which revealed that
half of lecturers admit that their students have negative attitude (e.g., lack of reading culture,
doing only the required minimum work) toward the learning of the English language and that
they consider this as a major factor to the plummeting quality of their students education.
In terms of technological aides, it was revealed that they are not constantly available. The school
lack basic facilities like spacious classrooms to accommodate for large numbers of students, with
the exception of a language laboratory, which is unfortunately not in a good condition, given the
unavailability of support personnel such as technicians.
In terms of the competency of the student-teachers, the researcher, surprisingly did not observe
significantly negative results, refuting a previous study which claimed that they are not at all
proficient in the four language skills. Improvement in their acquisitions of the skills had even
rather improved. The only drawback noted by Tom-Lawyer was the fact that the student-teachers
are still exhibiting elementary acquisition of some skills during the time when they should
already be learning how to impart them.
As for the last step, Tom-Lawyer provided conclusions out of the results and recommended the
specific areas to which further evaluation of the curriculum should be focused on, such as in the
lack of basic facilities, instructional materials, unavailability of service personnel, and the poor
quality of entrants who lack the standard competency required by the curriculum. He went on to
recommend that stakeholders should make further investigation and explore more ways for
improvement now that they already have more specific data to work with.