Abstract:

This study aims to evaluate the effectiveness of the ninth-class English teaching program in different high school types according to Tyler's Target-Based Program Assessment Model. In the quantitative size of the research in which the karma research method was used, a single group of pre-test-final test designs were used. The study group consists of 402 ninth-class students studying in the province of Van in the 2018-2019 academic year, two science high schools, one Anatolian high school, two imam high school and two professional high school, and 7 English teachers who enter the courses of these students. The data collection tool has been used as a success test and a semi-configured conversation form. In the analysis of the obtained quantitative data, visual statistics, ANOVA, dependency groups t-tested; for the analysis of the quality data, the visual analysis technique was used. The result of this study, in general, can be said that the program has a positive impact on the majority of the achievements. In terms of the type of high school, there are differences in the level of achieving the achievements; the high school students have achieved all the achievements, the imam hatip high school students have four, the professional high school students have two and the Anadolu high school students have only achieved one achievement. It is also stated that in relation to the fact that the program has different effects on different high school types, it is not appropriate for teachers to apply the same program to different high school types. The main problems arising from the program structure are the complex grammar subjects, the incomprehensible text of listening, the lesson books are not interesting and the weekly lesson hours are insufficient. The lack of technological infrastructure related to physical infrastructure, the limited access to the internet, the excess of classes and the lack of language laboratories in schools have been expressed as the elements that prevent the achievement of achievements. In addition to this, the high class presence has been expressed as one of the important factors that reduce the effectiveness of the program. As problems arising from the teacher, it has been expressed that the individual differences of students are not taken into account and that different teaching methods and techniques are not used in connection with this. Some important reasons for the failure to achievements in the study have also been determined by the student. It has been attracted to the fact that the students have insufficient pre-informations, that they are uninterested with the lesson, that they are unprepared with the lesson, and that they are prejudice to the language. Furthermore, it has been another subject mentioned by teachers that teachers of high school sciences have given greater importance to their professional development as a result of their student profile and that this situation has been positively reflected on the student success.

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