Abstract:

The aim of this study is to evaluate the primary education for fourth-grade Physical Education and Game Course (PEGC) curriculum. The curriculum evaluation process, based on Provus' Discrepancy Evaluation Model's product component, was conducted on the basis of explanatory sequential design. In the first phase of the study, survey design was employed, quantitative data were collected from 260 primary school teachers by the questionnaire, and were analyzed using descriptive statistics. In the second phase, a basic qualitative research design was employed, qualitative data were obtained through semi-structured interviews with 10 primary school teachers and were analyzed using content analysis. The findings of the study revealed that primary school teachers generally believe that PEGC curriculum achieves the standards in the dimensions of learning outcomes, content, teaching-learning processes, and assessment and evaluation in high proportion but there are either partially or largely unmet standards. Primary school teachers perceived the main reasons for not achieving the standards of the program to be their professional inadequacies related to PEGC, the demand for incorporating other subjects due to high school entrance exams, the inadequacy of equipment and materials in schools, insufficient learning environments and class hours allocated for the course, and the absence of physical education teachers for the PEGC. To meet the standards of the PEGC, primary school teachers recommended that, their professional competencies needed for PEGC should be enhanced, schools should be equipped with necessary materials and facilities such as sports halls, the weekly class hours for the lesson should be increased, weekly schedules should be prepared to accommodate PEGC for fourth graders, and physical education teachers should be allocated for the PEGC.

Keywords: