Using CIPP Model to Evaluate Online Teacher Training Programme for Single National Curriculum, 2021


  • Khalid Mahmood Shaheen Ph.D. Scholar, Department of Educational Leadership and Management, IIU, Islamabad. Author
  • Dr. Sheikh Tariq Mahmood Assistant Professor, Department of Educational Leadership and Management, IIU, Islamabad. Author


Programme evaluation, online training, CIPP Model, Alignment of training modules, SNC


The main focus of this study was to evaluate the teacher training programme imparted for the implementation of Single National Curriculum (SNC), 2021 and to evaluate whether the online Teacher Training Programme with respect to suggested pedagogies in Single National Curriculum, 2021 was successful or not. In the context of implementation of Single National Curriculum (SNC), 2021, this study was conducted to examine the Teacher Training Modules considering instructional strategies and to investigate the opinion of teachers in the light of training imparted in pedagogies and instructional strategies. Similarly, the opinion of students of class V with respect to classroom pedagogies practiced by English language teachers after getting Online Training was also explored. For this purpose, a concurrent mixed-method research design involving both the qualitative and quantitative data and techniques was adopted to evaluate whether the teacher training had enabled the teachers to gain updated knowledge and skills pertaining to competencies, standards, benchmarks, and SLOs in light of suggested pedagogies, instructional strategies, and assessment techniques and had ability to adapt to the Single National Curriculum after getting training and how well SNC was implemented in terms of pedagogies. Stufflebeam’s (2017) CIPP model of programme evaluation was used for evaluation of this training programme. For analysis of all the four components of CIPP model, Context, input, process and output of the training programme, content analysis of training modules was analyzed, questionnaire data was collected from a sample of 900 English language Primary School Teachers (PSTs) trainees and 15 Master Trainers were included in the study, along with 135 students of Grade-V. The process of implementation of teacher training programme, classroom observation checklist was also used to investigate class room practices of the English language teachers. Six lessons in six schools (three male, three female) were observed. Moreover, interviews with Master Trainers were conducted for triangulation of results. Data analysis depicted that although training modules contained material and content related to the competencies, standards and bench marks regarding oral communication skills, writing skills, and vocabulary development, the training modules lacked material regarding ethical and social behavior, reading skills and listening skills. Trainee teachers considered that there was alignment of SNC with Training Modules (M =3.6). However, teachers found nearly undecided about General Aspects of Training yielding score (M= 3.3). On the other hand, they were nearly agreed on learning new assessment techniques during their training as depicted in the score of (M= 3.7). The same score (M =3.7) was gained on their opinion about learning new pedagogies. Similarly, students were nearly agreed (M =3.9) about their English language teachers’ using new pedagogies in their class. Moreover, students were highly agreed with the usage of their teachers’ adaptation of new assessment techniques in their English class (M =4.2). Score (M= 2.7) gained on the classroom observation checklist revealed that English language teachers were using newly learnt skills in their classroom. Interviews with the master trainers indicated that the online model adopted for teachers training was best suited to the circumstances of prevailing COVID-19 situation. Although there was some lack in alignment of content of curriculum guidelines and training modules, the training was successful in disseminating knowledge and skills related to the Single National Curriculum, 2021 to a very large number of teachers throughout Punjab within a limited time period of three months. There is a need, to included new content and modules of English language training for fulfilling all the needs of curriculum and to conduct a comprehensive training exclusively for English language teachers. Similarly, follow up of the training needs to be conducted to monitor effective curriculum implementation. Moreover, to pinpoint the effectiveness of the training, comparative analysis of students’ performance in the summative assessment should be investigated in future research studies.


Abdul Qudos Karimi, Wali Khan Monib, & Nazifullah Nijat. (2020). An Evaluation of Secondary School EFL Curriculum in Afghanistan: A CIPP Model Approach.

Agustina, N., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. English Language Teaching Educational Journal, null, null.

Ahmet Erdost Yastibaş, Ahmet Erdost Yastibaş, & Kavgaci, T. (2020). Evaluating English for Academic Purposes II Course through the CIPP Model. 11(1), 86–94.

Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. The Turkish Online Journal of Educational Technology, 19(1).

Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development. Journal of Education and Practice. Vol. 7, No. 9, 2016.

Anif, S., Sutopo, A., & Prayitno, H. J. (2020). Lesson Study Validation: Model for Social and Natural Sciences Teacher Development in the Implementation of National Curriculum in Muhammadiyah Schools, Indonesia. Universal Journal of Educational Research, 8(1), 253–259.

Arif, M., & Sulistianah, S. (2019). Problems in 2013 Curriculum Implementation for Classroom Teachers in Madrasah Ibtidaiyah. Al Ibtida: Jurnal Pendidikan Guru MI, 6(1), 110.

Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study. Journal of Education and Educational Development, 5(1), Article 1.

Balmer, D. F., Rama, J. A., & Simpson, D. (2019). Program Evaluation Models: Evaluating Processes and Outcomes in Graduate Medical Education. Journal of Graduate Medical Education, 11(1), 99–100.

Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 14.

Damayanti, E., Damayanti, E., Misykat Malik Ibrahim, & Muh. Ilyas Ismail. (2022). Evaluation of Online Learning Programs at Universities Using the CIPP Model. Jurnal Educative: Journal of Educational Studies, 6(1), 95–95.

Deller, J. (n.d.). Training Evaluations Models: The Complete Guide.

Downes, A. (n.d.). 4 Learning Evaluation Models You Can Use.

Duong, T. M. (2021). Implementing Task-Based Language Teaching in Vietnamese Secondary Schools: What Hinders EFL Teachers?

Endang Pujiastuti. (2021). The Evaluation of English Teaching Learning Process Using CIPP Model. Conference on English Language Teaching.

Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE Guide No. 67. Medical Teacher, 34(5), e288–e299.

Giancola, S. P. (2020). Program Evaluation: Embedding Evaluation into Program Design and Development. SAGE Publications.

Ginja, T. G., & Chen, X. (2023). Conceptualising inclusive education: The role of teacher training and teacher’s attitudes towards inclusion of children with disabilities in Ethiopia. International Journal of Inclusive Education, 27(9), 1042–1055.

Hasanah, S. S., Permanasari, A., & Riandi, R. (2021). Online professional development for improving teacher’s stem PCK competence, can it be an alternative? (An evaluation using the CIPP model). 5(2), 162–171.

Hays, L. (n.d.). Kaufman’s Five Levels of Evaluation.

Irzan Irzan, Ahmad, S., Wahidy, A., & Achmad Wahidy. (2021). To evaluate the performance of online learning in primary school when pandemi covid-19 in rantau panjang sub district with cipp model. JPGI (Jurnal Penelitian Guru Indonesia), 6(2), 381–384.

Kalsoom, Q., & Qureshi, N. (2019). Teacher Education for Sustainable Development in Pakistan: Content Analysis of Teacher Education Curriculum and Standards. SSRN Electronic Journal.

Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s Four Levels of Training Evaluation. Association for Talent Development.

Konstantinidou, E., & Scherer, R. (2022). Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. Computers & Education, 179, 104424.

Linfield, K. J., & Posavac, E. J. (2018). Program evaluation: Methods and case studies (9th edition). Routledge.

Mandukwini, N. (2016). Challenges Towards Curriculum Implementation in High Schools in Mount Fletcher District, Eastern Cape. Publication, 83637231, Article 83637231.

Mehmet Basaran, Mehmet Başaran, Busra Dursun, Hatice Damla Gur Dortok, & Gokhan Yilmaz.

Mustangin, M., & Riswanto, B. (2020). The Challenges and Opportunities; CIPP Model for Evaluation for TEFL Following the COVID-19 Pandemic. 2(1), 29–39.

Nyoman Santiyadnya. (2021). The effectiveness of CIPP model’s implementation in secondary school.

Owen, J. M. (2020). Program evaluation: Forms and approaches (3rd edition). Routledge, Taylor & Francis Group.

Özdemir, O. İ., Mehmet Başaran, & Basaran, M. (2021). Evaluation of Information Technologies and Software Course Curriculum in the Context of CIPP Model. İnönü Üniversitesi Eğitim

Patton, M. Q. (2023). Qualitative evaluation. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (Fourth Edition) (pp. 150–158). Elsevier.

Rana, M. A. (2020). Decentralization Experience in Pakistan: The 18th Constitutional Amendment. Asian Journal of Management Cases, 17(1), Article 1.

Rooholamini, A., Amini, M., Bazrafkan, L., Dehghani, M. R., Esmaeilzadeh, Z., Nabeiei, P., Rezaee, R., & Kojuri, J. (2017). Program evaluation of an Integrated Basic Science Medical Curriculum in Shiraz Medical School, Using CIPP Evaluation Model. Journal of Advances in Medical Education & Professionalism, 5(3), 148.

Rust, J., & College, M. (n.d.). Pedagogy Meets Digital Media: A Tangle of Teachers, Strategies, and Tactics.

Toropova, A., Johansson, S., & Myrberg, E. (2019). The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry, 10(4), 275–299.

Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., & Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44(2), 270–294.

W. Priantini, I. Abdulhak, Abdulhak, I., D. Wahyudin, Wahyudin, D., A.H.G. Kusumah, & Kusumah, A. H. G. (2021). CIPP model: Curriculum evaluation of the Indonesian gastronomy courses. Promoting Creative Tourism: Current Issues in Tourism Research, 353–359.

Wong, L. P. W., Yuen, M., & Chen, G. (2021). Career-related teacher support: A review of roles that teachers play in supporting students’ career planning. Journal of Psychologists and Counsellors in Schools, 31(1), 130–141.

Yue, Q., & Shao, Z. (2020). Analysis of Curriculum Implementation Effectiveness and Influencing Factors Under Inter-School Study Mode. Proceedings of the 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020), Shanghai, China.




How to Cite

Using CIPP Model to Evaluate Online Teacher Training Programme for Single National Curriculum, 2021. (2024). International Research Journal of Management and Social Sciences, 5(1), 144-160.

Similar Articles

1-10 of 81

You may also start an advanced similarity search for this article.