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Evaluation and Enhancement Strategies of Geomorphology Experimental Teaching Based on CIPP Model: A Case Study of Jiaying University

Author(s)

Lina Zhang, Zhicheng Dong*, Hong Li

Affiliation(s)

School of Geographic Sciences and Tourism, Jiaying University, Meizhou, Guangdong, China *Corresponding Author

Abstract

This study developed and operationalized a CIPP-based evaluation framework to assess geomorphology experimental teaching at Jiaying University. Integrating Delphi method, Analytic Hierarchy Process, and expert survey, a four-dimensional indicator system comprising 4 1st-level, 10 2nd-level, and 20 3rd-level indicators was constructed with high reliability and expert consensus. The overall evaluation score (95.34) indicates generally high instructional quality. However, a systemic gap was identified: Results and Effectiveness scored lowest across all dimensions, with five 3rd-level indicators, related to instructional reflection, student feedback, and scholarly output, falling markedly below the mean. This reveals a critical disconnect between teaching execution and tangible educational outcomes. To address this gap, a four-dimensional enhancement framework is proposed. Its core strategies include revitalizing experimental materials, embedding regional geomorphic contexts, adopting scaffolded supervision supported by AI-enabled feedback, and most critically institutionalizing an OBE-aligned closed-loop feedback mechanism that recursively links teaching execution to curricular improvement and scholarly valorization. This study extends the applicability of the CIPP model to geoscience education and offers a replicable, diagnostics-driven blueprint for pedagogical enhancement.

Keywords

CIPP Model; Evaluation; Enhancement Strategies; Geomorphology Experimental Teaching; Case Study

References

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