STUFFLEBEAM'S CIPP MODEL OF EVALUATION

Evaluation is a central element in the teaching and learning process, yet it is often narrowly practiced in Nigerian schools as summative testing focused on grades and examinations. Such traditional approaches have been widely criticized for neglecting the contextual, instructional, and systemic factors that shape student outcomes, particularly in science education where performance and engagement continue to decline. This study explores the Stufflebeam CIPP (Context, Input, Process and Product) model as a holistic and decision-oriented alternative to conventional evaluation methods. The model emphasizes continuous improvement by interrogating not only results but also the needs, resources, processes, and impacts of educational programs. Drawing from empirical and theoretical literature, the work highlights how the CIPP framework can enhance curriculum delivery, teacher training, student assessment, and school improvement practices in Nigeria. It further analyzes contemporary adaptations of the model, including digital, culturally responsive, and sustainability-focused versions, thereby underscoring its flexibility in modern educational contexts. While challenges such as resource limitations, lack of evaluator expertise, and systemic resistance to data-driven decision-making remain, the study concludes that institutional commitment, evaluator capacity building, and integration of technology can foster effective adoption. Ultimately, the CIPP model offers Nigerian schools a pathway from judgmental evaluation toward developmental, evidence-based practices that support accountability, inclusivity, and long-term educational transformation