Lorelei R. Vinluan (lcrv@up.edu.

ph) College of Education University of the Philippines Diliman

ICEME 2012

Traders Hotel, Manila

9-11 August 2012

Lack of money to support education Poor academic achievement High rate of absenteeism Low self-esteem Poor relationships with others

A complex matter! Research had been helpful but also confusing (Arroyo et al., 1999).

Problem is best addressed by taking into consideration the different factors that influence it (e.g., Engin-Demir, 2009; Lee & Shute, 2010; Milne & Plourde, 2006; Nannyonjo, 2007). Systems approach a view wherein a studied phenomenon is affected by its context and the different system components influence each other (Dowling, 1994). Allows change of perspective from an individual to an interactional view

STUDENT
Daily snacks and/or

PARENT
Orientation

lunch School supplies and materials Tutorial sessions Reading interventions Counseling sessions Guidance activities

Parenting seminars

TEACHER
Teacher mentoring Small financial incentive

Not only used to determine success of interventions at end of project But also a planning and monitoring tool at start of project and during implementation
Recall 7 Habits of Highly Effective People. Habit

#2 is Begin with the end in mind. In other words, plan for results. An evaluation plan can assist in results-based monitoring.

An evaluation tool based on program theory that depicts the associations among inputs, activities, outputs, and outcomes of a program
To better understand the

Program theory
the mechanisms that

relationships among program inputs and outcomes To articulate a theory of change (how a program aims to produce changes)
(Yampolskaya et al., 2004)

mediate between the delivery (and receipt) of the program and the emergence of the outcomes of interest (Weiss, 1998) underlying assumptions about how programs are expected to work and then using this theory to guide the evaluation (Rogers et al., 2000)

Ask what it is about the program that causes the outcomes. Such evaluations can be particularly helpful in distinguishing between theory failure and implementation failure. Used for summative and formative evaluations.

Input
Human, financial and other

inputs required to support program

Source: Medeiros et al., 2005

Activities
Actions necessary to deliver

Outcomes
Changes or benefits resulting

outputs

Outputs
Products, goods and services

from activities and outputs May be short-term, mediumterm, and long-term

provided to the programs direct customers

To understand what must be done to achieve the desired outcome To assess probability of success To identify critical factors and stakeholders that could impact the outcome To show what intermediate results are critical to achieving ultimate goals or outcomes To analyze alternatives strategies for achieving desired results To clarify sequence of processes that allows fuller understanding of agency performance

Millar et al., 2001

A logic model leads to an action plan (cognitive exercise pragmatic application). Considerations
1. What existing programs are critical to achieving

the target? 2. What modifications need to be made to existing programs? How long will it take? 3. What new interventions are critical to meet the target? 4. Who will be responsible? How long will it take?

Balara Elementary & High School, Quezon City

BENEFICIARIES

OTHER ACTORS Principals Parents of pupils Professors at College of Education, University of the Philippines Diliman Tutors (preservice teachers)

2 intact classes
Grade 4 class
2nd Year High School

class

Class teachers

1.

2.
3. 4.

5.
6. 7.

Poor academic achievement High rate of absenteeism Low self-esteem Poor relationships with others Lack of money for snacks / lunch Peer pressure Others

Primary
a) Increase academic achievement
b) Reduce absenteeism c) Provide daily snacks and/or lunch

Secondary
a) Enhance self-esteem b) Improve pupil-parent and other relationships

Academic achievement
motivation, classroom environment, parental

involvement, self-efficacy, etc.

School attendance
punitive attendance policy, school anxiety, parental

influence, etc.

Self-esteem
appearance appraisal, school performance, socio-

economic status, etc.

Social skills
poor self-esteem, unrealistic expectations, etc.
Note: Based on limited review of literature.

1.

To increase academic achievement

Conduct tutorial sessions.
Conduct reading remediation. Hold seminar on enhancing study skills.

Train teachers on classroom strategies.

Provide school supplies and materials.

2.

To reduce absenteeism
Provide snacks and/or lunch.
Note: Sample listing only for illustration purposes.

3.

To enhance self-esteem
Conduct counseling sessions.
Conduct a personality development seminar.

4.

To improve pupil-parent and other relationships

Hold a parenting seminar. Conduct a lecture on relating with peers.

Note: Sample listing only for illustration purposes.

1.

Conduct tutorial sessions.

Tulong Dunong program of Ateneo de Manila CWTS program of U.P. Diliman Scholar Kids program of Zonta Club

3.

Provide snacks and/or lunch.

Healthy and Bibo Kids

feeding program of Quezon City Government

4.

Other activities
Not being done

2.

Conduct reading remediation.

Araw ng Pagbasa program

of Rotary Club
Note: Sample listing only for illustration purposes.

Activities are diverse and differ in focus, duration, and scope. Other needs not met at all. This gap analysis provides entry points for engagement by the project.
Of course, given limitation on budget and time.

Note: Logic model too big and thus shown in parts.

Note: Logic model too big and thus shown in parts.

On academic achievement
83.6% of 2nd year HS students and 98.0% of Grade 4

students had positive increase Gain ranges from .2% to 4.8%

On absenteeism
88.1% attended classes regularly

On self-esteem
Before project: poor self-esteem After project: pupils reported improvements in terms

of how they see themselves and in how they relate with others

On wellness
Students reported positive changes in their attitude

On teacher training

toward their personal wellness

Teachers reported personal (and professional)

On parental involvement

development, changes in teaching attitudes, and greater understanding of the holistic approach to their students education and how they can contribute towards that end
Children were provided with school supplies and snacks/lunch Children study their lessons on a daily basis Children have a confidante in the teachers and tutors who conduct the counseling sessions.

Parents reported that the project was a big help because:

Detailed analysis, which shows what activity contributed how much to what outcome, is found in the project terminal report. Conclusion
Program logic model was found to be a useful tool

for planning, implementation, and evaluation of a project that implements a set of related interventions to achieve a set of related outcomes.