Impact Evaluation of Teacher Training Extension Program in Higher Education: A Qualitative Assessment Approach

Abstract

While the teacher-training program is one of the prominent extension modalities in Higher Education Institutions, a closer look at the literature has revealed several gaps in evaluating the long-term impacts of training programs. The present study addressed limitations related to the absence of baseline data and the evaluation framework by using Kirkpatrick's four levels of evaluation to assess a teacher-training extension program at a university in Bicol region, Philippines. Findings suggest that the teacher-training was successfully implemented at the reaction level but failed to assess changes in learning and behavior after the training was conducted. However, the results levels was measured using the Qualitative Impact Assessment Protocol (QuIP). Causal statements from the key informants in QuIP revealed positive changes during the evaluation period but without explicit reference to the training program. Based on the evaluation results, lessons learned were documented along with the training extension program's timing, duration, and monitoring. Consequently, the study recommended the appraisal of existing practices and extension policies on teachertraining programs and other similar undertakings with evaluability criteria and standards.

Evaluation of the comprehensive thematic teaching effectiveness and technique/technology in culinary vocational education

“…Most studies using the Kirkpatrick model use quantitative research, using questionnaires or performance measures as analysis data (Chen et al ., 2018; Dehghani and Raadabadi, 2019; Farjad, 2012; Fadhilah et al ., 2018; Terttiaavini et al ., 2020). Inevitably, the aforementioned suspicion that other important evaluation factors are easily overlooked has also been adopted in qualitative research (Badu, 2013; Chan and Chen, 2018; Chang and Chou, 2015; Labayo, 2022; Tsai, 2010) to obtain richer and more diversified analysis data through in-depth interviews to remedy this shortcoming. This study also uses qualitative and quantitative research to break through the limitations of Kirkpatrick model.…”

“…As for the Kirkpatrick model, there is a lack of evidence to prove the cause-effect relationship between the levels, but most studies still use the Kirkpatrick model to evaluate the effectiveness of educational training, and the results have high reliability and validity (Alsalamah and Callinan, 2021b; Badu, 2013; Chen et al ., 2018; Dehghani and Raadabadi, 2019; Farjad, 2012; Fadhilah et al ., 2018; Labayo, 2022; Srivastava and Walia, 2018; Terttiaavini et al ., 2020). In summary, the Kirkpatrick model is an appropriate tool for analyzing the effectiveness of school-wide thematic teaching and learning in this study.…”