B1 Vinluan Program Logic Model
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Transcript of B1 Vinluan Program Logic Model
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Lorelei R. Vinluan ([email protected])College of EducationUniversity of the Philippines Diliman
ICEME 2012 Traders Hotel, Manila 9-11 August 2012
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Lack of money to supporteducation
Poor academicachievement
High rate of absenteeism Low self-esteem Poor relationships with
others
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A complex matter! Research hadbeen helpful but also confusing(Arroyo et al., 1999).
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Problem is best addressed by taking intoconsideration the different factors that influenceit (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 thedifferent system components influence eachother (Dowling, 1994).
Allows change of perspective from an individualto an interactional view
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STUDENT
Daily snacks and/orlunch
School supplies andmaterials
Tutorial sessions
Reading interventions
Counseling sessions
Guidance activities
PARENT
Orientation
Parenting seminars
TEACHER
Teacher mentoring
Small financial incentive
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An evaluation tool basedon program theory thatdepicts the associationsamong inputs, activities,
outputs, and outcomesof a program To better understand the
relationships amongprogram inputs and
outcomes To articulate a theory of
change (how a programaims to produce changes)(Yampolskaya et al., 2004)
Program theory ‘‘the mechanisms that
mediate between thedelivery (and receipt) of
the program and theemergence of theoutcomes of interest’’(Weiss, 1998)
“underlying assumptionsabout how programs are
expected to work… andthen using this theory toguide the evaluation”(Rogers et al., 2000)
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Ask what it is about the program that causesthe outcomes.
Such evaluations can be particularly helpful indistinguishing between theory failure andimplementation failure.
Used for summative and formativeevaluations.
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Input
Human, financial and otherinputs required to supportprogram
Activities
Actions necessary to deliveroutputs
Outputs
Products, goods and servicesprovided to the program’sdirect customers
Source: Medeiros et al., 2005
Outcomes
Changes or benefits resultingfrom activities and outputs
May be short-term, medium-term, and long-term
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To understand what must be done to achieve thedesired 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 performanceMillar et al., 2001
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A logic model leads to an action plan(cognitive exercise → pragmatic application).
Considerations
1. What existing programs are critical to achievingthe 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?
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Balara Elementary & High School, Quezon City
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BENEFICIARIES
2 intact classes
Grade 4 class 2ndYear High School
class
Class teachers
OTHER ACTORS
Principals
Parents of pupils Professors at College of
Education, University
of the Philippines
Diliman Tutors (preservice
teachers)
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1. Poor academic achievement2. High rate of absenteeism
3. Low self-esteem4. Poor relationships with others5. Lack of money for snacks / lunch6. Peer pressure7. Others
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Primary
a) Increase academic achievement
b) Reduce absenteeismc) Provide daily snacks and/or lunch
Secondary
a) Enhance self-esteemb) Improve pupil-parent and other relationships
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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.
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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.
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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.
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1. Conduct tutorialsessions.
Tulong Dunong programof Ateneo de Manila
CWTS program of U.P.Diliman
Scholar Kids program of Zonta Club
2. Conduct readingremediation. Araw ng Pagbasa program
of Rotary Club
3. Provide snacks and/orlunch.
Healthy and Bibo Kidsfeeding program of Quezon City Government
4. Other activities Not being done
Note: Sample listing only for illustration purposes.
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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.
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Note: Logic model too big and thus shown in parts.
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Note: Logic model too big and thus shown in parts.
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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 termsof how they see themselves and in how they relatewith others
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On wellness Students reported positive changes in their attitude
toward their personal wellness On teacher training
Teachers reported personal (and professional)development, changes in teaching attitudes, and greaterunderstanding of the holistic approach to their students’education and how they can contribute towards that end
On parental involvement Parents reported that the project was a big help because:
▪ 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.
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Detailed analysis, which shows what activitycontributed how much to what outcome, is
found in the project terminal report. Conclusion
Program logic model was found to be a useful toolfor planning, implementation, and evaluation of a
project that implements a set of relatedinterventions to achieve a set of related
outcomes.
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