Impact Evaluation of Teacher-Training Extension Program in Higher Education: A Qualitative Assessment Approach
Main Article Content
Keywords
Evaluability, Kirkpatrick model, lesson learning, qualitative assessment, training extension program
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 level 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 teacher-training programs and other similar undertakings with evaluability criteria and standards.
Publication History
Version of Record online: June 18, 2022
Manuscript accepted: June 8, 2022
Manuscript revised: June 01, 2022
Manuscript received:April 8, 2022
References
Abeberese, A.B., Kumler, T.J., & Linden, L.L. (2014). Improving reading skills by encouraging children to read in school: A randomized evaluation of the Sa Aklat Sisikat Reading Program in the Philippines. Journal of Human Resources, 49(3), 611–633. https://doi.org/10.3368/jhr.49.3.611
Acharya, K. P., Budhathoki, C. B., Bjønness, B., & Bhimsen, D. (2020). School gardening activities as contextual scaffolding for learning science: Participatory action research in a community school in Nepal. Educational Action Research, 1–18. https://doi.org/10.1080/09650792.2020.1850494
Albornoz, F., Anauati, M. V., Furman, M. G., Luzuriaga, M., Podestá, M.E., & Taylor, I. (2019). Training to teach science: Experimental evidence from Argentina (Policy Research Working Paper 8594). World Bank Group. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/992241537378173492/training-toteach-science-experimental-evidence-from-argentina
Askarian, M., & Maharlouie, N. (2012). Irrational antibiotic use among secondary school teachers and university faculty members in Shiraz, Iran. International Journal of Preventive Medicine, 3(12), 839–845. https://doi.org/10.4103/2008-7802.104854
Azevedo, M., Pinheiro, C., Yaphe, J., & Baltazar, F. (2013). Assessing the impact of a school intervention to promote students’ knowledge and practices on correct antibiotic use. International Journal of Environmental Research and Public Health, 10(7), 2920–2931. https://doi.org/10.3390/ijerph10072920
Burt, K. G., Luesse, H. B., Rakoff, J., Ventura, A., & Burgermaster, M. (2018). School gardens in the United States: Current barriers to integration and sustainability. American Journal of Public Health, 108(11), 1543–1549. https://doi.org/10.2105/ajph.2018.304674
Cahapay, M. B. (2021). Kirkpatrick model: Its limitations as used in higher education evaluation. International Journal of Assessment Tools in Education, 8(1), 135–144. https://doi.org/10.21449/ijate.856143
Commission on Higher Education. (2016). Pathways to equity, relevance, and advancement in research, innovation, and extension in Philippine higher education (CMO No. 52, s. 2016). https://ched.gov.ph/wp-content/uploads/2017/10/CMO-52-s.-2016.pdf
Conradty, C., & Bogner, F.X. (2020). STEAM teaching professional development works: Effects on students’ creativity and motivation. Smart Learning Environments, 7(26). https://doi.org/10.1186/s40561-020-00132-9
Copestake, J., & Remnant, F. (2014). Assessing rural transformations: Piloting a qualitative impact protocol in Malawi and Ethiopia (Working Paper No. 35). The University of Bath, Centre for Development Studies (CDS). https://researchportal.bath.ac.uk/en/publications/assessing-rural-transformations-piloting-a-qualitative-impact-pro
Dange, J. K., & Siddaraju. (2020). Role of teacher training program in enhancing quality education. International Journal of Education, Culture and Society, 5(6), 137-140. https://doi.org/10.11648/j.ijecs.20200506.14
Diaconu, D. V., Radigan, J., Suskavcevic, M., & Nichol, C. (2012). A multi-year study of the impact of the rice model teacher professional development on elementary science teachers. International Journal of Science Education, 34(6), 855-877. https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.642019
Dogan, S., Pringle, R., & Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional Development in Education, 42(4), 569-588. https://doi.org/10.1080/19415257.2015.1065899
Fuje, H., & Tandon, P. (2018). When do in-service teacher training and books improve student achievement? Experimental evidence from Mongolia (Policy Research Working Papers). World Bank Group. https://doi.org/10.1596/1813-9450-7485
Gertler, P. J., Martinez, S., Premand, P., Rawlings, L. B., & Vermeersch, C. M. J. (2016). Impact Evaluation in Practice (2nd ed.). Inter-American Development Bank and World Bank. https://openknowledge.worldbank.org/handle/10986/25030
Gozalbo, M., Aragón, L., & Cubero, I. (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students’ graphic representations. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02226
Grossman, R., & Salas, E. (2011). The transfer of training: What really matters. International Journal of Training and Development, 15(2), 103–120. https://doi.org/10.1111/j.1468-2419.2011.00373.x
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability (Center for Public Education Report). National School Board Association. http://conference.ohioschoolboards.org/2017/wp-content/uploads/sites/17/2016/07/1pm111317A114Job-embedPD.pdf
Huys, N., De Cocker, K., De Craemer, M., Roesbeke, M., Cardon, G., & De Lepeleere, S. (2017). School gardens: A qualitative study on implementation practices. International Journal of Environmental Research and Public Health, 14(12). https://doi.org/10.3390/ijerph14121454
Japan International Cooperation Agency. (n.d.). Manual on training evaluation. https://www.jica.go.jp/project/cambodia/0601331/pdf/english/5_TrainingEvaluation.pdf
Jocz, A. J., Zhai, J., & Tan, A. L. (2014). Inquiry learning in the Singaporean context: Factors affecting student interest in school science. International Journal of Science Education, 36(15), 2596–2618. https://doi.org/10.1080/09500693.2014.908327
Jukes, M. C., Turner, E. L., Dubeck, M. M., Halliday, K. E., Inyega, H. N., Wolf, S., Zuilkowski, S. S., & Brooker, S. J. (2017). Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial. Journal of Research on Educational Effectiveness, 10(3), 449–481. https://doi.org/10.1080/19345747.2016.1221487
Kotwani, A., Wattal, C., Joshi, P. C., & Holloway, K. (2016). Knowledge and perceptions on antibiotic use and resistance among high school students and teachers in New Delhi, India: A qualitative study. Indian Journal of Pharmacology, 48(4), 365–371. https://doi.org/10.4103/0253-7613.186208
Landry, M., Van den Berg, A., Hoelscher, D., Asigbee, F., Vandyousefi, S., Ghaddar, R., Jeans, M., Waugh, L., Nikah, K., Sharma, S., & Davis, J. (2021). Impact of a school-based gardening, cooking, nutrition intervention on diet intake and quality: The TX sprouts randomized controlled trial. Nutrients, 13(9), 3081. https://doi.org/10.3390/nu13093081
Lee, C., Lee, J., Kang, L., Jeong, B., & Lee, S. (2015). Educational effectiveness, target, and content for prudent antibiotic use. BioMed Research International, 1–13. https://doi.org/10.1155/2015/214021
Li, N., Liu, E., Liu, C., and Guo, S. (2021). Rethinking the factor of duration for professional development: A workshop-seminar-demonstration class model for science teachers. EURASIA Journal of Mathematics, Science and Technology Education, 17(12). https://doi.org/10.29333/ejmste/11351
Loftus, L., Spaulding, A. D., Steffen, R., Kopsell, D., Nnakwe, N. (2017). Determining barriers to use of edible school gardens in Illinois. Journal of the American College of Nutrition, 36(7), 507–513. https://doi.org/10.1080/07315724.2017.1326323
Lucas, A. M., McEwan, P. J., Ngware, M., & Oketch, M. (2014). Improving early grade literacy in East Africa: Experimental evidence from Kenya and Uganda. Journal of Policy Analysis and Management, 33(4), 950–976. https://doi.org/10.1002/pam.21782
Makopoulou, K., Neville, R., Ntoumanis, N., & Thomas, G. (2021). An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy. Professional Development in Education, 47(5), 780-795. https://doi.org/10.1080/19415257.2019.1665572
Marvasi, M., Casillas, L., Vassallo, A., & Purchase, D. (2021). Educational activities for students and citizens supporting the one-health approach on antimicrobial resistance. Antibiotics, 10(12). https://doi.org/10.3390/antibiotics10121519
Mayne, J. (2008). Contribution analysis: An approach to exploring cause and effect (ILAC Brief 16). Institutional Learning and Change. https://cgspace.cgiar.org/handle/10568/70124
National Economic and Development Authority. (2018). 2017-2022 Public Investment Program (NEDA Report). https://neda.gov.ph/wp-content/uploads/2017/01/PIP-2017-2022-as-of-10042018.pdf
Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., & Garside, R. (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(286), 1-36. https://doi.org/10.1186/s12889-016-2941-0
Popova, A., Evans, D.K., & Arancibia, V. (2016). Training teachers on the job: What works and how to measure it (Policy Research Working Paper 7834). The World Bank. http://hdl.handle.net/10986/25150
Popova, A., Evans, D.K., Breeding, M., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136. https://doi.org/10.1093/wbro/lkab006
Remnant, F., & Avard, R. (2016). Qualitative Impact Assessment Protocol (QUIP). BetterEvaluation. http://betterevaluation.org/en/plan/approach/QUIP
Rogers, P., Hawkins, A., McDonald, B., Macfarlan, A., & Milne, C. (2015). Choosing appropriate designs and methods for impact evaluation (Technical Report). Office of the Chief Economist, Australian Government. https://www.industry.gov.au/data-and-publications/choosing-appropriate-designs-and-methods-for-impact-evaluation
Rooij, V., Williams, S., & Jerusalem, M. (2015). Measuring the business impact of employee learning: A View from the professional services sector. Human Resource Development Quarterly, 26(3), 275–297. https://doi.org/10.1002/hrdq.21211
Schaffner, J., Glewwe, P., & Sharma, U. (2021). Evaluation of secondary school teacher training under the School Sector Development Programme in Nepal (Impact Evaluation Report 135). International Initiative for Impact Evaluation (3ie), New Delhi. https://doi.org/10.23846/PW3IE135
Schreinemachers, P., Ouedraogo, M., Diagbouga, S., Thiombiano, A., Kouamé, S., Sobgui, C., Chen, H., & Yang, R. (2019). Impact of school gardens and complementary nutrition education in Burkina Faso. Journal of Development Effectiveness, 11(2), 132-145. https://doi.org/10.1080/19439342.2019.1624595
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual & Developmental Disability, 34(3), 266–274. https://doi.org/10.1080/13668250903093125
Thong, K., Chang, C., Lee, M., Lee, J., Tan, H., & Shafie, A. (2021). Impact of targeted educational intervention towards public knowledge and perception of antibiotic use and resistance in the state of Perak, Malaysia. Antimicrobial Resistance & Infection Control, 10(1). https://doi.org/10.1186/s13756-021-00892-0
Throgmorton, C., Mitchell, T., Morley, T., & Snyder, M. (2016). Evaluating a physician leadership development program – A mixed methods approach. Journal of Health Organization and Management, 30(3), 390–407. https://doi.org/10.1108/JHOM-11-2014- 0187
Thurlings, M., & Brok, P. (2017). Learning outcomes of teacher professional development activities: A meta-study. Educational Review, 69(5), 554-576, https://doi.org/10.1080/00131911.2017.1281226
United Nations Development Programme. (2021). UNDP Evaluation Guidelines (UNDP Technical Report). Independent Evaluation Office of UNDP.http://web.undp.org/evaluation/guideline/documents/PDF/UNDP_Evaluation_Guidelines.pdf
Wallo, A., Kock, H., Lundqvist, D., & Coetzer, A. (2020). Understanding factors that enable and inhibit assessment of outcomes of competence development. Human Resource Development Review, 19(4), 384-421. https://doi.org/10.1177/1534484320943332
White, H., & Phillips, D. (2012). Addressing attribution of cause and effect in small n impact evaluations: Towards an integrated framework (3ie Working Paper 15). International Initiative for Impact Evaluation. https://www.3ieimpact.org/sites/default/files/2019-01/working_paper_15.pdf
White, H., & Raitzer, D. (2017). Impact evaluation of development interventions: A practical guide. Asian Development Bank. http://dx.doi.org/10.22617/TCS179188-2
Zhang, L., Lai, F., Pang, X., Yi, H., & Rozelle, S. (2013). The impact of teacher training on teacher and student outcomes: Evidence from a randomised experiment in Beijing migrant schools. Journal of Development Effectiveness, 5(3), 339–358. https://doi.org/10.1080/19439342.2013.807862
Acharya, K. P., Budhathoki, C. B., Bjønness, B., & Bhimsen, D. (2020). School gardening activities as contextual scaffolding for learning science: Participatory action research in a community school in Nepal. Educational Action Research, 1–18. https://doi.org/10.1080/09650792.2020.1850494
Albornoz, F., Anauati, M. V., Furman, M. G., Luzuriaga, M., Podestá, M.E., & Taylor, I. (2019). Training to teach science: Experimental evidence from Argentina (Policy Research Working Paper 8594). World Bank Group. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/992241537378173492/training-toteach-science-experimental-evidence-from-argentina
Askarian, M., & Maharlouie, N. (2012). Irrational antibiotic use among secondary school teachers and university faculty members in Shiraz, Iran. International Journal of Preventive Medicine, 3(12), 839–845. https://doi.org/10.4103/2008-7802.104854
Azevedo, M., Pinheiro, C., Yaphe, J., & Baltazar, F. (2013). Assessing the impact of a school intervention to promote students’ knowledge and practices on correct antibiotic use. International Journal of Environmental Research and Public Health, 10(7), 2920–2931. https://doi.org/10.3390/ijerph10072920
Burt, K. G., Luesse, H. B., Rakoff, J., Ventura, A., & Burgermaster, M. (2018). School gardens in the United States: Current barriers to integration and sustainability. American Journal of Public Health, 108(11), 1543–1549. https://doi.org/10.2105/ajph.2018.304674
Cahapay, M. B. (2021). Kirkpatrick model: Its limitations as used in higher education evaluation. International Journal of Assessment Tools in Education, 8(1), 135–144. https://doi.org/10.21449/ijate.856143
Commission on Higher Education. (2016). Pathways to equity, relevance, and advancement in research, innovation, and extension in Philippine higher education (CMO No. 52, s. 2016). https://ched.gov.ph/wp-content/uploads/2017/10/CMO-52-s.-2016.pdf
Conradty, C., & Bogner, F.X. (2020). STEAM teaching professional development works: Effects on students’ creativity and motivation. Smart Learning Environments, 7(26). https://doi.org/10.1186/s40561-020-00132-9
Copestake, J., & Remnant, F. (2014). Assessing rural transformations: Piloting a qualitative impact protocol in Malawi and Ethiopia (Working Paper No. 35). The University of Bath, Centre for Development Studies (CDS). https://researchportal.bath.ac.uk/en/publications/assessing-rural-transformations-piloting-a-qualitative-impact-pro
Dange, J. K., & Siddaraju. (2020). Role of teacher training program in enhancing quality education. International Journal of Education, Culture and Society, 5(6), 137-140. https://doi.org/10.11648/j.ijecs.20200506.14
Diaconu, D. V., Radigan, J., Suskavcevic, M., & Nichol, C. (2012). A multi-year study of the impact of the rice model teacher professional development on elementary science teachers. International Journal of Science Education, 34(6), 855-877. https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.642019
Dogan, S., Pringle, R., & Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional Development in Education, 42(4), 569-588. https://doi.org/10.1080/19415257.2015.1065899
Fuje, H., & Tandon, P. (2018). When do in-service teacher training and books improve student achievement? Experimental evidence from Mongolia (Policy Research Working Papers). World Bank Group. https://doi.org/10.1596/1813-9450-7485
Gertler, P. J., Martinez, S., Premand, P., Rawlings, L. B., & Vermeersch, C. M. J. (2016). Impact Evaluation in Practice (2nd ed.). Inter-American Development Bank and World Bank. https://openknowledge.worldbank.org/handle/10986/25030
Gozalbo, M., Aragón, L., & Cubero, I. (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students’ graphic representations. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02226
Grossman, R., & Salas, E. (2011). The transfer of training: What really matters. International Journal of Training and Development, 15(2), 103–120. https://doi.org/10.1111/j.1468-2419.2011.00373.x
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability (Center for Public Education Report). National School Board Association. http://conference.ohioschoolboards.org/2017/wp-content/uploads/sites/17/2016/07/1pm111317A114Job-embedPD.pdf
Huys, N., De Cocker, K., De Craemer, M., Roesbeke, M., Cardon, G., & De Lepeleere, S. (2017). School gardens: A qualitative study on implementation practices. International Journal of Environmental Research and Public Health, 14(12). https://doi.org/10.3390/ijerph14121454
Japan International Cooperation Agency. (n.d.). Manual on training evaluation. https://www.jica.go.jp/project/cambodia/0601331/pdf/english/5_TrainingEvaluation.pdf
Jocz, A. J., Zhai, J., & Tan, A. L. (2014). Inquiry learning in the Singaporean context: Factors affecting student interest in school science. International Journal of Science Education, 36(15), 2596–2618. https://doi.org/10.1080/09500693.2014.908327
Jukes, M. C., Turner, E. L., Dubeck, M. M., Halliday, K. E., Inyega, H. N., Wolf, S., Zuilkowski, S. S., & Brooker, S. J. (2017). Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial. Journal of Research on Educational Effectiveness, 10(3), 449–481. https://doi.org/10.1080/19345747.2016.1221487
Kotwani, A., Wattal, C., Joshi, P. C., & Holloway, K. (2016). Knowledge and perceptions on antibiotic use and resistance among high school students and teachers in New Delhi, India: A qualitative study. Indian Journal of Pharmacology, 48(4), 365–371. https://doi.org/10.4103/0253-7613.186208
Landry, M., Van den Berg, A., Hoelscher, D., Asigbee, F., Vandyousefi, S., Ghaddar, R., Jeans, M., Waugh, L., Nikah, K., Sharma, S., & Davis, J. (2021). Impact of a school-based gardening, cooking, nutrition intervention on diet intake and quality: The TX sprouts randomized controlled trial. Nutrients, 13(9), 3081. https://doi.org/10.3390/nu13093081
Lee, C., Lee, J., Kang, L., Jeong, B., & Lee, S. (2015). Educational effectiveness, target, and content for prudent antibiotic use. BioMed Research International, 1–13. https://doi.org/10.1155/2015/214021
Li, N., Liu, E., Liu, C., and Guo, S. (2021). Rethinking the factor of duration for professional development: A workshop-seminar-demonstration class model for science teachers. EURASIA Journal of Mathematics, Science and Technology Education, 17(12). https://doi.org/10.29333/ejmste/11351
Loftus, L., Spaulding, A. D., Steffen, R., Kopsell, D., Nnakwe, N. (2017). Determining barriers to use of edible school gardens in Illinois. Journal of the American College of Nutrition, 36(7), 507–513. https://doi.org/10.1080/07315724.2017.1326323
Lucas, A. M., McEwan, P. J., Ngware, M., & Oketch, M. (2014). Improving early grade literacy in East Africa: Experimental evidence from Kenya and Uganda. Journal of Policy Analysis and Management, 33(4), 950–976. https://doi.org/10.1002/pam.21782
Makopoulou, K., Neville, R., Ntoumanis, N., & Thomas, G. (2021). An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy. Professional Development in Education, 47(5), 780-795. https://doi.org/10.1080/19415257.2019.1665572
Marvasi, M., Casillas, L., Vassallo, A., & Purchase, D. (2021). Educational activities for students and citizens supporting the one-health approach on antimicrobial resistance. Antibiotics, 10(12). https://doi.org/10.3390/antibiotics10121519
Mayne, J. (2008). Contribution analysis: An approach to exploring cause and effect (ILAC Brief 16). Institutional Learning and Change. https://cgspace.cgiar.org/handle/10568/70124
National Economic and Development Authority. (2018). 2017-2022 Public Investment Program (NEDA Report). https://neda.gov.ph/wp-content/uploads/2017/01/PIP-2017-2022-as-of-10042018.pdf
Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., & Garside, R. (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(286), 1-36. https://doi.org/10.1186/s12889-016-2941-0
Popova, A., Evans, D.K., & Arancibia, V. (2016). Training teachers on the job: What works and how to measure it (Policy Research Working Paper 7834). The World Bank. http://hdl.handle.net/10986/25150
Popova, A., Evans, D.K., Breeding, M., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136. https://doi.org/10.1093/wbro/lkab006
Remnant, F., & Avard, R. (2016). Qualitative Impact Assessment Protocol (QUIP). BetterEvaluation. http://betterevaluation.org/en/plan/approach/QUIP
Rogers, P., Hawkins, A., McDonald, B., Macfarlan, A., & Milne, C. (2015). Choosing appropriate designs and methods for impact evaluation (Technical Report). Office of the Chief Economist, Australian Government. https://www.industry.gov.au/data-and-publications/choosing-appropriate-designs-and-methods-for-impact-evaluation
Rooij, V., Williams, S., & Jerusalem, M. (2015). Measuring the business impact of employee learning: A View from the professional services sector. Human Resource Development Quarterly, 26(3), 275–297. https://doi.org/10.1002/hrdq.21211
Schaffner, J., Glewwe, P., & Sharma, U. (2021). Evaluation of secondary school teacher training under the School Sector Development Programme in Nepal (Impact Evaluation Report 135). International Initiative for Impact Evaluation (3ie), New Delhi. https://doi.org/10.23846/PW3IE135
Schreinemachers, P., Ouedraogo, M., Diagbouga, S., Thiombiano, A., Kouamé, S., Sobgui, C., Chen, H., & Yang, R. (2019). Impact of school gardens and complementary nutrition education in Burkina Faso. Journal of Development Effectiveness, 11(2), 132-145. https://doi.org/10.1080/19439342.2019.1624595
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual & Developmental Disability, 34(3), 266–274. https://doi.org/10.1080/13668250903093125
Thong, K., Chang, C., Lee, M., Lee, J., Tan, H., & Shafie, A. (2021). Impact of targeted educational intervention towards public knowledge and perception of antibiotic use and resistance in the state of Perak, Malaysia. Antimicrobial Resistance & Infection Control, 10(1). https://doi.org/10.1186/s13756-021-00892-0
Throgmorton, C., Mitchell, T., Morley, T., & Snyder, M. (2016). Evaluating a physician leadership development program – A mixed methods approach. Journal of Health Organization and Management, 30(3), 390–407. https://doi.org/10.1108/JHOM-11-2014- 0187
Thurlings, M., & Brok, P. (2017). Learning outcomes of teacher professional development activities: A meta-study. Educational Review, 69(5), 554-576, https://doi.org/10.1080/00131911.2017.1281226
United Nations Development Programme. (2021). UNDP Evaluation Guidelines (UNDP Technical Report). Independent Evaluation Office of UNDP.http://web.undp.org/evaluation/guideline/documents/PDF/UNDP_Evaluation_Guidelines.pdf
Wallo, A., Kock, H., Lundqvist, D., & Coetzer, A. (2020). Understanding factors that enable and inhibit assessment of outcomes of competence development. Human Resource Development Review, 19(4), 384-421. https://doi.org/10.1177/1534484320943332
White, H., & Phillips, D. (2012). Addressing attribution of cause and effect in small n impact evaluations: Towards an integrated framework (3ie Working Paper 15). International Initiative for Impact Evaluation. https://www.3ieimpact.org/sites/default/files/2019-01/working_paper_15.pdf
White, H., & Raitzer, D. (2017). Impact evaluation of development interventions: A practical guide. Asian Development Bank. http://dx.doi.org/10.22617/TCS179188-2
Zhang, L., Lai, F., Pang, X., Yi, H., & Rozelle, S. (2013). The impact of teacher training on teacher and student outcomes: Evidence from a randomised experiment in Beijing migrant schools. Journal of Development Effectiveness, 5(3), 339–358. https://doi.org/10.1080/19439342.2013.807862
Article Sidebar
Published
Jun 18, 2022
Article Details
How to Cite
Labayo, C. (2022). Impact Evaluation of Teacher-Training Extension Program in Higher Education: A Qualitative Assessment Approach. The Normal Lights, 16(1). https://doi.org/10.56278/tnl.v16i1.1713
Section
Research Article
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.