Evaluation Research Methodology to Assess Instructional Techniques and Technologies for Improving Academic Performance in America's Secondary (High School) Students

            Conducting further research reviews provided an opportunity to reflect upon a research method known as Evaluation Research, which can be used for a quantitative or qualitative study (Clarke & Dawson, 1999).  Evaluation Research would be relevant for researchers interested in the affects of instructional techniques and technologies on academic performance in America and other nations.   Clarke and Dawson (1999) pointed out that "evaluation research is a form of applied research which aims to produce information about the implementation, operation and ultimate effectiveness of policies and programs designed to bring about change" (p. 2), studies "the effectiveness with which existing knowledge is used to inform and guide practical action" (p. 2), and is "conducted to inform decisions, clarify options, reduce uncertainties, and provide information about programs and policies" (p. 2).   

            Silver (2004) explained that the evaluation research method can be used to collect data, which involves "student feedback, a new course or form of delivery, or…the student experience" (par. 46).  Such data sources were identified in the Concept Paper.  Questionnaires may be used with or without participant interviews or in group discussions as long as a particular group member does not dominate.  Other data collection tools include "observation, interviews, questionnaires and tests, documentary and background sources, focus groups, implementation logs, feedback and testing methods" (Silver, 2004, par. 39). 

            A "Nominal Group Technique (NGT) has the same purpose, but normally involves no discussion (except for item clarification)" (Silver, 2004, par. 39).  The goal of NGT is to ensure maximum objectivity of the participants’ written viewpoints.  The second stage of the evaluation method provides feedback to teachers who can then see if there were successes or failures post-instruction.  The third and final stage involves using the feedback to initiate change.   Trochim (2006) explained that the evaluation method is a "systematic acquisition and assessment of information to provide useful feedback about some object…such as a program, policy, technology, person, need, activity, and so on…with the major goal (being) to influence decision-making or policy formulation through the provision of empirically-driven feedback" (par. 2).  The setting for using an evaluation method is typically within a "political or organizational platform" (Trochim, 2006, par. 2).  Researcher evaluators need "group skills, management ability, political dexterity, sensitivity to multiple stakeholders and other skills" (Trochim, 2006, par. 1). 

            The dominant evaluation research strategies are the "scientific-experimental models, management-oriented systems models, qualitative/anthropological models, and the participant-oriented models" (Trochim, 2006, par. 5).  Most good researcher evaluators recognize the four strategies, and intermix them as needed.  The formative and summative evaluation types are the most widely used types of evaluations.  For example, formative research asks, "what is the definition and scope of the problem or issue, or what's the question; where is the problem and how big or serious is it; how should the program or technology be delivered to address the problem, and how well is the program or technology delivered?" (Trochim, 2006, par. 14).  Summative evaluation asks, "what type of evaluation is feasible; what was the effectiveness of the program or technology; and what is the net impact of the program?" (Trochim, 2006, par. 18).  

           The results attainable from an Evaluation Research Method could provide distinct information that the American government and educators could embrace to improve academic performance because America's instructional techniques and technologies could emulate those used by higher ranking nations.  Using evaluation research could "provide useful feedback about (instructional) program(s), polic(ies), and technolog(ies)…with the major goal (being) to influence decision-making or policy formulation through the provision of empirically-driven feedback" (Trochim, 2006, par. 2).  

 

References:

Clarke, A., & Dawson, R. (1999). Evaluation research. Retrieved from Sage Research Methods.

Silver, H. (2004). Evaluation Research in Education. Retrieved from http://www.edu.plymouth.ac.uk/resined/evaluation/index.htm

Trochim, W.M.K. (2002). Introduction to Evaluation. Retrieved from http://www.socialresearchmethods.net/kb/intreval.htm