International Association of Educators   |  ISSN: 1308-9501
International Journal of Educational Researchers
International Association of Educators

Original article | International Journal of Educational Researchers 2024, Vol. 15(3) 30-43

Elevating Educational Quality: Evaluating The Senior High School (SHS) - Technical Vocational Livelihood (TVL) Caregiving Program With Stufflebeam’s CIPP (Context, Input, Process, And Product) Evaluation Model

Jude Thaddeus Metante

pp. 30 - 43   |  DOI: https://doi.org/10.29329/ijer.2024.1061.3   |  Manu. Number: MANU-2406-26-0006.R1

Published online: September 30, 2024  |   Number of Views: 9  |  Number of Download: 41

Save PDF

Abstract

This qualitative study employs Stufflebeam’s CIPP evaluation to assess the SHS TVL caregiving program. Participants include students, teachers, and administrators involved in the program. Research instruments include semistructured interviews, document analysis, and structured observations. Thematic analysis is employed to analyze the data. Findings reveal an alignment between the program and the school's mission, adherence to government regulations, and a supportive school climate. While the program benefits from adequate training materials and qualified instructors, challenges related to inadequate facilities persist. Process-related findings highlight industry relevance through work immersion experiences and technology integration. Notably, academic performance, TESDA assessment results, and student satisfaction reflect positively on the program's outcomes. Recommendations include investment in infrastructure, continuous professional development for instructors, enhanced technology integration, strengthening industry partnerships, and addressing resource deficiencies. This qualitative study offers significant insights regarding the quality of the SHS TVL caregiving program, identifying areas of strength and improvement. By applying the CIPP model, stakeholders can make informed decisions to enhance the program's effectiveness and better meet the needs of students pursuing vocational pathways in caregiving. 

Keywords: CIPP model, Caregiving Program, Senior High School, Technical Vocational (Education).

How to Cite this Article?

APA 6th edition
Metante, J.T. (2024). Elevating Educational Quality: Evaluating The Senior High School (SHS) - Technical Vocational Livelihood (TVL) Caregiving Program With Stufflebeam’s CIPP (Context, Input, Process, And Product) Evaluation Model . International Journal of Educational Researchers, 15(3), 30-43. doi: 10.29329/ijer.2024.1061.3

Harvard
Metante, J. (2024). Elevating Educational Quality: Evaluating The Senior High School (SHS) - Technical Vocational Livelihood (TVL) Caregiving Program With Stufflebeam’s CIPP (Context, Input, Process, And Product) Evaluation Model . International Journal of Educational Researchers, 15(3), pp. 30-43.

Chicago 16th edition
Metante, Jude Thaddeus (2024). "Elevating Educational Quality: Evaluating The Senior High School (SHS) - Technical Vocational Livelihood (TVL) Caregiving Program With Stufflebeam’s CIPP (Context, Input, Process, And Product) Evaluation Model ". International Journal of Educational Researchers 15 (3):30-43. doi:10.29329/ijer.2024.1061.3.
References
  1. Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification. European Journal of Education and Pedagogy, 4(1), 84–92. https://doi.org/10.24018/ejedu.2023.4.1.551 [Google Scholar] [Crossref] 
  2. Balzer Carr, B., & London, R. A. (2017). The Role of Learning Support Services in University Students’ Educational Outcomes. Journal of College Student Retention: Research, Theory & Practice, 21(1), 78–104. https://doi.org/10.1177/1521025117690159 [Google Scholar] [Crossref] 
  3. Bergling, E., Pendleton, D., Owen, H., Shore, E., Risendal, B., Harpin, S., Whitesell, N., & Puma, J. (2021). Understanding the experience of the implementer: teachers’ perspectives on implementing a classroom-based nutrition education program. Health Education Research, 36(5), 568–580. https://doi.org/10.1093/her/cyab027 [Google Scholar] [Crossref] 
  4. Bevly, D., Swan, A. M., & Malacara, A. B. (2023). Opening the door to a person-centered experiential training group: A thematic analysis. Person-Centered & Experiential Psychotherapies, 1–17. https://doi.org/10.1080/14779757.2023.2198591 [Google Scholar] [Crossref] 
  5. Bradberry, L. A., & De Maio, J. (2018). Learning By Doing: The Long-Term Impact of Experiential Learning Programs on Student Success. Journal of Political Science Education, 15(1), 94–111. https://doi.org/10.1080/15512169.2018.1485571 [Google Scholar] [Crossref] 
  6. Clarke, D. J., Godfrey, M., Hawkins, R., Sadler, E., Harding, G., Forster, A., McKevitt, C., Dickerson, J., & Farrin, A. (2013). Implementing a training intervention to support caregivers after stroke: a process evaluation examining the initiation and embedding of programme change. Implementation Science, 8(1). https://doi.org/10.1186/1748-5908-8-96 [Google Scholar] [Crossref] 
  7. Cruz, J. N. D., & Permejo, M. M. (2020). Workplace Skills and Competencies: An Industry Partners Appraisal on Work Immersion Program Among Senior High School Learners. Journal of Business and Management Studies, 2(3), 41–48. [Google Scholar]
  8. Culclasure, B., Fleming, D., & Riga, G. (2018). An Evaluation of Montessori Education in South Carolina’s Public Schools. https://files.eric.ed.gov/fulltext/ED622145.pdf [Google Scholar]
  9. Daily, S. M., Mann, M. J., Kristjansson, A. L., Smith, M. L., & Zullig, K. J. (2019). School Climate and Academic Achievement in Middle and High School Students. Journal of School Health, 89(3), 173–180. https://doi.org/10.1111/josh.12726 [Google Scholar] [Crossref] 
  10. Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81–93. https://doi.org/10.1016/j.compedu.2018.11.010 [Google Scholar] [Crossref] 
  11. Ferrer, A. (2022). Status of Implementation of Technical-Vocational-Livelihood (TVL) Track in Secondary Schools in Botolan District. American Journal of Multidisciplinary Research & Development (AJMRD), 04(08), 18–35. [Google Scholar]
  12. Ferris, D. R. (2018). Using Student Satisfaction Surveys for Program Improvement. The CATESOL Journal, 30(2), 19–42. [Google Scholar]
  13. Franklin, H., & Harrington, I. (2019). A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms. Journal of Education and Training Studies, 7(12). [Google Scholar]
  14. Freedman, K. (2018). Art education as social production: Culture, society, and politics in the formation of curriculum. The Formation of School Subjects, pp. 63-84. Routledge. [Google Scholar]
  15. Heemskerk, C. H. H. M., & Malmberg, L.-E. (2020). Students’ observed engagement in lessons, instructional activities, and learning experiences. Frontline Learning Research, 8(6), 38–58. https://doi.org/10.14786/flr.v8i6.613 [Google Scholar] [Crossref] 
  16. Johnstone, M. E. (2021). The alignment and impact of the TVET college National Certificate (Vocational) Tourism curriculum on graduate skills and employability. University of Johannesburg (South Africa). [Google Scholar]
  17. Koester, M., Bejarano, C. M., Davis, A. M., Brownson, R. C., Kerner, J., Sallis, J. F., Steel, C., & Carlson, J. A. (2021). Implementation contextual factors related to community-based active travel to school interventions: a mixed methods interview study. Implementation Science Communications, 2(1). https://doi.org/10.1186/s43058-021-00198-7 [Google Scholar] [Crossref] 
  18. Kutsyuruba, B. (2023). Document analysis. Springer Texts in Education, 139–146. https://doi.org/10.1007/978-3-031-04394-9_23 [Google Scholar] [Crossref] 
  19. Magudha, W. V. (2015). Determinants of Program Implementation on Student Performance in Youth Polytechnics in Siaya County, Kenya [Doctoral dissertation, Jaramogi Oginga Odinga University of Science and Technology]. [Google Scholar]
  20. Vinluan, M. D. (2023). Career Readiness of the NCII Caregiving Graduates. Iconic Research and Engineering Journals, 7(4), 27-55. [Google Scholar]
  21. Merriam, S. (2015). Qualitative Research: A Guide to Design and Implementation (4th Ed.) John Wiley & Sons Inc. [Google Scholar]
  22. Mukan, N., Yaremko, H., Kozlovskiy, Y., Ortynskiy, V., & Isayeva, O. (2019). TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT: AUSTRALIAN EXPERIENCE. Advanced Education, 6(12), 105–113. https://doi.org/10.20535/2410-8286.166606 [Google Scholar] [Crossref] 
  23. Perry, S. E., Hockenberry, M. J., Cashion, K., Alden, K. R., Olshansky, E., & Lowdermilk, D. L. (2022). Maternal Child Nursing Care-E-Book: Maternal Child Nursing Care-E-Book. Elsevier Health Sciences. [Google Scholar]
  24. Pratama, A. S., & Mukhlis, P. D. I. (2023). The Implementation of Positivistic Principle in Qualitative Research. Utsaha (Journal of Entrepreneurship), 1–10. https://doi.org/10.56943/joe.v2i4.423 [Google Scholar] [Crossref] 
  25. Rahman, Md. M., Watanobe, Y., Kiran, R. U., Thang, T. C., & PAIK, I. (2021). Impact of Practical Skills on Academic Performance: A Data-Driven Analysis. IEEE Access, 1–1. https://doi.org/10.1109/access.2021.3119145 [Google Scholar] [Crossref] 
  26. Ramli, A., & Zain, R. (2018). THE IMPACT OF FACILITIES ON STUDENT’S ACADEMIC ACHIEVEMENT. Sci.Int.(Lahore), 30(2), 299–311. [Google Scholar]
  27. Ridwan, R., Hanim Z., Misnawati, M., & Murni M. (2023). Implementasi Program Pelatihan Menjahit Pakaian Wanita Bagi Peserta Didik Untuk Meningkatkan Kecakapan Hidup Di BPVP Kota Samarinda. Journal on Education/Journal on Education, 6(1), 1749–1761. https://doi.org/10.31004/joe.v6i1.3154 [Google Scholar] [Crossref] 
  28. Shavkidinova, D., Suyunova, F., & Kholdarova, J. (2023). Education Is an Important Factor in Human and Country Development. Current Research Journal of Pedagogics, 04(01), 27–34. https://doi.org/10.37547/pedagogics-crjp-04-01-04 [Google Scholar] [Crossref] 
  29. Subheesh, N. P., & Sethy, S. S. (2020). Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. Eurasia Journal of Mathematics, Science and Technology Education, 16(3), em1829. https://doi.org/10.29333/ejmste/114157 [Google Scholar] [Crossref] 
  30. Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. The Internet and Higher Education, 37, 11–20. https://doi.org/10.1016/j.iheduc.2017.12.001 [Google Scholar] [Crossref] 
  31. Yadav, A., Mayfield, C., Moudgalya, S. K., Kussmaul, C., & Hu, H. H. (2021). Collaborative learning, self-efficacy, and student performance in CS1 POGIL. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3408877.3432373 [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 15 Issue 3

September 2024

All Articles

International Journal of Educational Researchers

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.