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How to Use the CIPP Model for Program Evaluation

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❶Internet and Higher Education , 7 , Students also complained about problems accessing existing video clips.


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The results indicated that most students were pleased with the new version of the course. Online program evaluation; CIPP model; evaluation; mixed methods research. The growth of the Internet, rapid development of technology, and great demand for higher education, lifelong learning, and content-delivery approaches have meant that educational institutions are now equipped with a variety of information and communication technologies Sancar Tokmak, In , Moe and Blodget predicted that the number of online education learners could reach as high as 40 million by One reason for the increased demand for online education is the expectation that in order to be successful, individuals must keep abreast of new technologies and information.

However, online education differs from face-to-face education in many ways and thus requires different strategies to be successful. Educators and other researchers have expressed numerous concerns about the quality of online education courses Lou, , and as researchers such as Thompson and Irele and Kromrey, Hogarty, Hess, Rendina-Gobioff, Hilbelink, and Lang have noted, as online courses flourish, meaningful assessment is essential for improving the quality of such offerings.

Different types of evaluation models address different goals of learners and educators. Eseryel lists six basic approaches to evaluation — goal-based evaluation, goal-free evaluation, responsive evaluation, systems evaluation, professional review, and quasi-legal evaluation — and points out that researchers and other evaluators should be familiar with the different models and choose the one most appropriate to their aims.

Bonk also advocates the CIPP model for examining online learning within a larger system or context. This process involved identifying the needs of stakeholders learners, managers, and instructors , after which decisions were made as to how to improve the course, and students were surveyed regarding their perceptions about the changes made in the program. Each of the four different types of evaluation that comprise CIPP has an important role to play in a larger whole Williams, ; Smith and Freeman, , with the functions of each described by Stufflebeam a as follows:.

Four main research questions guided the study:. The study was implemented using a mixed methodology research design. The present study consisted of three main phases of research design.

Quantitative and qualitative approaches were applied in consecutive phases, with the results of one phase influencing the process and application of subsequent phases. In the second phase, in-depth research was conducted about one course in the online program through focus-group interviews.

Thus, in Phase 1, study participants were comprised of 63 students taking part in this online program in More than half of the students In Phase 2, the 10 students enrolled in the Fuzzy Logic course participated in focus-group-interviews, and in Phase 3, the 19 students who attended the Fuzzy Logic course during the same semester were sent a form containing open-ended questions about the modifications to the course; of these, 16 students completed and returned the forms.

The program consists of 12 courses: In order to be accepted into the program, applicants are required to hold an undergraduate degree in Computer Systems Education, Computer Education, or Computer Education and Instructional Technology. All courses were offered online through a learning management system LMS. Students communicated with their instructors and peers via asynchronous tools e-mail correspondence and a discussion board and via synchronous meetings with instructors video conferencing sessions via an electronic meeting tool that lasted for one hour per week.

The Fuzzy Logic course is run using synchronous and asynchronous tools as described above. The study included a pilot as well as the main study. The pilot study was implemented during the summer school session to check the validity of the survey developed based on the CIPP model.

The main study was initiated during the fall term, with data collection completed at the end of the spring term. The timeframe of the pilot study and main study is presented in Table 1. The main study included three phases. Due to financial constraints, the program directors decided that initial improvements to the program should focus on the Fuzzy Logic course only.

Accordingly, in Phase 2, a focus-group interview was conducted with the students of the Fuzzy Logic course in order to evaluate and redesign the course. In Phase 3 of the study, modifications to the Fuzzy Logic course were implemented, and the students who took the course were sent an open-ended form to fill out pertaining to their thoughts about the modifications. The CIPP survey used in Phase 1 of the study was prepared by the researchers based on two surveys in the literature Stufflebeam, ; Shi, and was checked by two experts.

The survey consists of two parts. Wallen and Freankel state that researchers should focus on collecting reliable, valid data using instruments. For this reason, the researchers developed the instruments used in this study in consultation with experts in order to ensure content-related validity. The focus-group interview conducted in Phase 2 of the study consisted of semi-structured interview questions that were checked by two experts.

This form was checked by an expert, revised accordingly, and the revised version of the form was used in the study. Data was collected through a CIPP survey, including closed- and open-ended questions; a focus group interview; and an open-ended questionnaire.

Descriptive analysis was applied to the data collected from the CIPP survey close-ended questions, whereas the data collected from the open-ended question was analyzed using open-coding analysis in line with Ayres, Kavanaugh, and Knafl , with data categories of significant statements presented according to different themes.

A focus-group interview was conducted by one of the researchers with 10 volunteer students. A supportive atmosphere for discussion was secured by providing each participant opportunities to participate. Focus-group interview results were discussed with the program managers and used as the basis for decisions regarding modifications to be made to the program.

Once the modifications had been implemented, an open-ended questionnaire was sent to all students taking the Fuzzy Logic course. Responses were iteratively examined for patterns and ideas. Collected data was examined for similarities and differences in student responses, and general themes were identified by one researcher and checked by another researcher.

Efforts to ensure data validity are described below with respect to the different research activities. The CIPP questionnaire used in the study was developed by the researchers based on the literature, checked by experts, and implemented in a pilot study. The focus-group interview form and open-ended questionnaire were also verified by experts prior to implementation.

In line with design-based research methodology, data was collected in a three-phase procedure in order to redesign the program under study. Data was triangulated through the use of a CIPP survey, focus-group interview, and open-ended questionnaire. All of the study findings were discussed with the program managers and course instructors.

Moreover, to provide external validity, a group of graduate students enrolled in a course on Design and Delivery of eLearning CI offered by Southern Illinois University, Carbondale discussed the results of the CIPP survey and the focus-group interview results relating to possible course modifications. In total, 38 students 30 male, 8 female; age range, years returned the survey.

Students were also asked to select one course that they felt required further analysis and modification. The survey questions focused on five main areas, namely, course content, practical job training, instructors, feedback, and general issues. However, 27 students pointed out that the course content did not place equal emphasis on theory and practice, and 16 students were undecided as to whether or not the course content emphasized personal work habits.

However, 30 students stated that the practical job preparation exercises were insufficient. Sources for identifying inputs include the program budget and planning documents. When assessing inputs, be sure to consider issues of quality as well as quantity.

An important factor, for example, may be the tutors' qualifications, including whether they are certified school teachers or volunteers, such as college students. This is the process component of CIPP. You can interview or survey program personnel and intended beneficiaries of the services to document service delivery.

Program records, such as student attendance records for tutoring sessions, yield other valuable data for evaluating activities and processes. When assessing the process, compile interim progress reports on program activities to keep program management and other decision-makers informed. The needs of management and other stakeholders will determine the number of interim reports needed, as well as the level of detail the reports should contain.

Analyze program outcomes and impacts, which encompass the product component of the CIPP model. Using the tutoring program as an example, you should determine whether students who received the tutoring demonstrated higher levels of improvement in math than their peers who did not participate in the program.

Compile a comprehensive evaluation report that addresses the four major components of CIPP: All the content our writers finish is of original content. We keep the spirit of integrity in other factors of our company — for example, we never sell any of your information to anyone else. We value communication greatly; our messaging system was built because we believe our clients should have the opportunity to communicate with the person working on their order as smoothly as possible.

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This paper will take a look at the components of the Kirkpatrick model along side the CIPP model. The CIPP model was the creation of Daniel Shufflebeam.

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the CIPP Model’s unique contributions by studying both Chapter 1, on the model’s background, and the tion about completed dissertations that used the CIPP Model. In general, the book has been organized to help Our writing of the book benefited great - ly from their highly professional and competent input. D. aniel. l. S.

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the CIPP model of evaluation, Kaufman’s five levels of evaluation, and CIRO. Choose one of the three models of evaluation. Describe the model. An Applied Dissertation Submitted to the. Stufflebeam’s () context, input, process, product model to guide the study. Quantitative and qualitative data were gathered from various sources. The data indicated that the number of referrals decreased during the treatment year when 1 Stufflebeam’s CIPP Model for Formative and.

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evaluation of an english language teaching program at a public university using cipp model a thesis submitted to the graduate school of social sciences. The CIPP model represents a holistic approach to conducting evaluations of education, health and other public programs. The acronym CIPP represents the four main components of this type of evaluation: context, input, process and product. This model examines the context, goals, resources, implementation and outcomes of.