Full Implementation of the Secondary 1 Program of Project P.A.T.H.S.: Observations Based on the Co-Walker Scheme

Abstract

This study was conducted in order to understand the implementation quality of the Secondary 1 Program of the Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the first year of the Full Implementation Phase. Classroom observations of 137 units in 85 schools were conducted under the Co-Walker Scheme. Results showed that the overall level of program adherence was generally high, with an average of 86.57%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that (1) overall implementation quality was significantly predicted by interactive delivery method, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives, and lesson preparation; whereas (2) success of implementation was significantly predicted by student interest, interactive delivery method, use of positive and supportive feedback, opportunity for reflection, and degree of achievement of the objectives. In general, the present study suggests that the implementation quality of the Project P.A.T.H.S. is good.

Secondary Data Analyses of Subjective Outcome Evaluation Findings of the Project P.A.T.H.S. in Hong Kong

“…Despite these limitations, the existing research findings suggest that the Tier 1 Program is well received by both program participants and implementers, and it is regarded as helpful to the students' overall development. These findings are consistent with those reported in the literature [19,20,21,22,23,24,25,26].…”

“…These findings echo the previous evaluation studies of the Project P.A.T.H.S. using the same methodology [12,13], as well as using other evaluation methods [9,22,25] that suggest that the Tier 1 Program of the Project P.A.T.H.S. is perceived as beneficial to the development of the program participants.…”

Subjective outcome evaluation of the community-based P.A.T.H.S Project: views of program implementers

“…Project, process evaluation and outcome evaluation are the two basic forms used to evaluate the effectiveness of the programs. Given that the implementation process refers to program adherence, program receiver's engagement, goal attainment, and process-outcome linkage [14,15], process evaluation methods including interim evaluation [16] and systematic management information collection based on a co-walker scheme [17] were adopted in evaluating the P.A.T.H.S. Project.…”

Subjective Outcome Evaluation and Factors Related to Perceived Effectiveness of the Project P.A.T.H.S. in Hong Kong

“…Researchers proposed that instructors who have high but attainable expectations and who provide encouraging and nonjudgmental feedbacks contribute to program participants' growth [ 19 ]. In evaluating the Tier 1 Program of the Project P.A.T.H.S., quite a few studies have shown that instructors' effective classroom management skills, familiarity with students, use of interactive delivery method, opportunity for reflection, good time management, and lesson preparation are crucial factors that influence program implementation quality [ 20 – 23 ]. It would be interesting to examine whether participants' evaluation of instructors in the Tier 2 Program would also predict the effectiveness of the program based on participants' subjective outcome evaluation.…”

“…It would be interesting to examine whether participants' evaluation of instructors in the Tier 2 Program would also predict the effectiveness of the program based on participants' subjective outcome evaluation. Besides, students' perceptions and interests about the program also contribute to effective program implementation [ 20 ]. Programs that were perceived positively by the participants often led to desirable short-term and long-term outcomes [ 2 , 22 , 24 , 25 ].…”