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Research and Evaluation

The document discusses the differences between research and evaluation in counseling accountability. Research aims to discover new knowledge and validate theories, while evaluation determines whether counseling program goals are met and what modifications are needed. Evaluation involves systematically collecting and analyzing data on a program's effectiveness, adequacy, and efficiency. Both research and evaluation provide evidence to help counseling programs grow and improve services for clients.

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167 views20 pages

Research and Evaluation

The document discusses the differences between research and evaluation in counseling accountability. Research aims to discover new knowledge and validate theories, while evaluation determines whether counseling program goals are met and what modifications are needed. Evaluation involves systematically collecting and analyzing data on a program's effectiveness, adequacy, and efficiency. Both research and evaluation provide evidence to help counseling programs grow and improve services for clients.

Uploaded by

maria ceryll
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Pamela Maria Angelica N.

Colegado
COUNSELOR ACCOUNTABILITY IS BEST PROVEN THROUGH
RESEARCH AND EVALUATION. RESEARCH AND EVALUATION ARE
OFTEN THOUGHT OF AS ONE AND THE SAME. WHILE THERE
MAY BE SOME SIMILARITIES IN THE PROCEDURES EMPLOYED,
THERE ARE MAJOR DISTINCTIONS BETWEEN THE TWO.
RESEARCH IS A SERVICE-ORIENTED ACTIVITY CONDUCTED TO
DISCOVER NEW KNOWLEDGE, TO ADVANTAGE CURRENT
KNOWLEDGE, AND TO SUBSTANTIATE THEORY.
PROGRAM EVALUATION IS A PROGRAM-ORIENTED ACTIVITY
THAT SEEKS TO COLLECT RELEVANT INFORMATION TO
DETERMINE WHETHER PROGRAM GOALS ARE MET IN TERM OF
OUTCOMES AND WHAT MODIFICATIONS MUST BE MADE.
• IT IS AN ORGANIZED SCIENTIFIC EFFORT
FOR DISCOVERING NEW MATERIAL,
UNEARTHING WHAT IS HIDDEN,
FINDING EXPLANATIONS FOR
CURRENT SITUATIONS, AND,
CORROBORATING OR DEBUNKING
THEORETICAL ASSUMPTIONS, CLAIMS,
OR PRACTICES THROUGH SCIENTIFIC
STUDY.
DEEPENING OF INSIGHTS INTO CLIENTELE
THE SELF
THE COUNSELING PROFESSION
HOW THEY RELATE TO ONE ANOTHER
GOAD COUNSELORS TO WIDEN THEIR HORIZONS
DISCOVER UNEXPLORED AREAS RELEVANT TO THE
PROFESSION
INDISPENSABLE FOR PERSONAL AND PROFESSIONAL
GROWTH
FALSE TRUE
RESEARCH STEALS RESEARCH
PRECIOUS TIME ELIMINATES THE
FROM REACHING WASTE OF
OUT TO THE PRECIOUS TIME AND
TROUBLED POSSIBLE HARM BY
INDIVIDUALS WHO HELPING THE
NEED IMMEDIATE COUNSELOR
ASSISTANCE. KNOW WHAT
WORKS AND WHAT
DOES NOT.
RESEARCHES ON THE FF. CAN LEAD TO GROWTH AND
DEVELOPMENT:
1. NONINTELLECTIVE FACTORS THAT AFFECT ACADEMIC
ACHIEVEMENT
2. TEACHER RESPONSES TO STUDENT MISBEHAVIOR
3. STUDENT EXPECTATIONS OF TEACHERS: IMPACT ON
MOTIVATION
4. THE EFFECTIVE TEACHER: STUDENTS’ PERSPECTIVES AND
RESPONSES
5. THE EFFECTS OF MATCHING TEACHING STRATEGIES WITH
LEARNER MODALITIES AND INTELLIGENCES
6. LEISURE AND FREE TIME ACTIVITIES
7. ON-LINE USAGE/CYBERSPACE ADDICTION
8. DATING HABITS O HIGH SCHOOL/COLLEGE STUDENTS
RESEARCHES ON THE FF. CAN LEAD TO GROWTH AND
DEVELOPMENT:
9. STUDENTS’ EXPERIENCES OF SEXUAL HARASSMENT IN
SCHOOL
10. PARENT-CHILD INTERACTION: HOW MUCH AND HOW?
11. SEX EDUCATION FROM PARENTS
12. HUSBAND-WIFE RELATIONSHIPS: IMPACT ON CHILDREN
13. FAMILY MOTTOS AND MYTHS: CHILDREN’S RESPONSES
14. ROLE MODELS AND HEROES
15. ABUSES EXPERIENCED AT HOME
16. DECISION-MAKING PROCESSES
17. EFFECTIVENESS OF SPECIFIC COUNSELING APPROACHES
18. EFFECTIVENESS OF TRAINING PROGRAMS
19. EFFECTIVENESS OF CAPACITY BUILDING WORKSHOPS
RESEARCHES ON THE FF. CAN LEAD TO GROWTH AND
DEVELOPMENT:
20. DISTINCTION AMONG BOARD PASSERS AND NON-BOARD
PASSERS
21. INTIMATE PARTNER VIOLENCE
22. ENGAGEMENT IN CYBERPORN
23. SEXUAL ENGAGEMENTS OF PRE-ADOLESCENTS
24. TALENT SHORTAGE
25. JOB-SKILLS MISMATCH
26. LIFE SKILLS NEEDS OF STUDENTS
27. SOFT SKILLS NEEDS OF STUDENTS
WHEN THE GUIDANCE OFFICE CAN
PRESENT RESEARCH FINDINGS THAT CAN
HELP THE INSTITUTION ATTAIN ITS GOALS
AND OBJECTIVES OR IMPLEMENT ITS
PLANS, THE MANAGEMENT WILL SEE THE
VALUE OF A NON-EARNING ARM LIKE THE
GUIDANCE OFFICE.
• IT IS DONE TO DISCOVER WHETHER
PROGRAMS, SERVICES OR ACTIVITIES ATTAIN
THE GOALS FOR WHICH THEY WERE
IMPLEMENTED.
• MAY BE CONSIDERED A FORM OF RESEARCH
BECAUSE IT REQUIRES SYSTEMATIC
COLLECTION AND ANALYSIS OF DATA TO
DETERMINE THE VALUE OF A PROGRAM – ITS
EFFECTIVENESS, ADEQUACY, EFFICIENCY.
IT PROVIDES THE INSTITUTION WITH A SOUND BASIS FOR
PLANNING, IMPLEMENTING, MANAGING AND PROMOTING.
ACCORDING TO GIBSON AND MITCHELL (1999), IT DOES THE
FOLLOWING:
1. PROVIDES EVIDENCE OF THE POSITIVE IMPACT OF
GUIDANCE PROGRAMS AND COUSELINH SERVICES ON
STUDENTS, FACULTY, PARENTS AND COMMUNITY
ORGANIZATIONS, IN THE CASE OF SCHOOLS; AND
MANAGEMENT, EMPLOYEES, AND CUSTOMERS IN THE
WORLD OF WORK
2. IDENTIFIES NEEDS NOT MET BY THE PRESENT PROGRAM
3. DETERMINES THE RELATIVE EFFECTIVENESS OF PROGRAMS,
SERVICES, ACTIVITIES, METHODS, AND MATERIALS
4. PROVIDES A BASIS FOR DESIGNING STAFF DEVELOPMENT
AND PARENT CONSULTATION PROGRAMS
IT PROVIDES THE INSTITUTION WITH A SOUND BASIS FOR
PLANNING, IMPLEMENTING, MANAGING AND PROMOTING.
ACCORDING TO GIBSON AND MITCHELL (1999), IT DOES THE
FOLLOWING:

5. SUPPLIES INFORMATION FOR SUPPORT OF THE CURRENT


PROGRAM OR FOR IMPROVING PERSONNEL, SERVICES,
FACILITIES, BUDGET, OR COORDINATION WITH THE OTHER
MEMBERS OF THE SCHOOL COMMUNITY.
6. UNDERSCORES AND CLARIFIES THE ROLE OF THE SCHOOL
COUNSELOR AND HIS/HER SERVICES AS AN INTEGRAL PART
OF THE EDUCATIONAL SYSTEM AND PROGRAM.
1. FORMATIVE EVALUATION- CONDUCTED DURING
THE PLANNING AND OPERATION OF A PROGRAM,
SERVICE OR ACTIVITY. IT SEEKS TO OBTAIN
EVALUATIVE INFORMATION THAT CAN BE USED TO
IMPROVE THE CONTENT AND DELIVERY ALONG THE
WAY. PROCESS AND CONTENT EXAMINATION MAY
BE DONE BY QUALIFIED PERSON AS THE PROGRAM,
SERVICE, ACTIVITY ARE IN PROGRESS, SO THAT
REVISIONS CAN BE MADE AS NEEDED.
2. SUMMATIVE EVALUATION- USUALLY
CONDUCTED AFTER THE PROGRAM ACTIVITY
OR SERVICE HAS BEEN COMPLETELY DRAWN
UP AND IMPLEMENTED TO DETERMINE ITS
EFFECTIVENESS. AN INFORMED DECISION
CAN THEN BE MADE ON WHETHER TO
CONTINUE, REVISE OR TERMINATE.
1. IN A THOROUGH EVALUATION, COUNSELORS AND OTHER
GUIDANCE PERSONNEL, ADMINISTRATORS, PARENTS, TEACHERS
AND STUDENTS ARE SURVEYED. IN OTHER WORDS, RECIPIENTS
AND IMPLEMENTORS OF THE SERVICES AND ACTIVITIES MUST BE
INVOLVED IN THE EVALUATION.

2. THE ATTAINMENT OF THE GOALS OF THE RPOGRAM, SERVICES,


ACTIVITY- NOT JUST THE ENJOYMENT OR SATISFACTION IT
PROVIDES- MUST BE THE TARGET OF THE EVALUATION. THI IS
THE REASON WHY GOALS MUST BE OPERATIONALIZED AND
THE MEASURING CRITERIA MUST BE STATED RIGHT FROM THE
VERY START.
3. EVALUATION MUST BE PROPERLY PLANNED. IT GOALS MUST BE
CLEAR. DECISIONS SHOULD BE MADE REGARDING:
a. WHAT TO EVALUATE
- PERSONNEL AND STAFF
- SERVICES/ACTIVITIES OFFERED
- DELIVERY OF SERVICES
- FACILITIES
- ATTAINMENT OF OBJECTIVES
b. WHO THE EVALUATION WOULD SERVE
c. WHAT QUESTIONS SHOULD BE ADDRESSED BY THE
EVALUATION
d. WHO SHOULD CONDUCT THE EVALUATION
e. WHO SHOULD BE ASKED TO EVALUATE
f. WHEN TO EVALUATE
g. WHAT STEPS TO TAKE
h. HOW TO REPORT THE FINDINGS
i. WHO WOULD USE THE FINDINGS
j. HOW THE FINDINGS WOULD BE USED

4. THE RESULT OF THE EVALUATION MUST BE COMMUNICATED TO


THE PARTIES CONCERNED IN A CONCISE, CLEAR, AND
OBJECTIVE WAY
5. THE FINDINGS MUST BE USED TO IMPROVE THE PROGRAM,
SERVICE, OR ACTIVITY,WITH THE DISCOVERED STRENGTHS
BEING HIGHLIGHTED AND REINFORCED.

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