Running head: EVALUATION OF A STUDY SKILLS PROGRAM

Case Study: Evaluation of a Study Skills Program at Troy University

Uchendu Okeke
Keiser University
Dr. Janet Wynn
EDL751: Leadership: Assessment and Program Evaluation
January 10, 2016

EVALUATION OF A STUDY SKILLS PROGRAM

Case Study: Evaluation of a Study Skills Program at Troy University

The subsequent case study evaluates the study skills program for a specific postsecondary school. The selected post-secondary school where the evaluation was administered is
known as Troy University. Troy University is located in Troy, Alabama. It is an all-inclusive
public post-secondary school that is located amid the United States of America. Furthermore, the
post-secondary school is provincially indorsed by the Southern Association of Colleges and
Schools. The study skills program, which is presented by the College of Education (Troy
University), is a 1-week intensive program focused on teaching skills for reading manuscripts
and other course materials, taking notes on class lectures and discussions, setting a study
schedule, setting goals, taking tests, working with teachers, and evaluating progress. Therefore,
the study skills program at Troy University is designed to help the students to modify his or her
study techniques and habits so that he or she may become a more efficient worker in the college
environment.
Evaluation Model(s) Utilized
The evaluation model that will be utilized for assessing the study skills program (amid
Troy University) is both the formative and summative evaluation methodologies. The reason that
the author selected both evaluation methodologies is mainly because formative assessment
supplies data during the instructional process, while learning is in the works. Additionally,
formative assessment measures the progress of both the student and the instructor. Summative
assessment takes place after the erudition has been concluded and delivers data that sums up the
teaching/learning process. McDavid (2006) declared formative evaluations are aimed at
producing findings, conclusions and recommendations that are intended to improve the program

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(p. 375). Furthermore, McDavid avowed that a summative evaluation is intended to render
judgments on the program. Commonly, post-secondary establishments collect student feedback
to amplify instruction and student erudition, hence the method that will be utilized to evaluate the
study skills program will be student feedback. Appelbaum (2002) stated Evaluation could be
taken to mean judging the quality of a students performance. Assessment, on the other hand, is
the collection of information with which educators can reflect on their practice and make
decisions about future plans (p. 45).
Survey Questions
The survey approach, in general, is heavily utilized and usually geared towards a larger
populous of subjects. Hence, the method that will be utilized for attaining student feedback is the
survey method. Brown (2001) mentioned The chief advantage to questionnaires is that they are
relatively cheap, quick, and efficient. Thus they are probably better suited to large-scale surveys.
In addition, assurance of anonymity can be built into questionnaires (p. 77). Additionally,
Brown stated questionnaires are usually better for handling sensitive issues and getting the
respondents confidential views on these issues. Moreover, careful design can lead to better
control over subconscious or other biases. A set of questions, which are administered via a
survey (to the student populous) will give the author useful feedback regarding ways to increase
student erudition in the study skills course (amid Troy University). In the midst of the survey is a
response scale. The response scale will allow the respondent to circle the answer to the questions
by means of a five-level Likert scale (of 1 to 5). Despite the fact that there are quite a number of
questions within the survey, the author only displayed select questions on the survey that are
germane to the category of evaluation being administered. This is mainly due to time constraints
(on behalf of the evaluation)

EVALUATION OF A STUDY SKILLS PROGRAM

Type of Evaluation

Question

Response Scale

Comment(s)

(five-level Likert
scale of 1 5)

Teaching procedures/stratagems

The instructor explains

concepts clearly.

(1) (2) (3) (4) (5)

Student participation/motivation

I am present in class
frequently.

(1) (2) (3) (4) (5)

I learned a lot in this class.

(1) (2) (3) (4) (5)

The coursework in this

class has enriched my
knowledge.

(1) (2) (3) (4) (5)

In general, this course has

been operational in
progressing my learning.

(1) (2) (3) (4) (5)

Student learning/impact

Assessment of course resources

Overall summative

Figure 1. Survey questions for student evaluation of study skills program

The data that is gathered can be utilized to evaluate preparedness of the college students enrolled
in the study skills course (at Troy University). In reference to student feedback, Glatthorn (1998)
mentioned The monitoring and evaluation of curriculum is conducted using student assessment
scores, evaluation of increased or decreased student performance, revisiting of curriculum
documents, evaluation of teacher lessons plans, and observations from administrators on teacher
performance in the classroom (p. 37).

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Evaluation Results
The results of the evaluation (pertaining to the study skills program) are geared towards
the faculty/staff of the College of Education at Troy University. The reasoning behind conferring
the results of the evaluation in the direction of the faculty/staff at the College of Education (Troy
University) is because the findings of the evaluation can be used to enhance student learning and
performance in the study skills course. Into the bargain, the results of the evaluation (pertaining
to the study skills program) are also geared towards the stakeholders. Chinyio and Olomolaiye
(2009) stated Who are stakeholders? Although numerous studies have been devoted to
examining the stakeholder concept, no single definition of a stakeholder has been universally
accepted. A stakeholder can be an individual, a group or an organization (p. 75). Stakeholders
are usually interested in the results of evaluations because they are an entity that can influence or
be influenced by an organization.
Diverse Student Population
The evaluation for the study skills course would take into account the diverse student
population at Troy University by means of multiculturalism/diversity education. In regards to
diversity education, Applebaum (2002) mentioned Multicultural and diversity issues demand
that assessment take diversity into account, searching for a variety of ways to enable students and
teachers to understand how things are going in the classroom or school (p. 45). Applebaum
furthermore stated diversity education also requires that assessment be authentic or meaningful
in real-world contexts closely entwined with instruction. Diversity educators encourage
assessment to be interactive, with students and teachers participating collectively in the
assessment process.

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Presentation of Results to Stakeholders

The author will present the results of the evaluation to the interested stakeholders by
means of a written report. Hodges and Videto (2010) avowed All stakeholders should have a
role in interpreting the data. Evaluation data interpretation activities with stakeholders may
benefit from professional facilitation and/or group processing methods. Always go about
interpreting the data with the goal of your program in mind (p. 219). In addition, Hodges and
Videto stated there are a plethora of ways that evaluators can present results of your evaluation.
Evaluators should consider developing more than one type of report and ideally to tailor various
reports to different audiences such as funders, staff, participants, community groups, legislators,
school board members, and parents. Hodges and Videto correspondingly found that a written
evaluation report provides a detailed description of all evaluation activities, findings,
conclusions, recommendations, and insights. Good written reports are written in a style that is
accessible and understandable to the audience. It should be visually appealing. Last but not least,
Hodges and Videto affirmed there may be a need to develop several versions of a written report
depending on the audience. While all versions should use concrete language, short sentences,
differences in literacy levels, language, and numeracy may suggest changes in wording and
presentation.

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References
Applebaum, P. (2002). Multicultural and diversity education: A reference handbook. Santa
Barbara, CA: ABC-CLIO.

Brown, J. (2001). Using surveys in language programs. Cambridge, ENG: Cambridge University
Press.

Chinyio, E. & Olomolaiye, P. (2009). Construction stakeholder management. Hoboken, NJ:

Wiley-Blackwell.

Glatthorn, A. (1998). Planning and organizing for curriculum renewal: A chapter of the
curriculum handbook. Alexandria, VA: Association for Supervision and Curriculum
Development.

Hodges, B., & Videto, D. (2010). Assessment and planning in health programs. Burlington, MA:
Jones & Bartlett Learning.

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McDavid, J. (2006). Program evaluation and performance measurement: An introduction to

practice. Thousand Oaks, CA: Sage Publications.