The article is about the way client exit discussions can aid service directors and workforces in understanding the consequences the plans are modeled to achieve appropriately. The qualitative element proposed in developing a family knowledge evaluation program illustrates the way input of clients can get applied in the fine-tuning element of a logic model program ( Unrau, 2001 ). The qualitative component involved in the evaluation was a one-group pretest-posttest only model through the use of questionnaires which are non-standardized in calculating modification scores. The analysis is done of 35 semi-structured exit clients, who got selected randomly from 89 clients who had been attended in the past moments of the program, resulting in modification of the original logic program design ( Kneale et al., 2015 ). This created detailed, testable designs in achieving the required results.
The strategy applied in the research sampling was interviewing and questionnaires. After families finished the four-week program and included the qualitative component of the evaluation of the family literacy program, it took place. Each of the 35 individuals got carefully chosen from quarterly customer lists to guarantee that the interviewed experiences represented all clients served in the program ( Hahn et al., 2018 ). The sampling frame was 89 since the population in which the sample was chosen.
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The interviewing method applied was telephone and face to face interviews due to poor English-speaking skills, and also, for families who had no telephone. Later information got examined through the use of a constant-comparison design, which included an assembling of useful text into equal classes ( Stinchcomb, 2001 ). The independent variable was a behavioral change, and the dependent variable was the client’s characteristics. A table was formed by tabulating daily activity checklists done by workforces after every family gathering. The checklist needed staffs to classify each session focus, outcome 1 or 2, and main intervention activities portrayed. Therefore, the instruments used first is setting the stage for assessment, which involved structuring of a logic model program. The other instrument applied was evaluating the client exit interviews through comparative analysis.
From the findings, responders indicated that the logic model program had caused enhancements in the literacy skills of their kids. Parents stated that their kids improved on reading, telling stories, and their writing improved, they also showed a higher concentration in reading, and they were reading with greater comfort. Parents commented on observable changes in their kids’ self-confidence, school behavior, and performance. Also, parents commented on improved literacy skills of their children plus better connection with the children's schools ( Fontenele et al., 2017 ). Parents also acquired knowhow on ways of being proactive when approaching teachers concerning the needs of their children.
References
Fontenele, R. M., Sousa, A. I., Rasche, A. S., Souza, M. H. D. N., & Medeiros, D. C. D. (2017). Participative construction and validation of the logical model of the School Health Program. Saúde em Debate , 41 , 167-179.
Hahn, R., Spieth, P., & Ince, I. (2018). Business model design in sustainable entrepreneurship: Illuminating the commercial logic of hybrid businesses. Journal of cleaner production , 176 , 439-451.
Kneale, D., Thomas, J., & Harris, K. (2015). Developing and optimising the use of logic models in systematic reviews: exploring practice and good practice in the use of programme theory in reviews. PloS one , 10 (11), e0142187.
Stinchcomb, J. B. (2001). Using Logic Modeling to Focus Evaluation Efforts: Translating Operational The ories into Practical Measures. Journal of offender rehabilitation , 33 (2), 47-65.
Unrau, Y. A. (2001). Using client exit interviews to illuminate outcomes in program logic models: a case example. Evaluation and Program Planning , 24 (4), 353-361.
