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GOAL-BASED EVALUATION OF KAMAGAYAN OUTREACH PROGRAM

Lorlaine R. Dacanay
Cebu Normal University
ldacanay@gmail.com
0923-150-2986

ABSTRACT

The paper evaluates the community outreach program of the


University of the Visayas College of Liberal Arts. With 21
respondents for the survey tool, analysis of the documents, and 15
participants from different concerned parties represent in the Focused
Group Discussion (FGD), the study tries to (1) identify the goals of the
Kamagayan Outreach Program to address the needs of the
Kamagayan community; (2) match the conducted activities in
Barangay Kamagayan with the HEART protocol of the university in
terms of arts literacy, media awareness, responsible parenting,
cleanliness, and human rights and cultural awareness; (3) assess the
level of achievement of the goals; and (4) recommend goals to be
revised and added. Utilizing Tylers Goal-based evaluation paired with
Wholers Logic evaluation models, it has been found that the goals of
the Kamagayan Outreach Program are moderately relevant and
partially met. Since the goals are formulated based on the
collaboration between the university and the barangay beneficiaries,
some goals have been found to very relevant to the needs of the
residents but does not conform with the COMEX framework of the
college. Hence, the papers claim that goals are not met yet is partly
accepted and partly rejected. Difficulties come across the COMEX
coordinators and volunteers to achieve the set of goals in Barangay
Kamagayan such as time, apprehensions, loose security measures,
materials and additional expense are the difficulties encountered by
the volunteers.

Keywords: College of Liberal Arts, Community Extension Goal-based


Evaluation, Local Community, Logic Model of Evaluation, Outreach
Program

I. Introduction

In the trilogy functions of Higher Education Institution (HEI), outreach


programs or community extension service has to be strengthened together with
instruction and research. Extension is needed for the transfer or application of
technology or knowledge that contribute to the attainment of the countrys

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development goals. The University of the Visayas for one has inculcated its
extension services in the calendar of activities per college, department and student
organization. In 2012, the university administrators collaborated with the Barangay
Kamagayan officials to extend help and render services in the community, and on
the same year, the administrators decided to make Kamagayan, Cebu City as a
university-adopted Barangay. Since the adoption, the goals of the outreach
programs have not been evaluated yet. Because of the newness of the project, the
paper assumes that the program has not met its goals yet. Hence, to uncover the
difficulties encountered by the COMEX coordinators and volunteers to achieve the
set of goals in Barangay Kamagayan is fascinating.

It has been established in the literatures reviewed that extension is a way of


giving access to community members who cannot afford to get formal instruction
for their individual transformation (PAEPI, 2012; & Ammakiw, 2013). Hence,
professors, personnel and administrators of higher education institution would
become agents for national development. Stipulated in RA 7722 otherwise known
as Higher Education Act of 1994, it promotes extension function of HEIs. In fact,
CHED has issued the memorandum No. 8 series of 2008 for the selection
guidelines for the outstanding extension award program. In this case, CHED
recognizes the importance of extension of knowledge as part of the HEI corporate
responsibility.

To know how well these projects work on is the role of evaluation. USDA
(n.d.); Douglah (1998); and UW- Extension (2008) consider evaluation as an
integral part of assessing local outreach project. It recommends evaluating
outcomes of the project based on the goals, objectives and priorities so that one can
demonstrate the success of the program. While seeking to provide information on
the achievements of the program, evaluating local outreach programs must be
action-oriented (American Academy of Pediatrics, 2008). However, most literatures
mention input-output-outcome flow of evaluating goals (Suvedi, Heinze,
Ruonavaara, 1999; Taylor-Powell and Henert, 2008; and Marsh, 1978).

More and more evaluation have been conducted to get information whether
HEIs project in the local community are effective and impact-driven. These projects
are technical in nature, which address the needs of the public. For instance,
teaching residents how to repair damaged TV, refrigerator or air-conditioning unit,
how to start business with little capital. Yet, getting a view on how Liberal Arts
extend knowledge to the community is a challenge. The expertise of the members of
the College of Liberal Arts might cross the borderline of knowledge-based only, yet
with the project protocol of following the HEART program of the university, the
College is tasked for the appreciation of the arts and culture. Hence, this study
gives a new angle at describing the outcomes of cultural appreciation and
awareness goals for Barangay Kamagayan.

In this study, Tylers goal-based evaluation model with a tinge of Joseph


Wholeys logic model of evaluation is used to give value judgment to the outcomes
of the Kamagayan Outreach Program by the College of the Liberal Arts. Yet,
Rennekamp (1999) posits that decision-makers want more from public institutions

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than a summary of activities and a sweeping generalization about the good their
programs do. Hence, goal-based model of evaluation may not solely describe the
intricacies of the extension program because input and output variables are not
included (Powell and Henert, 2008). First is to identify the goals of the Liberal Arts
outreach program. The conduct document review is required to unravel how the
goals are set. Second is to know what activities had been in place and what
difficulties are encountered in conducting such activities. Focused group
discussion will reveal substantive information on the challenges encountered. Third
is to evaluate the success of the program. Simple survey gives information how the
project has been going on. Reporting and dissemination of these goal achievement
efforts must be made public.

Conceptual Framework

NEEDS Analysis

GOALS
Goal-Setting

Reporting of HEART
Achievements Protocol
OUTCOMES ACTIVITIES
Revision of Targeting
Goals Needs

Figure 1: Schematic Diagram of the Goal-based evaluation model

Figure 1 illustrates the schematic diagram of the conceptual frame using


modified goal-based evaluation model with logic evaluation model in the
background. The cyclical figure commences with the topmost circle which is the
goals. In a goal-based evaluation, all performance indicators must be put against
the goals of the program. For Liberal Arts outreach program for Barangay
Kamagayan, the goals are set based on the Needs Assessment conducted among
the residents. The needs identified have been divided among different colleges of
the university. The HEART protocol of the university has been followed so as to
utilize the potentials of the professors, students, and staff of a particular college.
The activities are planned out to address the needs identified in the Needs Analysis.
For three years from its operation, desired outcomes must be reported in order to
let the benefactors, beneficiaries and stakeholders to know the whereabouts of the

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program. Identifying which goal has been completely attained, partially attained
and never attained. The reports give the COMEX director and coordinators to
conduct another Needs Analysis for the revision of the program goals.

From this framework, the study seeks to answer the following questions:
1. What are the goals of the Kamagayan Outreach Program to address the
needs of the Kamagayan community?
2. Do the Liberal Arts in Barangay Kamagayan activities match with the
HEART protocol of the university and the needs of the Kamagayan
residents?
a. arts literacy;
b. media awareness;
c. responsible parenting;
d. cleanliness; and
e. human rights and cultural awareness?
3. What is the level of achievement of the goals for Kamagayan Outreach
program?
4. Based on the recommendations of the study, what goals need revision,
and what goals need to be added?

II. Methodology

The study utilizes descriptive-quantitative design with qualitative analysis to


test the claim that goals of the Outreach Program for Barangay Kamagayan, Cebu
City are not met because of its newness. Survey, Focused Group Discussion (FGD)
and Document review are used in order to analyze and triangulate data gathered.

Documentary analysis was used in order to know the needs of the


Kamagayan residents. There are 255 sample residents in Barangay Kamagayan
which have been surveyed as to the kind of training/services/knowledge they
perceive to be needed in the Barangay. PACUCOA recommendations have also been
used to support the types of activities to be done in Kamagayan (COMEX
documents).

Survey questionnaire was used to gather opinions of the residents regarding


the relevance of the activities conducted by the university in relation to their needs.
They also rate the visibility of the outcomes of the goals. Using purposive-
convenience sampling there were 21 respondents who answered and returned the
tool. Six of them are males and fifteen are females whose age range from 22 to 47.
Weighted mean is used to interpret the data.

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Table 1: Mean Ranges and Interpretation

Scale Mean Ranges Verbal Description Interpretation


When you view the concept to
TRUE in most situations and
3 2.33 3:00 Very Relevant
highly practiced, i.e. 2.33 out
of 3 situations.
When you view the concept to
TRUE in some situations and
2 1.67 2.32 Moderately Relevant
less practiced, i.e. 1.67 out of
2.32 situations.
When you view the concept to
FALSE in most situations and
1 1.00 1.66 Less Relevant
less practiced, i.e. 1 out of
1.66 situations.

Focused group discussion (FGD) is also conducted to Liberal Arts Faculty


(3), COMEX coordinator (1), student volunteers (2), beneficiaries (7) and Barangay
officials (2) to identify the activities they did in Kamagayan in response to the Needs
Assessment conducted, point out difficulties encountered in realizing the goals, and
assess the visibility of the outcomes of the program goals in Kamagayan.

III. Results and Discussion

Three major topics are presented in this paper - Goals, Activities and
Outcomes using Tylers goal-based evaluation model and Logic evaluation model.

Goals. From the documentary analysis, the evidences reveal that the
selection criteria why Kamagayan has been selected to be an adopted barangay of
the university include the socio-economic condition of the community, the
proximity of the beneficiaries, availability of the resources, prevalence of problems
which need due solutions, possible partnerships or collaboration, and constraints
and impediments are possible to be controlled.

Based on the survey conducted, the following are the identified needs of the
residents in Kamagayan.

Table 2: Needs Survey of the Kamagayan Residents

Block 1 Identity of respondents; 228 respondents;


Block 2 Need for Basic Services
Block 3 Need for Safety Services
Block 4 Need for Health Services
Block 5 Need for Environmental Sanitation/ Improvement
Block 6 Need for Livelihood skills Acquisition
Block 7 Need for Arts and Culture Development
Block 8 Need for Alternative Learning Opportunities
Block 9 Need for Spiritual Development
Block 10 Need for Sports Development
Data Source: UV-COMEX Data Bank

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To understand the overall vision of the university in Kamagayan, Table 1


presents the components and the implementing department or office to develop a
community with a HEART.

Table 3: The HEART Framework

IMPLEMENTING
COMPONENTS
DEPARTMENT/OFFICE
Nursing, Medicine, Dentistry,
H Healthy Community
Pharmacy, Clinic
Maritime, Engineering and
Ecologically Balanced
Architecture
E
Economically Stable Business Administration, Accounting
LIBERAL ARTS,
Appreciation of the Arts and
A Education, Library, Registrar and
Culture
Student Affairs
Reduced Criminality and
Criminal Justice Education, Law and
R Inculcate Respect to Human
HRD
Right
T Technologically Enhanced Engineering and Computer Studies

Within the A protocol from the HEART framework, the College of the Liberal
Arts make a core framework which is the basis for the formulation of goals. Since
there are five (5) organizations from five degree offerings, five areas have also been
enumerated to avoid overlapping of activities.

Table 4: Departments Assigned Area

Department Area

AB English 1 Arts Literacy


AB Mass
2 Media Awareness
Communication
Human rights and cultural
AB Political Science 3
awareness
BS Biology 4 Cleanliness
BS Psychology 5 Responsible parenting

The community extension program director, coordinators, student council,


representatives from every department, Barangay officials, residents of block 2
gathered together to discuss how to go about the Appreciation of the Arts as a
service rendered by the Liberal Arts of the University of the Visayas. The following
goals are formulated.

Goal 1: Develop theater arts for children.

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Goal 2: Raise the level of awareness on media utilization for the residents

Goal 3: Raise the residents level of awareness on their basic human rights

Goal 4: Expand clean-up drive activities and maintain cleanliness in the area

Goal 5: Provide counseling services on parenthood.

Activities. To attain these goals, activities are conducted. Figure 2


illustrates the types of activities, the frequency of doing such activities from 2012 to
2015. Two of the most commonly done activities are feeding and clean-up drive.
Aside from the ease in facilitating these activities, participation of the residents is
quite large and feedback on such activity is positive.

There is one activity that has been conducted only once Media Literacy
Seminar. Conducting such an activity only gathers few participants but requires
ample resources such as a person in the media to inform participants how to
consider news, blogs, and issues locally and globally. Hence, it was stopped
according to the student volunteers. However, they have not stopped volunteering.
Instead, they joined other groups conducting theater workshop as this is also
related to their expertise.

Note. n= 21
8
8 7
7
6
5
4
3 2 2 2 2
2 2012
1 2013
0
2014
2015

Figure 2: Graph on the Activities for goal-attainment

Parenting and other social science topics have been done regularly from
2012 to 2015. As can be observed, 2015 reveals activities done less frequently than
the previous years. Second semester has not started yet, and frequency will
eventually go up.

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Table 5: Relevance of the Activities with goals

Matching with HEART


Activities
Protocol
1 2 3 4 5
Feeding
Clean-up drive X
Parenting Counseling X
Parenting Seminar X
Seminar on Human Trafficking X
Seminar on Womens Rights X
Theater Workshop X
Media Literacy Seminar X

Unfortunately, counterchecking the activities with the goals set for


Kamagayan, feeding does not match with the goals. Yet, the student and faculty
volunteers continuously do it. For them, it may not be a real goal of the program
yet the happiness they get after seeing smiling faces from the children is enough for
them to feel content. Sometimes, they do not consider if those who register are from
other blocks which are not covered in the College of Liberal Arts assignment.

Main question in the focused group discussion (FGD) is for the participants
to describe the difficulties encountered in realizing the goals of the program. The
following themes are recurring.

Student volunteers mention time constraints. Sometimes their tight


schedules need to be made available to join the college schedule to conduct
activities. Faculty volunteers reiterated tight schedules and apprehension whether
their assigned tasks such as speakership and workshop are really relevant to the
real goals of the community. Basic needs such as getting jobs and feeding the
family are the faculty-perceived needs of the residents. Hence, talking about
human rights and theater is downright superfluous.

Barangay officials are also concerned on the security of the volunteers in


roaming around the blocks. Part of their security measures is to hold seminars and
workshops in the Barangay Hall. One volunteer mentioned that his team would
really like to go at the back of the session hall because it needs cleaning. Yet, the
team was discouraged to go because there were no ROTC officers who could look
after them. They also suggested in the latest clean-up drive to include a talk on
waste segregation and how to avoid dengue phenomenon. Thus, the volunteers
cannot do away lectures.

Residents also want to have more contacts with the volunteers, but conflict
of schedules hinders the meeting from happening. Some of them work in the day
and volunteers cannot do volunteering at night. Some residents also requested
legal advising to be part of the activities in Kamagayan. They have questions on
legal matters. When asked how often they want it, they shyly said that it would
depend on the availability of the lawyer to volunteer there.

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Coordinators also mention funding and unavailability of resources especially


that part of the budget goes on food and refreshments. Planning of aligned activities
is also mentioned. At times, more activities are suggested, but checking whether
these activities overlap with other colleges activities is tiring.

Outcomes. This paper presents a report on the outcomes of the goals. First,
it discloses the residents opinion if the activities conducted is relevant to their
needs or not. Second, it presents their perception if the goals listed have been
attained or not.

Table 6: Relevance of the Activity to the Needs

Relevance of
Frequency of the Activity
Areas Activities Description
Activities to the Needs
(Mean)
* Feeding 16 2.71 Very Relevant
D Clean-up drive 16 2.86 Very Relevant
Parenting Moderately
E 5 2.29
Counseling Relevant
Parenting
E 5 2.33 Very Relevant
Seminar
Seminar on
C Human 7 2.38 Very Relevant
Trafficking
Seminar on
C Womens 7 2.57 Very Relevant
Rights
Theater Moderately
B 4 2.00
Workshop Relevant
Media Literacy Moderately
A 1 1.71
Seminar Relevant
Moderately
TOTAL MEAN SCORE 2.29
Relevant
Note. n=21 Legend:
A. arts literacy Range:
B. media awareness 2.33 3:00 Very Relevant
1.67 2.32 Moderately Relevant
C. responsible parenting
1.00 1.66 Less Relevant
D. cleanliness
E. human rights and cultural
awareness

Feeding, clean-up drive, parenting seminar, seminar on human rights, and


seminar on womens rights are rated as the most relevant activities to the needs of
Kamagayan residents. The rest of the activities are rated moderately relevant.
Feeding found to be not in accord with the program goals is rated very relevant by
the respondents. Hence, it is in the decision of the coordinators whether to
continue or discontinue the said activity.

Table 7 presents the goal attainment of the Kamagayan Outreach Program.


Among 21 respondents, some goals are met, partially met and not met.

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Table 7: Levels of Goal Attainment

Goal Mean Verbal Description

Develop theater arts for children. 1.714286 Partially Met

Raise the level of awareness on


1.047619 Not Met
media utilization for the residents
Raise the residents level of
awareness on their basic human 1.904762 Partially Met
rights
Expand clean-up drive activities and
2.47619 Met
maintain cleanliness in the area
Provide counseling services on
2.285714 Met
parenthood.

TOTAL MEAN SCORE 1.885714 Partially Met


Note. n=21 Range:
2.33 3:00 Met
1.67 2.32 Partially Met
1.00 1.66 Not Met

There are only two goals which have been perceived as met which are the
Expand clean-up drive activities and maintain cleanliness in the area and provide
counseling services on parenthood. Clean-up drive has been continuously done in
the area since the adoption in 2012. Hence, residents view the goal to have been
met. However, there must be additional activities that barangay officials suggested
such as dengue prevention and waste segregation. Developing theater arts for
children and raise the residents level of awareness on their basic human rights are
partially met. Selection of talents and conducting of workshops are the primary
activities thus far. However, children have not shown a real stage play yet. Student
volunteers projected December to be the best time to prepare children to go on
stage. Lastly, it is not surprising that the goal to raise the level of awareness on
media utilization for the residents is not met. First of all, it has just been conducted
only once because it is considered not relevant by the residents. Therefore, there is
no way to see a visible outcome.

Based on observation, the visible and known form of disseminating COMEX


activities are posted in the bulletin board which are covered with photo
documentation. However, the real reports on the trends of activities and goal
attainment are nowhere to be found for public visibility. However, one can find lots
of them in the portfolio displayed in cupboards and cabinets. Residents confessed
that they have not received printed forms of the reports and audits. However, they
heard them before the start of every activity. The whereabouts of the program and
what needs to be accomplished are mentioned in the rationale or statement of
purpose during seminars.

IV. Findings of the Study

Findings 1: The goals are formulated based on the analysis of the needs of the
residents in Kamagayan, Cebu City and the recommendation of the Accrediting

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Team to go on with the HEART framework. In adherence to it, the College of the
Liberal Arts collaborated with the barangay officials. Review of the communication
between the college and the officials evidently shows the collaboration. Despite the
newness of the program, activities have been in place.

Findings 2: Goals are designed based on the expertise of the volunteers. Five
departments take care of five different areas: theater arts for children, media
literacy, cultural awareness, women empowerment and human trafficking
seminars, cleanliness, responsible parenting seminars.

Findings 3: Based on the document reviewed, there are eight activities conducted in
the Barangay with feeding and clean-up drive as equally the most frequent activity.
Additionally, these activities are two of the rated very relevant activities. Parenting
Seminar, seminar on human trafficking, seminar on womens rights are also rated
very relevant; yet, these activities are done sparingly.

Findings 4: Feeding activity is rated very relevant and the most frequently done.
Yet, it does not match with any of the formulated goals.

Findings 5: Based on the themes from FGD, time, apprehensions, loose security
measures, materials and additional expense are the difficulties encountered by the
volunteers.

Findings 6: Reporting of the data gathered and the analysis of outcomes among the
beneficiaries is not evident. Although, bulletin board is provided to present photos
of the ongoing activities, reports on the progress are scanty.

V. Conclusion

Utilizing Tylers Goal-based evaluation paired with Wholers Logic evaluation


models, it has been found that the goals of the Kamagayan Outreach Program are
partially met and activities are moderately relevant to the needs. Since the goals are
formulated based on the collaboration between the university and the barangay
beneficiaries, some goals have been found to very relevant to the needs of the
residents but does not conform with the COMEX framework of the college. Hence,
the papers claim that goals are not met yet is partly accepted and partly rejected.
Indeed, there is no stairway to heaven in realizing a new program discounting its
noble cause; some may take detours causing delays. Difficulties come across the
COMEX coordinators and volunteers to achieve the set of goals in Barangay
Kamagayan such as time, apprehensions, loose security measures, materials and
additional expense are the difficulties encountered by the volunteers. Some of these
reasons have been mentioned in the challenges in dessiminating outcomes of the
goals.

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Proposal for Goal Revision, Planning and Evaluation

RECOMMENDATIONS TO THE STAKEHOLDERS

Based on the findings of this study, it is recommended that:


1. Regular needs analysis and evaluation of goals must be conducted to
check the changing needs of the community.
2. Include the suggestions of the Barangay beneficiaries mentioned
during the FGD such as legal advising and seminar on dengue
prevention / waste segregation.
3. Focus on improvement of the less frequently done activities but are
relevant to the needs of the community.
4. Design a plan which would not neglect volunteers heart of giving and
the communitys desire to be given. Coordinators can scrape feeding
out from the activity plan but should not hold volunteers from doing
such activity.
5. Identify difficulties and plan ways to overcome them. Beneficiaries
must constantly be informed on the progress of the goals may it be
quarterly, biannually or annually.

Proposed by:

LORLAINE R. DACANAY, D.A.


Researcher

Noted by:

PROF. ___________________
COMEX Coordinator, L. A.

Approved by:

PROF. ____________________
COMEX Director

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VI. References Cited

American Academy of Pediatrics (2008). Evaluating your community-based


program. IL, USA: American Academy of Pediatrics.

Ammakiw, Jeremias S. (2013). Evaluation of extension programs and services of


the Kalinga- Apayao State College, Tabuk City, Philippines. International
Journal of Advanced Research in Management and Social Sciences. 2 (2),
308-330.

Commission on Higher Education Memorandum No. 8 series of 2008.

Douglah, Mohammad (1998). Developing a concept of extension program


evaluation. UW: Cooperative Extension.

Marsh, Jeanne C. (1978). The goal-oriented approach to evaluation: critique and


case study from drug abuse treatment. Institute for Social Research
University of Michigan: Journal of Evaluation and Program Planning, 1, 41-
49.

Philippine Association for Extension Program Implementers, Inc. (2012). Facts


about PAEPI.

Rennekamp, Roger A. (1999). Planning for performance: developing programs that


produce results. Kentucky: Kentucky State University.

Suvedi, Murari; Heinze, Kirk; Ruonavaara, Diane (1999). How to conduct


evaluation of extension programs. East Lansing, MI: Michigan State
University Extension.

Taylor-Powell, E., & Henert, E. (2008) Developing a logic model: Teaching and
training guide. Madison, WI: University of Wisconsin- Extension, Cooperative
Extension, Program Development and Evaluation.
http://www.uwex.edu/ces/pdande

University of Wisconsin-Extension, Cooperative Extension (2008). Building capacity


in evaluating outcomes: A teaching and facilitating resource for community-
based programs and organizations. Madison, WI: UW- Extension, Program
Development and Evaluation.

USDA (n.d.) A Guide to Evaluating Your Local Outreach Project. Evaluation Local
Outreach

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VII. Appendices

Dear Respondents,

The researcher is currently conducting an evaluation study on the Goal Attainment of the
Kamagayan Outreach Program, hoping to identify its strengths and weaknesses to further
promote the welfare of the Kamagayan community as an adopted community of the
University of the Visayas College of Arts and Sciences. Rest assured that your answers will be
held CONFIDENTIAL. Thank you.

Respectfully,
The Researcher

Focused Group Discussion (FGD) Questions for the following participants:

A. Liberal Arts Faculty (3);


B. COMEX coordinator (1);
C. Student volunteers (2) 18 years old and above;
D. Beneficiaries/Residents (7); and
E. Barangay officials (2).

1. What are the bases of choosing Kamagayan as an adoptive community of


the College?
What prompted you to tie up with the University of the Visayas to adopt
your community?
2. What is your role in the formulation of goals?
a. How would you know that the goals of the program are met?
b. Was there any alteration of the previous goals to suit the changing
modes of the community?
3. What are the difficulties encountered in the attainment process of the
goals. (Probing questions depend on answers)

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Survey Questionnaire

Direction: How do you rate the following items based on relevance of the
Outreach Program activities to the needs of the residents in Kamagayan?
The scale of the answers ranges between: (3) very relevant; (2) moderately
relevant; and (1) less relevant.

Activities Scale
Feeding 1 2 3
Clean-up drive 1 2 3
Parenting Counseling 1 2 3
Parenting Seminar 1 2 3
Seminar on Human Trafficking 1 2 3
Seminar on Womens Rights 1 2 3
Theater Workshop 1 2 3
Media Literacy Seminar 1 2 3

Direction: How do you rate the following items based on level of the goal
attainment of the Kamagayan Outreach Program? The scale of the answers
ranges between: (3) Met; (2) Partially Met; and (1) Not Met.

Activities Scale
Develop theater arts for children. 1 2 3
Raise the level of awareness on media utilization 3
1 2
for the residents
Raise the residents level of awareness on their 3
1 2
basic human rights
Expand clean-up drive activities and maintain 3
1 2
cleanliness in the area
Provide counseling services on parenthood. 1 2 3

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Informed Consent

I understand that I am being asked to participate in a research study. This


study will evaluate the goal attainment of the Baragangay Kamagayan
Outreach Program. If I agree to participate in the study, I will be interviewed
about the needs and possible solutions of those needs for the betterment of
the community in Kamagayan. The interview will be tape-recorded and will
take place in a private place. No identifying information will be included
when the interview is transcribed. There are no known risks associated with
this study.

I realize that I may not participate in the study if I am younger than 18


years old or I cannot understand the English language. I may be allowed to
use my native language. Moreover, I realize that my knowledge gained from
this study may help me or other residents of Kamagayan, and the
administrators of the University of the Visayas in identifying areas for
improvement.

I realize that my participation in this study is entirely voluntary, and I may


withdraw from the study at any time I wish. If I decide to discontinue my
participation in the study, I will continue to be treated in the usual
customary fashion.

I understand that all study data will be kept confidential. However, the
information may be used in research publication.

The study has been explained to me. I have read and understood the
consent form, all my questions have been answered, and I agree to
participate. I understand that I will be given copy of the consent form.

Signature of the Participants Date

________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

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