Effectiveness of school advisory programs in high schools

¶ … School Advisory Systems

Some studies describe the attributes of programs that are run after school and assist in boosting social and academic growth of the youth in high school. Since the number of afterschool programs is limited, the importance of adopting the practices discussed in this paper will be significant and consequential. Following these practices will also help boost investment in after-school programs for youths in high school (Holstead, Hightower King & Miller, 2015). The effectiveness of advisory programs have corresponded to scope and intensity in the past. The delivery of learning and the ensuing firm innovation differs from program to program. Various methods are used to examine the range of delivery of various advisory programs, which are both quantitative, and qualitative (Sawang, Parker and Hine, 2016). Irrespective of the chosen hypotheses, Research methods have to be effective. If they are not, there is a risk of failure to collect useful information, and consequently fail to review or evaluate current and future strategies effectively.

Literature Review

Miglin, Stephens, Hurd & Al-Bataineh (2015) suggested in their research that there was need to determine if the advisory program currently in used a Central Illinois Junior School is really helping the school's students meet their needs. According to the hypothesis, the research assumed that school advisory programs actually help learners socially, academically and generally help in the proper development of adolescents. The research questions included: What is the meaning of an advisory program? Do students think that the advisory programs are really helpful? What are the topics that students point out as more helpful, interesting, and engaging to them? The design of the study was a mixed approach of survey that consisted open-ended questions, Likert scale questions, and objective questions that were distributed electronically to the students after advisory sessions. Data analysis was based on specific exploration of descriptive stats. The instructor of the class inspected E validity of the survey, and thus, the assessment of the class peers regarding advisory programs was fairly done, and that it assessed the effectiveness of the advisory programs implemented in a school in Central Illinois. Students reported the program as being effective and useful because it presented them with subjects and topics with which they identified easily. This, therefore, demonstrates the effectiveness of the survey in studying the relevance of the advisory programs.

Hendon and Jenkins (2012) tailored a research design to determine if advisory programs for teachers really influenced achievement by learners. The effectiveness of the programs on academic achievement was examined by reviewing the graduation and exam pass rates at Alabama High School Graduation. Faculty surveys were also done. The results, after reviewing the data that was collected, demonstrate that there is no direct relation between the programs implemented at Handley High School and student achievement study; it however, points out some positive results of the Teacher Advisement Programs along with the Get on Track strategies that necessitate exploration in future. The validity issue in the results relates to the possibility that the advisement programs may not be solely responsible for improving academics. This, aspect was, however, controlled by asking the students and the faculty staff on the most probable cause of the improvement. The small size of the program and the matching small number of personnel to help in the planning, plus the limited funding was yet another challenge. This aspect of the problems was overcome by working within the constraints of the budget. This paper helps research because it brings on board a variety of methods that will help in reviewing the rates of graduation, though it does not necessarily support the original hypotheses.

A study by Drusin, Gerber, Miller, Storey-Johnson & Ballard (2013) endeavored to determine the experiences by students in the first year at Weill Cornell Medical College with advisory programs for the students in the first and second year. The issue that the study sought to address was that the students in first year negotiate new culture with some amount of enthusiasm and anxiety. Since there are a variety of approaches for providing guidance, the research sought to provide a case study experience with regard to advisement programs. The research used the survey approach and collected data for the first year class of 2011. The data was then compared to that of the class in 2012. In the study, 50 advisors in the faculty were assigned one to three students in the first year; and were required to follow them for two years. Both students and faculty staffs were assigned responsibilities. The evaluation of the program was done with an anonymous questionnaire. Each of the students was given a questionnaire at the end of a lecture. Analysis of data was done by SPSS, V.15.0 (SPSS Inc., Chicago, IL, USA). The small sample size was the biggest challenge to the study. The challenge was overcome by a literature review. The study also provides a new research approach with a fresh objective; thus it helps the immediate study.

In another study, Crooks, Burleigh, Snowshoe, Lapp, Hughes & Sisco (2015) sought to establish the effectiveness of the Australian Fourth R: Uniting Our Nations meant for the aboriginal youth. The study was aimed at determining the effectiveness of the programs in enhancing the bonding between participants and collect data that influenced the development of new programs. The team of researchers used a case study method to assess the Fourth R programs in TVDSB. It involved interviews with the youth participants in the program. Other stake holders from the schools that implemented the program were also interviewed. 35 secondary and elementary school students were interviewed. 45 secondary school students, 7 educators, and several principals were interviewed. Data summary and analysis was done with SPSS and a thematic analysis of qualitative data conducted. The thematic network technique was used to analyze, identify and report data patterns. The validity issues included perceptions of stakeholders on the improved success by students, sample bias from the student interviews, the involvement of the evaluators in development of programs and the tendency by participants to provide only positive information. The value of this research is that it focuses on the value of varying perspectives from different participants in evaluating the success of an advisement program; with a special focus on culture.

Another study by Fornari, Murray, Menzin, Woo, Clifton, Lombardi & Shelov (2014) shows how recent medical schools have established mentoring programs in the development of their curricular. The study is informed by the fact that mentoring is an essential aspect of the education of undergraduate medical students. The survey targeted 14 administrators from U.S. medical schools set up in 2006. The interviews ran along issues of structure and implementation of the mentorship programs in the various schools. There were 45 question items spread out to all new medical institutions that met the criteria for inclusion. Both qualitative and quantitative questions were applied. Likert scale items were also used with a provision for open comments. The quantitative data was analyzed with the descriptive statistics in Excel. The validity issues had to with the fact that half of the institutions noted making use of a combined mentoring program. This suggested in some cases that there was an overlap between mentoring and advising. The research showed that there was continued mentoring in U.S. medical schools. The experiences in these mentoring programs raise important issues that should be addressed by the leadership at these schools; particularly when reviewing mentoring programs for medical schools. The study helps this research by introducing both qualitative and quantitative considerations.

Design

A case study design is to be applied to evaluate Fourth R in TVDSB. The study is to incorporate surveys and interviews at individual level with the youth participants in the Fourth R programs. It will also include school principals. Standardized testing will be used to determine the effectiveness of the teacher advisory programs. The tools and teaching methods approved by the state will also be put to use. It is essential that the learning track and momentum of all learners involved in the study is maintained. The study should not be disruptive. Further, there will be analysis of data including GPAs rates of learners that pass the Graduation Exam; along with the ones that drop out (Crooks et al., 2015; Hendon & Jenkins, 2012). The relevant authorities including the research ethics board approved this study.

Sample

At least one hundred assorted respondents are expected to take part in this study. They include teachers from elementary school, secondary and elementary students, administrators, and educators from 15 schools. The involvement of students in programs varies in intensity and duration. The proposed process also differs based on student levels. All the students from grade 8 will be invited to take part in the mentoring program. There will be a group of students and youth who will participate out of self-inspiration or encouragement by educators. All students who take part in the continuing mentoring workshops will be interviewed as part of program evaluation. Secondary school students involve in mentoring, culture camps or various forms of cultural leadership training forums over the 2014 to 2015 school year. Only students between the ages of 14 and 19 will be involved. Some of the secondary school students will be selected to participate in semi-structured interviews. The research team will finally conduct interviews with the administrators of the institutions, including the educators of aboriginal origin (Attride-Stirling, 2012; Hendon & Jenkins, 2012).

Measures

This research consists of structured interviews that call for participants to explore their perspectives with regard to advisory programs. Data will be organized and presented through description, analyses, and interpretation. The analyses inform the experiences, perceptions and descriptions of this research. The procedures will include note taking, capturing audio responses and subsequent transcription. Participants will be interviewed with a view to gain their perspective on the advisory programs (Creswell, 2013).

The survey questions will span general close-ended items and specific questions on the mentoring culture, culture camp, and cultural leadership initiative. Participants will also be asked to state the highlight moments of the program. Respondents will be required to state their position on the items rating from strongly agree to strongly disagree. There will be specific interview questions to make sure that all areas are addressed. The interviews will follow the general direction adopted by the respondents though (Holden & Tryhorn, 2013). The survey will begin with open-ended questions that will be complemented by specific prompts to elicit either positive or negative responses. The interviews will ask students about their involvement in the advisory program and their cultural view based on experiences. When a semi-structured approach is used, there is a detailed understanding of the respondents' experiences. The basic data collection tools shape research objective. Consequently, this study made use of a small set of research questions. In order to manage the data, it was divided into small units (Creswell, 2013) using appropriate codes determined by the researcher. The sample size was selected with the hope of establishing unique trends and not generalizations from narratives. As a result of splitting data into smaller units, the researcher would unveil common themes within. Exam data for graduation will be collected from the repot submitted by the superintendent annually and data collections from students. Drop-out, graduation, exam passage rates will be reviewed from each senior class level from 2014 -2015-year of study. The data will be compared to schools that do not run the advisory program. Any positive changes will signal a positive influence on achievement by learners. There will be a focus on determining whether the advisement program has a positive influence on higher success rates based on analysis of the various success/failure indicators, i.e. drop-out rates, grades, school exam graduation rates and similar aspects. Positive change will signal that the programs are helpful (Hendon & Jenkins, 2012; Crooks et al., 2015).

Procedural study will incorporate participants from eligible elementary schools involved in longitudinal evaluation. It will also involve secondary school learners participating in the 'Fourth R: Uniting Our Nations' Programs in the 2014-2015 school years. There will be a research assistant attending the mentoring program at three elementary schools with the aim of describing the research and recruiting research participants. The willing students will be provided with consent forms for the parents in order to return them in good time. The research team will also endeavor to recruit educators and administrators with an in-depth understanding of the program. More experienced members of the programming will be incorporated in order to foster confidence and improve and assure the confidentiality of data and foster reflection on feedback. There will be no interjection or assistance to complete responses to questions posed in the interview process (Crooks et al., 2015).

Analysis of Data

SPSS will be used to analyze survey data and to run thematic analysis of quantitative data content. It will identify trends and themes by using the thematic network techniques to identify, report and analyze the inherent patterns in the data collected (Attride-Stirling, 2012).

The Strengths and Weaknesses of the Design

Strengths

The data collected is based on the categories of meaning as fathomed by the participant. The collective set of methods is meant to ensure the collection of comprehensive data to respond to the research question. The methods are eventually helpful in the cross examination of the case design that facilitates in-depth understanding of the participants and the personal accounts of various phenomena- the insider's point-of-view.

Weaknesses

The fact that the design is comprehensive, issues of cost, when it comes to implementation will surface. There is also the element of time. Hypothesis and theories in the study will be harder to test. The study results may also be negatively influenced by bias on the part of administrators.

Threats to validity

Perceptions by the stakeholders on improved success by the students, bias in samples with regard to the secondary school participants and the involvement of the evaluators in the implementation of the programs are likely threats to the validity of the study. The above threats are neutralized by the involvement of student's grades, and including a large study sample to deal with success bias on the part of students and likely bias from other participants.

Justification of the Design

Variation in the collection of data is helpful in attaining greater validity. The mixed design approach used in this study provided just that. It allows for answering the research question from various perspectives. It also eliminates the effect of preexisting assumptions from the researcher. It is better than using one approach.

SPSS is a popular, authenticated and validated data analysis method in social science circles. It is a quantitative research analysis tool. It is most effective with survey data because it covers a broad range of analysis procedures.

Conclusion

The Mixed Research Method is an approach for conducting effectual research in domains where any one method would prove inadequate. It entails collection analysis, integration, of quantitative and qualitative research data in one study or a longitudinal program of investigation. The aim of such study is that qualitative and quantitative research, together; present an enhanced and in-depth understanding of a research problem compared to any of the research approaches used alone. In fieldwork conducted in far-off places, qualitative research approaches appear to have elicited more success rates in acquiring the desired participation levels, especially in reaching those participants who could not have been reached because of the unavailability of their contact details. However, there have been incidences of difficulty in scheduling of interviews, and getting the desired participation. It is pertinent to remember that interviews should not have an expected response rate. It is therefore hard to compare participation levels since the numbers of those invited is not usually reported. Mixed Method Research could therefore, be helpful to enhance the probability of securing better participation from target audience.