We are starting an intervention to help with reducing senior…

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students.   We did not implement this accordingly to the active learning processes, lectured to them the whole time, and did not give them tips to reduce senioritis. In fact, we actually made it worse and lead to increased senioritis. What type of perspective would be focused on letting stakeholders know the program wasn’t producing the right results and didn’t make adjustments when we realize we were not effective? 

We are starting an intervention to help with reducing senior…

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students.  We are looking at how much our program has impacted or reduced senioritis vs. the part that was impacted or changed by Spring Break. What is the change in condition the program is responsible for known as?

We are starting an intervention to help with reducing senior…

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students.  We notice senioritis is starting to decrease as we get closer to the end of April, but we don’t know or are concerned about why. We are just glad senioritis is getting better. What type of horrible assessment is this that we should never ever do as we only are concerned about outcomes and not causes?

We are starting an intervention to help with reducing senior…

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students. We want to see if those who attend the optional sessions as well do better than those who attend just required sessions. What type of common question in program evaluations would this best be classified as?