Step 3: What questions do youselect for your data collection?Design tailor-made toolsIn Step 3, you make the tools in this Workbook tailor-made,so that they fit the work of your organisation. Therefore,you need to select the questions for your data collection.And you have to decide about making use of a questionnaire,a focus group discussion, or in-depth interviews with yourtarget group. You will also decide on questions that arerelevant for your programme and target group. Moreover,if necessary, you remove or add questions. And, perhaps, youdecide to translate the set of questions in another language.Possibly, you also pilot the tool.Tools- Appendix 3a: Qualitative data collection tools (page 57)- Appendix 3b: Quantitative data collection tools (page 70)- Worksheet: questions 12 - 16Your choice of tools depends on your indicators in Step 1.Below, examples of comprehensive tools are provided.However, it is up to you to see whether these match yourobjectives and programme and can be used in your context,or whether they need to be adapted or contextualised.Using more than one source of information increases thequality of outcome M&E. You can get information fromdifferent people, young people and educators, and also byusing different tools to collect information from one groupof respondents. For example, a questionnaire cannot tell youhow and why a certain change in young people took place.Changes usually happen gradually. To find out how youngpeople have benefitted from the programme, this informationcan better be collected among young people with interviewsor group discussions.The Internet provides a lot of information about methodsand tools of data collection, its advantages and disadvantages.For example, the handbook of the International Fund forAgricultural Development (IFAD) provides brief explanationsof various methods in one of its annexes. 4The tools in this Workbook primarily aim at measuring changein the determinants of young people’s sexual behaviour,including knowledge, attitudes, and skills. Box 1 gives sometips and advice on how changes in determinants can bemeasured in the tools.Overview of tools in this WorkbookThis Workbook contains a number of tools, which are listedin Table 2. Each tool includes some questions that generateinformation for the process evaluation. This is indicated inthe last column of the Table 2. Tool 4 and 5 specificallygenerate information that is relevant for measuring the qualityof implementation for the process evaluation.Box 1: Tips and advice to measurechange in determinantsIf you measure increase inKNOWLEDGE, try to find questionsrelated to topics that young peopledo not know about before theyparticipate in the programme, andthat are addressed in your programme.Otherwise you run the risk that youdo not measure increase in knowledge.On the other hand, also make sure notto measure only sensitive topics, as itis questionable whether educatorshave addressed them in their lessons.If you measure RISK PERCEPTI<strong>ON</strong>, youcan ask for the severity of the healthproblem and the chance of gettingthe health problem. If people perceivethem both as high, risk perception ishigh. For example: if your are 15 yearsold and you think that being pregnantat this age is a problem, and you thinkthe change of getting pregnant ina relationship is high, than you havea high risk perception.If you measure ATTITUDES, try topay attention to different aspectswhich may have contradictive aspects(for example: A condom protects mefrom health risks (positive), but I donot like to use it (negative).Monitoring & Evaluation ToolHow to complete the worksheet 36
1.Qualitative/quantitative datacollectionQualitative datacollectionToolFocus groupdiscussion guideRespondentsYoung peopleTopicsmeasuredDeterminantsbehaviourAbout whomYoung peopleTopics forprocessevaluationQuestions 5-12SOCIAL INFLUENCE measurementfocuses on how important the opinionand influence of others is in theperception of the young people, suchas peers and parents. It also measureshow young people perceive thebehaviour of others and whether theyfeel supported or not.2.3.Interview/focusgroup discussionguideInterview guideEducators,Parents, Healthcare providers,CommunityleadersYoung peopleDeterminantsbehaviourDeterminantsbehaviourYoung peopleYoung peopleQuestions 5-12Questions 30-33Measuring SELF-EFFICACY ANDSKILLS in a questionnaire is difficult,and can therefore better be discussedin interviews and/or focus groupdiscussions. Also ask questions abouttheir confidence to practice these skills.INTENTI<strong>ON</strong> always relates tobehaviours. If you measure intentions,you ask what young people areplanning to do in future.4.Observation formObserversAttitudes and skillsImplementationEducatorsAll questions5.Lesson evaluationformEducatorsImplementationEducatorsAll questions6.Quantitative datacollectionQuestionnaireYoung peopleDeterminantsbehaviourYoung peopleNone7.QuestionnaireEducatorsAttitudes and skillsEducatorsAll questions,except question 73Table 2: Overview of tools in this WorkbookMonitoring & Evaluation ToolHow to complete the worksheet 37
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