ARE YOU ON THE RIGHT TRACK? - Rutgers WPF

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Tasks to accomplish:- Review the notes that were taken during the interview orfocus group discussion.- Number each respondent.- Create a coding guide of your responses. Also see Appendix4 for an explanation. When you analyse qualitative data,look out for themes, categories, patterns and relationships.The easiest way for analysis is to use the topics in the topicguide, for example use the headings. But also be awareof topics that are raised, but were not part of your guide.- Make different categories of topics and responses (cut andpaste) from all interviews or focus group discussions withyoung people and other stakeholders, so that the informationis classified according to topics.- Interpret the data for each topic: what are common opinions,what are contradictions and how can you explain these?- Mark all important quotes to emphasise certain points.Tip: If you get stuck, ask a colleague to look at the topics youselected. Would he or she make the same ones?The report outline in Appendix 5 provides a structure on how toreport the qualitative data, by linking them to the determinantsand questions in the process evaluation.Quantitative data analysisThe analysis of quantitative data (with answer options suchas ‘yes’, ‘no’, and ‘I don’t know’) is preferably done with a dataanalysis programme such as SPSS or Excel. We will not discussquantitative data analysis here, but you can read more aboutit in Appendix 4.Draw your conclusions from the dataWhen all information is analysed and the results are clear,the next step is to draw conclusions. You have to filter outinformation and bring it to a higher level. To start formulatingyour main conclusions, discuss the findings with colleaguesand stakeholders, both respondents and experts, by answeringthe following questions:- What was supposed to happen? (your objective/target)- What has actually happened? (what were the outputs/and outcomes)- Which factors contributed to reaching the objectives?- Which factors were possible barriers in reaching the objectives?- What have we learned about what worked and what didn’twork so well?- How will/can we use these lessons learned in our programme?(recommendations and adaptations)Elements of a conclusionA good conclusion:- Gives an answer to the question and a short explanationof why and how.- Is logical (the relationship between cause and effect is clear).- Is complete, including positive as well as negative results,and information on what is not found (for instance, no storiesof safer sex).- Is based on strong arguments which in turn are based onsufficient and truthful data.- Includes a reflection on the limitations of the research, includinghow reliable and valid the data are (see the section below).- Includes recommendations, or is followed by a paragraphthat formulates recommendations; if possible, includes therespondents in making recommendations.Monitoring & Evaluation ToolHow to complete the worksheet 44
Checking validity and reliabilityWhen you draw conclusions, make sure you have collectedsufficient and truthful data. Here are the questions to checkvalidity and reliability of data:- How much consensus is there on a particular topicor explanation?- For which topics did you find conflicting data?- Does the answer/conclusion count for all respondents,regardless context, age and gender?- What do you think of the overall ‘honesty’ of the informants(with regard to specific topics). For example, are the databased on the informants’ own observations, experiences,or is it hearsay? And where would you suspect some socialdesirable answers, for example, with the very sensitive, morepersonal topics?- Would the answers be different if the data collector hadbeen male/female, older/younger, had interviewed theinformants in a different setting, for instance in their homes,school, a clinic?Monitoring & Evaluation ToolHow to complete the worksheet 45
Page 1 and 2: ARE YOUON THERIGHTTRACK?SIX STEPS T
Page 3: ARE YOU ON THERIGHT TRACK?SIX STEPS
Page 7 and 8: ACKNOWLEDGEMENTSThis workbook was d
Page 9: HOW TO USETHIS WORKBOOKDo you work
Page 13 and 14: Ethical aspects of outcome M&EWhen
Page 15 and 16: 7. SKILLSAll skills that are needed
Page 17: A process evaluation can be done fr
Page 20 and 21: WorksheetSix steps to design your o
Page 22 and 23: BEHAVIOUR(B)Intention(I)KNOWLEDGE(K
Page 24 and 25: Step 3: What questions do youselect
Page 26 and 27: Step 5: How will youdraw your concl
Page 28: Extra information you would like to
Page 31 and 32: BEHAVIOUR(B)KNOWLEDGE(K)RISK PERCEP
Page 33 and 34: The pre-test can best be done two t
Page 35 and 36: Select the respondentsIf you implem
Page 37 and 38: Capicity inorganisationPretest /Pos
Page 39 and 40: 1.Qualitative/quantitative datacoll
Page 41 and 42: Tool 4: Observation FormThe Observa
Page 43 and 44: Step 4: How will the databe collect
Page 45: Step 5: How will youdraw your concl
Page 49: In a meeting, the findings and conc
Page 52 and 53: Appendix 1: Determinant objectivesB
Page 54 and 55: BEHAVIOUR(B)INTENTION(I)KNOWLEDGE(K
Page 56 and 57: BEHAVIOUR(B)INTENTION(I)KNOWLEDGE(K
Page 58 and 59: QUESTIONSRATINGnot at all not reall
Page 60 and 61: General questions1. Age of all resp
Page 62 and 63: Tool 2 - Interview guide for young
Page 64 and 65: Attitude38. Do you think it is poss
Page 66 and 67: Tool 3 - Interview/focus group disc
Page 68 and 69: Questions about the educators30. Wa
Page 70 and 71: 14. Identify the teaching strategy
Page 72 and 73: Appendix 3b: Quantitative data coll
Page 74 and 75: 9. Is homosexuality a disease?YesNo
Page 76 and 77: 28. How can one avoid situations wh
Page 78 and 79: Completing this questionnaire is en
Page 80 and 81: To what extent do you agree with th
Page 82 and 83: How confident do you feel about doi
Page 84 and 85: Appendix 4: Suggestions for entry a
Page 86 and 87: M&E design 2. Pre-test and post-tes
Page 88 and 89: Appendix 5: Outline for a reportThe
Page 90 and 91: REFERENCES1 International Planned P
Page 92: Do you work for an organisation in

ARE YOU ON THE RIGHT TRACK? - Rutgers WPF

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