Process evaluation of a positive youth development program in Hong Kong based on different cohorts

Evaluation of the Project P.A.T.H.S. based on the client satisfaction approach: view of the students

STUDY OBJECTIVES

Based on several data sets collected from 2009/10 to 2011/12 school years, this study examined the views of 242,705 students participating in the Tier 1 Program in the extension phase of the Project P.A.T.H.S. in Hong Kong.

DESIGN

Students responded to a validated client satisfaction measure after completion of the program. Analyses were based on the reports submitted by the schools participating in the project.

RESULTS

High proportions of the students viewed the program, implementers, and benefits of the program in a favorable light. Compared with students in lower grades, students in higher grades showed relatively lower satisfaction ratings, although the differences were small. Perceived qualities of program and instructor predicted perceived effectiveness of the program.

CONCLUSION

The Tier 1 Program was received favorably by the students. Perceived qualities of the program and the program implementers predicted perceived program effectiveness. The findings are consistent with those reported in the initial phase of the project.

The Project P.A.T.H.S. in Hong Kong: development, training, implementation, and evaluation

We review, a multi-year positive youth development program entitled "P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme" (Project P.A.T.H.S.), which was initiated and funded by The Hong Kong Jockey Club Charities Trust with the involvement of 5 universities in Hong Kong, is described. The Research Team developed curricula-based positive youth development programs for junior secondary school students (20 hours per grade) and designed training programs for the potential program implementers (20 hours per grade). Roughly half of the secondary schools and more than 200,000 students in Hong Kong joined the program. Multiple evaluation strategies including objective outcome evaluation, subjective outcome evaluation, secondary data analyses, process evaluation, interim evaluation, qualitative evaluation based on focus groups, student weekly diaries, case studies, and repertory grid method were employed. Existing evaluation findings revealed that different stakeholders had positive perceptions of the program, workers, and benefits of the program. Results also showed that the program was effective in promoting holistic positive youth development and reducing risk behavior in Chinese adolescents in Hong Kong.