Development of Evaluation Criteria for Forest Education Using the CIPP Model
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초록
The objective of this study was to develop evaluation criteria for forest education using the Context, Input, Process, and Product (CIPP) model. To this end, we designed a survey based on expert advice and content analysis of previous studies on the CIPP model and forest education. The survey was conducted on 393 forest education specialists, and Cronbach’s α coefficient was set as 0.6 or higher to verify reliability and validity, and to determine reliability by factor. Eventually, 52 out of 57 evaluation items were extracted, and the evaluation indexes were selected through factor analysis as follows: four evaluation indexes for the context dimension, namely “Clarity of goal setting,” “Developing conditions for education,” “Meeting of requirements,” and “Institutional drive”; three evaluation indexes for the input dimension, namely “Acquisition of education infrastructure,” “Establishment of operational support,” and “Adequacy of assigned manpower”; four evaluation indexes for the process dimension, which were “Adequacy of budget allocation,” “Expertise of forest education instructors,” “Diversity of programs,” and “Public-private academic partnership”; and five evaluation indexes for the product dimension, namely “Effectiveness of perception change,” “Influence over the society,” “Continuity of improvement in evaluation,” “Continuity of education,” and “Verification of the effects of education.”
Abstract
The objective of this study was to develop evaluation criteria for forest education using the Context, Input, Process, and Product (CIPP) model. To this end, we designed a survey based on expert advice and content analysis of previous studies on the CIPP model and forest education. The survey was conducted on 393 forest education specialists, and Cronbach’s α coefficient was set as 0.6 or higher to verify reliability and validity, and to determine reliability by factor. Eventually, 52 out of 57 evaluation items were extracted, and the evaluation indexes were selected through factor analysis as follows: four evaluation indexes for the context dimension, namely “Clarity of goal setting,” “Developing conditions for education,” “Meeting of requirements,” and “Institutional drive”; three evaluation indexes for the input dimension, namely “Acquisition of education infrastructure,” “Establishment of operational support,” and “Adequacy of assigned manpower”; four evaluation indexes for the process dimension, which were “Adequacy of budget allocation,” “Expertise of forest education instructors,” “Diversity of programs,” and “Public-private academic partnership”; and five evaluation indexes for the product dimension, namely “Effectiveness of perception change,” “Influence over the society,” “Continuity of improvement in evaluation,” “Continuity of education,” and “Verification of the effects of education.”
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