Project K evaluation results 2007

The following are evaluation data from 2005's evaluated programmes.

Self-efficacy

Project K students showed an improvement in all three areas of self-efficacy compared with control students at the end of the programme.

Number of students:

Project K 182
Control 163

Pre Programme		Post Programme
Project K	Average: 3.31	Project K	Average: 3.69
Control	3.37	Control	3.40

At the beginning of the programme, there was a minimal difference between the programme and control students' average academic self-efficacy (3.31 & 3.37 respectively). Project K students' average academic self-efficacy increased over the period of the programme from 3.31 to 3.69. Control students' average academic self-efficacy showed an almost negligible increase (from 3.37 to 3.40).

Help-seeking

Pre programme		Post programme
Project K	Average: 3.58	Project K	Average: 4.20
Control	3.46	Control	3.63

 

Project K students showed a larger increase in average help-seeking self-efficacy over the period of the programme than control students. At the end of the programme Project K students' help-seeking self-efficacy (4.20) was greater than control students' help-seeking self-efficacy (3.63).

Social

Pre Programme		Post Programme
Project K	Average: 4.04	Project K	Average: 4.52
Control	3.88	Control	3.97

 

Again, at the end of the programme Project K students' social self-efficacy (4.52) was greater than control students' social self-efficacy (3.97).

Goal Setting

Goal setting is another key Project K focus, as international research shows that learning to set goals and the goals chosen during adolescence may help to shape the course of adult lives. Project K students are taught the FIRM goal setting process in the Wilderness Adventure phase of the programme, supported to use it again during the Community Challenge, and then asked to set goals with the help of their mentor, for the final 12 months of the programme.

Students are asked to set at least one school goal, and one health and fitness goal. Beyond this, they are able to set as many personal goals as they wish.

For 2005 programmes, 307 students achieved an average of 3.4 goals. Of the 1,494 goals set, students achieved 1,045 goals or 70%.

Goals:	Set	Achieved	Attempted	Not Attempted
Total	1,494	1,045	342	107

 

Number of students: 307		Average	Percentages
Achieved	1,045	3.40	69.95%
Attempted	342	1.11	22.89%
Not Attempted	107	0.35	7.16%

 

Mentoring Support and Goal Setting

Student feedback shows they value setting and achieving their own goals. Goal setting is also often rated highly by students asked to rate the ways in which mentoring has helped them. The 307 graduates from 2005 programmes were asked to rate how much the 12 months of mentoring had helped them in certain areas. Communicating with others and feeling supported and not alone were the two most helpful aspects of having a mentor, say Project K graduates. Rated a close third-equal was help with setting and achieving goals and being able to say no.

Student comments confirm these findings, for example one graduate said that they appreciated “having a role model to talk to that acted as a friend rather than a parent or teacher”; while another said “I found having someone else like a friend there for me and to help me try and achieve my goals was very useful”.

Mentor Feedback

Mentors from 2005 programmes rated their experience highly with an average rating of 3.8 out of 5, and a large majority (71%) saying they would be willing to mentor again.

Mentors had a similar estimation of their helpfulness as the students, with mentors rating support, goal setting, communication and future direction most highly, as the following quotes demonstrate:

‘[She] has seen the possibilities life has to offer her through different eyes. As a young adult, she sees possibilities for her future in terms of studies, university, a career, and the opportunities of becoming an example; a leader for her people. She is beginning to grow the confidence necessary for her to seek and ask for help, realising she doesn't have to do it alone. She appreciates the benefits mentoring has brought her and feels the strength of someone sharing her goals and objectives with her. She now understands the principle behind Project K and that is to 'maximize youth potential.’

‘I think [he] now has a more positive outlook on our relationship, at the start he was somewhat standoffish. Also, he was very pleased with himself when he got his learner's licence. He also has an open offer to contact me so he has another adult figure to speak to now in his life.’

‘Highlights - to see mentee positive and focused on achieving his goals. Being involved in the life of a 'young person', realizing differences in cultures and family experiences, the Mentor training...’

‘I think it has been great for [him] to have someone that takes an interest and believes in him and that just listens to his struggles at school.’

‘I love it...it's great for the soul!’

Note of Interest: Project K is referenced in the latest Handbook of Youth Mentoring as ‘perhaps the most sophisticated and widely implemented mentoring effort in the country…” (Dubois & Karcher, 2005, p. 413).

Social Competence

Pre Programme		Post Programme
Student Type:	Project K 216	Project K 176
Average:	41.04	45.55
Student Type:	Control 211	Control 101
Average:	43.23	41.14

Over the period of the programme, Project K students' social competence as rated by their parents increased significantly from an average of 41.05 to 45.55, as compared to control students whose social competence declined (43.23 to 41.14).

Overall Student Feedback

The overall Project K expereance is consistently rated highly (3.8 to 4.4) by students. The average score for students from programmes starting in 2005 was 4.1 out of 5.

Here are some quotes from students in response to the question 'What have you gained by being on Project K?'

'Being on Project K was a great experience, I have learned a lot in our wilderness and community challenge. I have gained confidence in myself and strive to aim high in school and never give up on my dreams.'

'I have a lot more confidence to ask for help, speak up and I make new friends easier. After the wilderness challenge I realised that I am capable at physical activity and that boosted my self-esteem.'

'For me it was a great experience, I know a lot more about myself and all the strength that I never knew I had, basically I've gained maximum potential.'

'From being on Project K I have gained confidence, self-discipline and now I am able to stop and think about what I am doing to know whether it's wrong or right.'

Long Term Evaluation

Evaluation measures will be re-administered to Project K and control students one and three years after graduation, to determine the sustainability of the programme impact on students. The self-efficacy measure at these times will be adjusted to include a measure of Career Decision self-efficacy given that students are preparing to enter work/careers. The first results for one year post-graduation will be available at the end of 2007.