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Both quantitative and qualitative data are used for program evaluations. Quantitative data refers to numerical numbers like costs, participation rates, success rates, and so forth. Qualitative data is information gathered through surveys, interviews, documentation, and focus group discussions.
A school-based evaluation might measure the number of students who participated, their time spent on each activity and the outcomes for mental health promotion. It could also include the cost associated with the operation of the program. Qualitative information could come from interviews with teachers and participants which explore their experiences within the context of a health promotion intervention; survey responses from parents about their opinions on the impact of the intervention on their children’s wellbeing; or focus group discussions that can give insight into stakeholder views on whether this type of programming is effective for youth mental health promotion.
Other than collecting data through questionnaires and surveys, or writing documents such as reports or journals detailing events related to the implementation process, logs and tracking systems are also useful for assessing outcomes over time. For instance, attendance at meetings can be tracked. Multiple methods are recommended for evaluating programs, since multiple forms of evidence offer valuable insight into the reasons a strategy or initiative failed or succeeded.