Evaluating the effectiveness of a programme for improving the participation and academic success of an underrepresented minority group in New Zealand. (December 2017)

• Record Type: Journal Article
• Authors: Sopoaga, Faafetai; Kokaua, Jesse; van der Meer, Jacques; Lameta-Huro, Malia; Zaharic, Tony; Richards, Rose; Inder, Marie
• Is Part Of: Evaluation and program planning. Volume 65(2017)
• Page Start: 20
• Page End: 29
• Publication Date: 2017-12
• Subjects: HSFY Health Sciences First Year -- POPO Pacific Orientation Programme at Otago; Programme evaluation -- Programme planning -- Underrepresented minorities -- Engagement -- Pacific peoples -- Higher education; Health planning -- Periodicals; Medical care -- Evaluation -- Periodicals; 362.1068
• DOI: 10.1016/j.evalprogplan.2017.06.002
• Languages: English
• ISSNs: 0149-7189

Abstract

Highlights: Having a standardised approach when comparing groups will adjust for any confounding factors or prior differences, allowing a more accurate assessment of the effectiveness of the programme being evaluated. Well-planned programmes for improving academic outcomes for underrepresented minorities in higher education, delivered within an appropriate cultural framework can be successful. Our research also provides a clear indication that prior achievement in high school in the specific subjects important for university studies is predictive of academic performance at the tertiary level. Abstract: Pacific peoples are a minority under-represented ethnic group in higher education in New Zealand. This article explores the effectiveness of a specific programme, which sought to improve outcomes of Pacific students in the tertiary environment. The aim of the evaluation was to determine the effectiveness of an intervention programme (2013–2015) to increase the participation and academic success of Pacific students in the first year in Health Sciences. The study found the academic results of Pacific students who participated in the intervention programme were significantly better compared to those who did not. The findings inform future research, suggesting that, when assessing the effectiveness of a programme, it is useful to explore the performance of the whole cohort separately to those who declared intention or interest to attend the programme. Strategies to support participation of each of these groups are likely to be different. Having a standardised approach when comparing groups will adjust for any confounding factors or prior differences. This will allow a more accurate assessment of the effectiveness of the programme being evaluated. This paper presents the importance of a robust approach to the delivery and evaluation of intervention programmes for improving outcomes for underrepresented students in the tertiary environment.