In assessing the teen parenting program, the exam strategy combines quantitative and qualitative approaches, corresponding to the study’s diversified methods. This plan aims to deliver a detailed evaluation of the program’s effectiveness in teaching about child development, training competent parenting, relaxation, and adopting compassion in child management tactics among teen parents.
The descriptive statistics will be used to provide a baseline for the development of the analysis. This embrace is the participants’ essential characteristics, while the attention is mainly on demographic factors such as age, sex, and education level. The means and standard deviations will be used in the case of continuous variables, and frequencies and percentages in the case of categorical variables. Such descriptive measures are needed for a brief overview of our study samples and will be helpful while comparing the intervention and control groups.
Outcome Measures
Pretest-Posttest Analysis
Paired tests will be used to test the participants’ knowledge and stress level scores before and after the program, as well as beliefs relevant to behavior management. The examination of the control group will also be carried out in the same manner to detect modifications that would not have resulted from participation in the program (Alam, 2019).
Comparative Analysis
T-tests and Mann-Whitney U tests will be used to compare outcome differences between the two groups: the intervention group and the comparison group. Another approach we’ll use will be the ANCOVA, or analysis of covariance, to control the confounders that can influence the study, such as age, education, and socioeconomic status. (Harding et al., 2020).
The research question will be examined through data analysis using a pretest-posttest design, randomization, and appropriate statistical analysis methods to answer it: “Did the teen parent program help achieve the expected outcomes, including developing an understanding of childhood development, successful parenting, avoiding stresses, and practice of competent behaviors?”
Research Assumptions
Homogeneity of Groups
The descriptive statistic will be used to justify the similarity of our intervestatistics in the whole group, where no significant differences exist in crucial background variables.
Normal Distribution
Normality assumption for continuous variables will be scrutinized using the Shapiro-Wilk test, and if needed, relevant transformations will be carried out.
Homogeneity of Variances
Levene’s test will be used to check the homogeneity of variances. After that, the proper par, trick, or non-parametric test will be ted according to the data.
Qualitative Data
Content Analysis
Qualitative data obtained from the interviews will be topic analyzed. This way, we can understand the program participants’ main themes, challenges, and perceived benefits. An encoding scheme will be created to code and interpret qualitative data, providing more context to quantitative results.
A mixed-methods program evaluation design suited to the research question is carefully selected to provide the data needed to holistically evaluate the program’s effect. The quantitative data depicts program success in numerical facts, but the qualitative data enriches the lived experiences through which the participants gain deeper insights.
In conclusion, the analysis plan paves the way for a robust and comprehensive way to evaluate the success of the teen parenting training program. The study will achieve this by integrating qualitative and quantitative methods, which are meant to provide an all-inclusive assessment of how far the program has reached the stipulated goals. It is through the integration of research purpose, methodological design, and data analysis methods that a comprehensive study of how the teen parents’ program affects the field of adolescent parenting is attained with inclusive and valuable insights into the section on young parenting interventions.
References
Alam, T. G. M. R. (2019). Comparative analysis between pre-test/post-test and posttest-only models in achieving the learning outcomes. Pakistan Journal of Ophthalmology, 35(1), 4-8. http://doi.org/10.36351/pjo.v35i1.855
Harding, J. F., Zief, S., Farb, A., & Margolis, A. (2020). Supporting pregnant and parenting teens: New evidence for future programming and research. Maternal and Child Health Journal, 24, 67-75. https://doi.org/10.1007%2Fs10995-020-02996- 2
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