An impact assessment measures changes in the well-being of people that can be attributed to a particular project, program or policy (Gertler, Martínez, Premand, Rawlings & Vermeersch, 2010).
In this case, the evaluation measures the magnitude of the changes that occur in the skills, attitudes, academic and musical achievements of the participants (students and families) of the MUVI program.
The evaluation is in charge of PhD Silvia Romero Contreras and PhD Gabriela Silva Maceda, specialists in design and evaluation of psychoeducational and research programs of the UASLP (San Luis Potosí Autonomous University), who together with their work team, design and implement the different phases of the evaluation project with objectivity, methodological rigor and total independence from the Foundation.
PhD Silvia Romero Contreras
PhD in Education from Harvard University, Cambridge, MA, USA. Member of the National System of Researchers (SNI). Full-time professor-researcher of the Faculty of Psychology of the Autonomous University of San Luis Potosí and Coordinator of the Degree in Psycho-pedagogy of the same Faculty.
PhD Gabriela Silva Maceda
PhD in Psychology from the University of Wolverhampton, Wolverhampton, England. Full-time professor-researcher of the Faculty of Psycho-pedagogy of the Autonomous University of San Luis Potosí.
The Autonomous University of San Luis Potosí, through the Faculty of Psychology and the degree in Psychopedagogy performs an Impact Evaluation of Música para la Vida
Carrying out an impact evaluation is very important, since it provides information on how MUVI influences different areas of the participants' lives, what works well and what areas of opportunity MUVI must attend. All of this, to provide a program of maximum quality that results in significant positive changes for the participants and the community.
In particular, the evaluation shows which attitudes, abilities and achievements change because of the participation in MUVI. In addition, it provides information on the participant’s satisfaction with the services they receive from MUVI, which allows the identification of the strengths and areas for improvement that should be addressed.
The evaluation has quantitative and qualitative components. The quantitative information provides data on the specific magnitude of the changes that occur in the participants, for example, the percentage of students with higher or lower musical self-efficacy or the percentage of parents with more or less commitment.
The qualitative information provides information on the specific characteristics of these changes and the way in which the direct and indirect participants live the MUVI experience.
Students: direct participants of the MUVI program. A random selection was made of a sample of students with at least six months in the MUVI program -students in time 1- and another one of students with less than two months of participation or who were not part of the MUVI project as a control group-students in time 0-.
Parents/guardians: indirect participants, involved when accompanying, helping and/or supervising their children. The parents of the two groups of students were evaluated, time 1 and time 0.
The first phase of the impact evaluation consists of comparing these two groups of participants in MUVI with those who are not in MUVI or who have just started the program.
Students: their musical and scholar self-efficacy, self-esteem, school record, coexistence, school performance, expectations and aspirations, musical experience, musical motivation, social responsibility, collaborative work and satisfaction in school and in MUVI are evaluated.
Parents or guardians: their commitment (level and quality of involvement), expectations and aspirations, parenting practices and satisfaction with the school and with MUVI are measured.
The comparison of the two populations of evaluated students, time 0 and time 1 (see Figure 1), shows that the aspirations (what they want to achieve), expectations (what they think they will achieve), and musical self-efficacy (their perceived ability to learn and become musicians) are better in students who have participated in MUVI at least six months (students time 1) than in students who have not attended MUVI or who just entered (students time 0).
Regarding the intrinsic musical motivation (interest in learning music and ease to achieve it) the effect is opposite: in students time 0 high motivation predominates while in those of time 1, t medium and low motivation predominates. The students of time 0 are interested in learning music, but they do not have an objective reference of how easy or difficult it is to learn music, while the time 1 students, although they can maintain their interest, know from the experience in MUVI, that learning music is not such a simple task and is probably very challenging.
This information is of great relevance to offer the necessary support so that motivation is maintained in the most intensive learning periods.Gráfica 1. Comparación entre Alumnos Tiempo 0 y Tiempo 1
Predominantly high and very high, and parents time 1, low and very low.
The parents time 1, seem to be more demanding, probably because they have learned, from their experience in MUVI, that it is possible to have higher quality services.
Gráfico 2. Comparación entre Padres/Madres Tiempo 0 y Tiempo 1