We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students. We are able to find students that are suffering from this the most and engage them with programming to help them improve. What question is this under assessment of logic and plausibility?

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students.  We are looking at how much our program has impacted or reduced senioritis vs. the part that was impacted or changed by Spring Break. What is the change in condition the program is responsible for known as?

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students.   We did not implement this accordingly to the active learning processes, lectured to them the whole time, and did not give them tips to reduce senioritis. In fact, we actually made it worse and lead to increased senioritis. What type of perspective would be focused on letting stakeholders know the program wasn’t producing the right results and didn’t make adjustments when we realize we were not effective? 

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students. We think our senioritis intervention will be effective, but we need 6 million dollars for the program. What question would we recognize this may not be possible under assessment of logic and plausibility?

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students. There are some individuals that would NOT HAVE developed senioritis had  they attended the program or not. What outcome does this fall under the potential outcomes framework ?

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students.Our Senioritis test doesn’t correlates with other tests such as scientific knowledge and self efficacy, which we expect it not to correlate with. What type of validity is this? 

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students. We want to see if those who attend the optional sessions as well do better than those who attend just required sessions. What type of common question in program evaluations would this best be classified as? 

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students.  We found that our senioritis program also resulted in increased life and work satisfaction though we were only addressing school. What should we also be concerned about when measuring our program outcomes?

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students.  We found that our senioritis program also resulted in increased life and work satisfaction though we were only addressing school. What is this known as?

We are starting an intervention to help with reducing senioritis and increasing motivation in Spring semester in college and high school students. How can we avoid pitfalls in outcome monitoring?