4-EST 854-Robert Stake Model-Evaluation Model and its application to Media Selection - Robert Stake Model

 

4-EST 854-Robert Stake Model-Evaluation Model and its application to Media Selection - Robert Stake Model

Evaluation of Educational Media

Evaluation of educational media is a systematic process of determining the effectiveness, relevance, and efficiency of instructional materials, tools, or technologies in facilitating learning. Since media serves as a channel for delivering content and engaging learners, educators must evaluate it not just for content accuracy but also for its suitability to instructional goals, learner needs, and contextual realities.

Among the many evaluation models, Robert Stake’s model (also called the Countenance Model of Evaluation) is widely recognised for its emphasis on describing both the intended plans and the actual outcomes of an educational program or media resource.

Robert Stake’s Evaluation Model

Robert Stake developed the Countenance Model in the 1960s, and it remains influential in evaluating educational programs, innovations, and media resources. His model is built on the principle that evaluation should not only measure outcomes but also examine processes and judgments.

The model has two main phases:

1. Description Matrix – focuses on describing the program (or media) across three stages: antecedents, transactions, and outcomes.
2. Judgment Matrix – compares these descriptions with relevant standards to make evaluative judgments.

1. Description Matrix (What happens)

• Antecedents (Context): Conditions before the program or media is implemented. For media, this includes learner characteristics, curriculum goals, institutional policies, and available resources.
• Transactions (Process): The actual activities during media use – how teachers and students interact with the media, how lessons are delivered, and how learning activities are carried out.
• Outcomes (Results): The observable changes in students’ knowledge, skills, attitudes, or behaviors resulting from the use of media.

2. Judgment Matrix (Comparison with standards)

• Each of the three stages (antecedents, transactions, outcomes) is compared against criteria or standards set beforehand.
• The evaluator judges whether the media aligns with objectives, meets instructional needs, and achieves desired results.

Thus, the model provides both a descriptive account (what actually happens) and a judgmental analysis (how well it measures against expectations).

Application of Robert Stake’s Model to Media Selection

When applying Stake’s model to media selection in education, the evaluator can systematically assess whether a medium (e.g., printed text, radio, television, digital platforms, AI-based tools, etc.) is appropriate and effective for a given teaching-learning situation.

Step 1: Antecedents (Context Analysis for Media Selection)

• Learner Characteristics: Is the media suitable for students’ age, literacy level, prior knowledge, and learning styles?
• Curriculum Needs: Does the media align with subject content and instructional objectives?
• Resources and Environment: Is the media affordable, available, and accessible within the school context (electricity, internet, devices)?
• Teacher Competence: Are teachers trained to effectively use the media?

Example: In a rural Nigerian school with poor electricity supply, selecting web-based platforms may not be practical. Stake’s antecedent analysis helps avoid such mismatches.

Step 2: Transactions (Process of Media Use in Instruction)

• Implementation: How is the media being integrated into teaching? (e.g., PowerPoint for explanation, video for demonstration, radio for distance learning).
• Interaction: How do learners engage with the media? Is it interactive, participatory, or passive?
• Usability: Is the media user-friendly for both teachers and learners?
• Support Structures: Are there guidelines, manuals, or technical support available?

Example: If an educational app is too complex for students, it may fail at the transaction stage even if it looks promising in theory.

Step 3: Outcomes (Results of Media Use)

• Learning Gains: Did students’ academic performance improve?
• Skills and Attitudes: Did students gain problem-solving skills, motivation, or positive attitudes toward learning?
• Equity: Did the media benefit all learners equally, or did it favor only those with prior digital exposure?
• Sustainability: Can the media be maintained for long-term use?

Example: If the introduction of video lessons improves science test scores significantly, the outcomes justify its selection.

Step 4: Judgment Phase (Evaluation of Media Appropriateness)

• Compare antecedents, transactions, and outcomes with established criteria or benchmarks.
• Make judgments about:
• The suitability of the media for the context.
• The effectiveness of the media in the teaching-learning process.
• Whether to adopt, modify, or reject the media.

Benefits of Using Stake’s Model for Media Selection

1. Holistic Evaluation – It examines media from planning to results, not just outcomes.
2. Practicality – Helps identify mismatches between media and context early.
3. Objectivity – Uses both descriptive and judgmental elements, balancing observation with criteria-based assessment.
4. Decision-Making Support – Guides administrators, curriculum planners, and teachers in selecting the most relevant and sustainable media.

 In summary:
Robert Stake’s Evaluation Model (Countenance Model) offers a structured approach to assessing educational media by analysing context (antecedents), process (transactions), and results (outcomes), and comparing them against criteria. In media selection, it guarantees that the chosen media are contextually suitable, instructionally effective, and capable of delivering the desired learning outcomes.