An Evaluation of the Research Training Seminar Workshop Using Four Stages Evaluation Model

Abstract Research training is very important for students to develop competencies in undertaking systematic investigations. Research training programs must be designed and continuously evaluated for effectiveness. This study assesses into the effectiveness of a Research Training Seminar Workshop in terms of the Four Stages Evaluation Model, which discusses planning, implementation, output, and impact. The study sought to assess reaction and learning levels before and after the seminar, behavior change, and overall assessment of the workshop. The study used a descriptive evaluation research design and a quantitative approach. The targeted population included 347 tertiary students at a university in Central Mindanao, Philippines, who were in thesis writing during the Second Semester of Academic Year 2024-2025. A researcher-made survey questionnaire, in addition to the researcher-made pre-test and post-test were utilized. Data analysis was achieved using mean, standard deviation, and paired sample t-test to measure participants' reactions, learning improvements, and behavioral changes. Participants strongly agreed that the seminar was well-structured, met their expectations, and was relevant. A statistically significant increase in post-test scores indicated that the level of research competencies improved. Behavioral improvements have been observed, specifically on the application of research strategies learned. The recommendations for enhancing future research trainings in research seminars include adding interactive methods of learning, extending the time for training, and adding follow-up mentorship programs. Such refinements will greatly strengthen the research skills of the participants, make them more effective in engaging, and will create a sustainability culture of research in the academic institutions. Keywords: Research Training Seminar Workshop, Evaluation, Four Stages Evaluation Model, Higher Education