Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 12 Program Theory Assumptions Finally, there are four assumptions associated with the overarching model that Connected North employs: 1. Virtual experiences convey comparable benefits to in-person experiences. 2. The program is effective for all age groups and targeted students. 3. The effect of the program is linear (e.g., there is no minimum number of sessions before effects begin, and no maximum number after which point effects would decline). 4. The program is effective across subject areas (e.g. math, arts, etc.). Evaluation Questions and Associated Lines of Evidence This evaluation employed a mixed-methods approach involving the triangulation of multiple lines of evidence. They are briefly listed below, and referenced in the subsequent discussion of the specific evaluation questions they were used to address. Additional methodological details on lines of evidence are provided in a separate technical methodology report. Lines of Evidence 1. Interviews with Principals. Semi-structured interviews with a purposive sample of four principals whose schools participate in Connected North. 2. Literature Review. A review of academic and grey literature related to best practices in education and the determinants of educational success. Owing to the breadth of topics to be covered over a range of areas of expertise, the literature search privileged large reviews and meta-analyses conducted in the past 10-15 years; as well as more specific studies that were focused on Indigenous peoples in Canada. 3. Interviews with Connected North Staff. Semi-structured interviews with a purposive sample of 7 Connected North staff responsible for the various functions outlined above. 4. Interviews with Content Providers. Semi-structured interviews with a purposive sample of 8 Content Providers representing a range of subject areas, grade levels and varying lengths of experience delivering sessions through Connected North. 5. Interviews with Teachers. Semi-structured interviews with a purposive sample of 16 teachers who participated in Connected North, and who represented different regions, grade levels, degrees of experience using Connected North, and school contexts, including varying degrees of remoteness and socioeconomic conditions. 6. Annual Teacher Surveys, 2021-22 to 2024-25. These annual teacher surveys were conducted by Connected North, and include opinion questions posed using rating scales, as well as a range of write-in questions. The total number of responses over the period was 1156, although there was item non-response and not all questions were asked every year. 7. Content Provider Surveys, May 2022 – October 2025. The ongoing surveys were conducted by Connected North, and include opinion questions posed using rating scales, as well as a range of write-in questions. The total number of responses over the period was 920, though 879 of the write-in responses were deemed usable after removing those completed by individuals who did not directly deliver sessions to students. 8. Student Surveys, 2022-23 to 2024-25. These surveys were distributed to students by Connected North following individual sessions. Although the surveys included some write-in