Evaluating the Effectiveness of Technology-Enhanced Flexible Learning Training Program Implemented in School using ABCD Model: A Goal-Free Evaluation

This study evaluates the effectiveness of Technology Enhanced Flexible Learning (TEFL) training at a school level using the ABCD evaluation model. The study investigates the model’s four components, namely faculty-trainees, programs and operations, effects, and social impact, to identify the gaps between the intended and actual outcomes of the training. Faculty members were interviewed to gain insight into the processes, issues, and challenges experienced while implementing TEFL. The study uses purposive sampling to analyze the personal effects and impacts of the TEFL training/program on the faculty trainees. The results show that while TEFL can improve teaching and learning efficiency, its performance at the school level could have been enhanced by faculty attitudes toward the training, technical assistance provided, and program monitoring. Based on the findings, recommendations are made to improve TEFL implementation at the school level. This research contributes to a better understanding the challenges and opportunities of implementing TEFL in schools.