The researcher must convert the immeasurable construct, which is effectiveness, to indicators and to the measurable variables.
The first indicator is teacher competence and commitment, and the variables that are measurable for this indicator are the instructors’ knowledge and understanding, the instructors’ skills and ability to provide to the students, and the time that the instructors spend outside the classroom to help students. The second indicator of effectiveness is student performance, and ithis can be measured through the variables including a test score, the GPA, and time spendingt forn study. The program curriculum is also an important indicator for the effectiveness, and it can be measured through how much time students are offered for test preparation, how many classes are offered each quarter, and students’ opportunity to learn during the program. In addition, the program academic services indicator also contributes to the success of the program, and ithis can be measured via how much time the staffs spend forn students and how convenient the students can use the services. Also, the effectiveness of the program can be expressed through the program performance indicator which can be measured through the enrollment rate, dropout rate, and graduation rate variables.
Last but not least is the future academic benefit to students. The program is considered successful when it provides students with the knowledge and skills for their future, and theses can be measured through the students’ income, status, and productivity variables.