Abstract
The study investigated innovative approaches use to evaluate educational programmes in Rivers State: Bridging quantitative and qualitative method. Three research questions and three hypotheses guided the study. The study adopted quantitative and qualitative approaches. The population of the study consisted of 4,230 participants, which included 1,200 secondary school teachers, 2,500 students, 300 school administrators, and 230 officials from the Rivers State Ministry of Education (RSMOE), sourced from the 2025 Statistical Digest of the Rivers State Ministry of Education. A sample of 363 was obtained using Taro Yamane’s formula. A stratified random sampling technique was applied. A questionnaire titled “Innovative Evaluation of Educational Programmes Questionnaire” (IEEPQ) was designed using a fourpoint Likert scale ranging from Strongly Agree to Strongly Disagree. The instrument was validated by three experts in Educational Evaluation and Measurement from the Department of Educational Foundations, Rivers State University. Cronbach Alpha method established a reliability coefficient of 0.84. Out of the 365 questionnaires distributed, 352 were retrieved. Simple regression was used to answer research questions with the corresponding hypotheses at a 0.05 level of significance. The study found that pre and post-programme testing is a reliable and statistically significant approach for assessing student performance and learning progress in innovative educational settings, use of tracking systems significantly enhances the ability of schools to monitor students' academic development and performance dashboards and teacher diaries are essential tools that positively and significantly enhance the continuous evaluation of education programme delivery in Rivers State schools. The study recommended among others that school administrators should be encouraged to incorporate standardized pre- and postprogramme tests into the academic calendar to ensure consistent tracking of student progress across all innovative learning programmes.