Results of questionnaire

Results of questionnaire

Three questionnaires applied for monitoring evaluation as a pre-test/post-test

     1. Teacher observation forms for special education students,

     2. Self-evaluation form for project team members 

     3. School observation survey for other teacher-parents

     The articles of the questionnaires discussed and accepted and distributed to the partner schools via e-mail. Lithuania lead the evaluation activity and each school's monitoring and evaluation coordinator was responsible for translating and implementing forms at the beginning and end of the project.

 

 

1. Results of Teacher Observation Forms (As pretest)

 

 

Number of tests

Pretest

 

Never

Sometimes

Frequently

Halit Narin

15

74

77

99

Sıtkı Zaralı

11

31

99

142

Agrupamento de Escolas do Cerco

11

74

121

80

Pähklimäe Gümnaasium

14

38

151

158

Panevezys "Vyturys" progymnazium

10

50

165

35

School of Art of Peristeri

15

-

175

200

 

Interpretation Of the Table

1. There are between 10 and 15 special education needs students in each school.

2. Each type of school, the type of disability of the students in schools and the technique studied are different from each other. Therefore, comparisons between schools cannot be made.

3. The incidence rates of skill behaviors in each school:

  • Halit Narin Mesleki ve Teknik Anadolu Lisesi,Turkey  %39,6
  • Beldibi Sıtkı Zaralı İlkokulu,Turkey  %51,6
  • Agrupamento de Escolas do Cerco, Portugal %29
  • Pähklimäe Gümnaasium Narva, Estonia  %45
  • Panevezys "Vyturys" progymnazium, Lithuania %14
  • School of Art of Peristeri, Greece %53 

 

 

2. Results of Teacher Observation Forms (As posttest)

 

Number of tests

Posttest

 

Never

Sometimes

Frequently

Halit Narin

15

38

85

127

Sıtkı Zaralı

11

13 

82

227

Agrupamento de Escolas do Cerco

11

14

112

150

Pähklimäe Gümnaasium

14

10

84

163

Panevezys "Vyturys" progymnazium

10

12

151

87

School of art of Peristeri

15

-

120

210

 

1. There are between 10 and 15 special education needs students in each school.

2. Each type of school, the type of disability of the students in schools and the technique studied are different from each other. Therefore, comparisons between schools cannot be made.

3. The incidence rates of skill behaviors in each school:

  • Halit Narin Mesleki ve Teknik Anadolu Lisesi,Turkey  %50
  • Beldibi Sıtkı Zaralı İlkokulu,Turkey  %70
  • Agrupamento de Escolas do Cerco, Portugal %54
  • Pähklimäe Gümnaasium Narva, Estonia  %63
  • Panevezys "Vyturys" progymnazium, Lithuania %34
  • School of Art of Peristeri, Greece %63

 4. The percentage increase in the rate of frequently behaviors in each school:

  • Halit Narin Mesleki ve Teknik Anadolu Lisesi,Turkey  %10,4
  • Beldibi Sıtkı Zaralı İlkokulu,Turkey  %18,4
  • Agrupamento de Escolas do Cerco, Portugal %25
  • Pähklimäe Gümnaasium Narva, Estonia  %18
  • Panevezys "Vyturys" progymnazium, Lithuania %20
  • School of Art of Peristeri, Greece %10