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A Pilot Study of Ovi-Sport Program in Some Kindergartens in Debrecen
95-110Views:330The aim of this study is twofold: first, to present the development, essence, and key elements of the Ovi-Sport Program, and second, to assess, through an empirical pilot questionnaire survey, the opinions of preschool teachers (n=52) from several preschools in Debrecen regarding the Program. The goal is to identify, based on the responses of the surveyed preschool teachers, the strengths and weaknesses of the Program. The research questions aimed to explore the following: the practical purposes for which the respondents use the Ovi-Sport track, whether they are methodologically prepared for the widespread implementation of the Ovi-Sport Program, and what they perceive as the main strengths and weaknesses of the Program's operation. Based on the results, it can be stated that preschool teachers generally have a positive evaluation of the existence of the Ovi-Sport Program. In addition to positive feedback, the respondents pointed out areas that they suggest require further consideration and development, such as the insufficiency of the methodological materials available in the Program, which need to be expanded and revised. Furthermore, the surveyed teachers expressed the need for additional professional training and the involvement of external experts to provide assistance.
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The Evolution of Internet Use and Cyberbullying in the Lives of Child-Ren with Learning Disabilities - Based on the Experiences of a Qualitative Pilot Study
7-18Views:402As the Internet spreads, its disadvantages are also becoming more and more widespread, alongside its advantages. In this study, we examine the Internet usage habits of 14-18 year-old students with learning disabilities using a qualitative method, by asking the opinions of the teachers and special education teachers (n=8) who teach them. In the pilot study, we explore how and to what extent school and online bullying appears in the lives of students, and who is more often affected by such attacks. Based on the results of our research, according to the teachers, children with learning disabilities encounter offline bullying more often at school than online, with verbal and physical abuse being the most common. Gender, type of disability, specific characteristics, and family background are determinants of victimization. However, due to the small sample size in the pilot study, the results obtained are only of an attention-grabbing nature, and draw attention to the necessity of further research into the phenomenon.
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Social Responsibility in Hungarian Higher Education: The Zsuzsanna Lorántffy Mentoring Programme at the National University of Public Service II: The Results of Pilot Research
21-33Views:174The National University of Public Service is dedicated to social responsibility. One of its forms is volunteering, a cultural aspect that is lacking in the societal embedding in our country (Fejes & Szűcs 2016). The study presents the results of an ongoing mentoring program at NUPS, where university members provided weekly subject tutoring online for residents of child protection centers in Transylvania. The primary goal of the program is to provide a form of compensation for disadvantages and psycho-social care through the establishment of personal connections (Baráth, 2016), aiding in the improvement of academic performance for underprivileged youth. In the long term, it aims to provide opportunities for the development of coping strategies that support participants in breaking through and achieving further success (Szőtsné et al., 2007). In the spring semester of the 2022/23 academic year, three children's homes had 36 students participating in the pilot phase of the program. After methodological training, 28 mentors provided assistance. Mentoring took place weekly in the requested subjects, including related study method counseling. Among the mentors were students, university lecturers, and functional staff, Continuous methodological counseling and experience exchange were provided. Each mentor kept a progress diary. At the end of the program, individual and focus group evaluations were conducted for all participant groups. The results of the pilot research are presented in two parts. The first paper (Biro & Korpics, 2024) presented the literature review and the academic background to the programme. The second paper will present the results of the research, the discussion and further steps planned.
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Social Responsibility in Hungarian Higher Education: The Zsuzsanna Lorántffy Mentoring Programme at the National University of Public Service I.
101-114Views:194The National University of Public Service is dedicated to social responsibility. One of its forms is volunteering, a cultural aspect that is lacking in the societal embedding in our country (Fejes, Kelemen és Szűcs, 2016). The study presents the results of an ongoing mentoring program at NUPS, where university members provided weekly subject tutoring online for residents of child protection centers in Transylvania. The primary goal of the program is to provide a form of compensation for disadvantages and psycho-social care through the establishment of personal connections (Baráth, 2016), aiding in the improvement of academic performance for underprivileged youth. In the long term, it aims to provide opportunities for the development of coping strategies that support participants in breaking through and achieving further success (Szőtsné és tsai, 2007). In the spring semester of the 2022/23 academic year, three children's homes had 36 students participating in the pilot phase of the program. After methodological training, 28 mentors provided assistance. Mentoring took place weekly in the requested subjects, including related study method counseling. Among the mentors were students, university lecturers, and functional staff, Continuous methodological counseling and experience exchange were provided. Each mentor kept a progress diary. At the end of the program, individual and focus group evaluations were conducted for all participant groups. The results of the pilot research are presented in two parts. The first presents the literature review and the academic background to the programme. The second paper will present the results of the research, the discussion and further steps planned.
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DEVELOPING MOTIVATION IN A DIFFERENTIATED EDUCATIONAL PROGRAM FOR CHILDREN AGED 10-14
67-78Views:246Students’ effective motivation is an important requirement from modern education. The main objective of the survey is to examine the motivation of 10–14-year-old students participating in differentiated development. We hypothesize that the motivation to maintain high levels of employment differentiation promotes more efficient and effective knowledge acquirement. Sample: 5-8 classes, examining a total of 354 (177 experimental and 177 control group) students. Method: Using the longitudinal method I followed up how the motivation of students brought under a pilot group and developed in a differentiated way is changing for four academic years. I also measured the motivation of a control group where no differentiated development was carried out. The motivation was measured by the Kozéki-Entwistle learning motivation questionnaire. Results: Results show that in the pilot group there was a considerable positive change in all the three important motive groups (follower, inquirer, performer), while the control group did not produce the same. The efficient learning was advanced considerably by the high level of motivation in the pilot group. Discussion: Differentiated development has got a positive impact on learning motivation.
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THE STATE OF LANGUAGE DEVELOPMENT OF THE DISADVANTAGED CHILDREN'S
77-88Views:941The study addresses the language problems of children with socio-cultural background problems. Children from the environment using a limited language code are more likely to start with a language disadvantage or language delay, and these ability deficits do not or only moderately decrease during the years of institutional education. In the presented pilot study, n = 20 people from Borsod-Abaúj-Zemplén county, disadvantaged Gypsy / Roma children living in three villages and their parents were analyzed. In the study, the Parental Treatment Questionnaire (H-PBI, Gordon, 1979), the LAPP Active Vocabulary Survey (Lőrik et al., 2015), and the speech of children with delayed/impeded speech developed by Dr. Ágnes Juhász and Tiborné Bittera (1995) and its language development was examined. The results were interpreted according to the small sample on the basis of simple statistics, and the drawing of conclusions is also treated sparingly.
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The Relationship between Spatial Orientation and Mathematical Performance among High School Students
17-26Views:115Research studies indicate that the development of spatial orientation is crucial for understanding science, technology, engineering, and mathematics (STEM). Based on this, we investigated whether there is a correlation between the mathematics grades of middle school students and their performance on various visual perception tasks. The visual perception tasks we used fell into two categories. In the first, participants had to select the development of 3D shapes from a set of given options. For each 3D shape, we offered 4-4 possible developments. In total, participants had to solve 13 tasks. In the second type of task, they also had to choose a pattern matching the presented stimulus from four possibilities. The patterns were 5x5 squares of increasing complexity, initially consisting of two, then three, and finally four colour combinations. A total of 32 students participated in the survey, comprising 12 boys and 20 girls, all of whom were high school students. The level of correlation between scores on the tasks and grade 9 marks in mathematics was investigated. The results of the statistical analysis revealed no significant difference in performance between boys and girls in each task. The performance in the two different types of functions showed a strong positive correlation (p<.05) with each other, both when the performance of girls was considered and when the performance of all students was compared. Furthermore, there was no strong correlation between the mathematics grade score and the other variables. The probable reason for this is the significantly higher proportion of numeracy tasks and a relatively low proportion of geometry tasks in the mathematics grade. A limitation of the study is the small sample size and the fact that only high school students were examined. Considering the results and limitations of our pilot study, it is promising to extend the survey to a larger sample of mixed-grade students from secondary schools and technical schools, investigating the relationship with additional subjects.
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THE IMPACT OF CONTINUOUS AND DIFFERENTIATED EDUCATION FOR FORMING OF COMMUNITY ATTITUDE IN STUDENTS OF SENIOR CLASSES
7-25Views:235Background and objectives: In longitudinal research (2006–2010) we examined the progression of upper elementary school students’ self-assessment, self-image, attitude toward community, and change in their anxiety level in order to find out to what degree carefully planned and continuously differentiated education influence these traits of students’ behaviour. In this present study, we address the change in their attitude toward the community. Method: We used the measurement tool developed by Hunyadyné and modified by Tóth for measuring the attitude toward the community (Appendix 1). Hypothesis: We assumed that as a result of differentiation the upper elementary school students’ attitude toward community will progress earlier and more effectively in the pilot than the control group (school community, the society; the class’ cohesion force, self-government’s role and competence, the function of public opinion, potential sociometric relation within the class, group activities). Results: The controlled and planned differentiated development made the areas of attitude toward community advance more in the pilot group than in the group going under only scarce differentiated development. We experienced significant differences in the scales of relation to the broader community, group activity, and class cohesion. Conclusions: Results justify that appropriate differentiated development has got an advantageous impact on attitude toward the community.
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INTERACTIONS OF ANXIETY DISORDERS AND SCHOOL ACHIEVEMENT
59-75Views:1080A recent study has aimed to investigate the relationship between anxiety, social skills, cognitive abilities, and the advancement in education. This is a pilot study intended to analyze the data of 10 students (age of 9 and 17 years) from the planned study of 200 students. The data collection method is secondary. As for the first results, the prevalent correlation of anxiety and low level of social skills is likely to observe. This may impair the success of adequate educational development, due to the frequent school absence and the psychical overload.
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THE ROLE OF ADVENTURE THERAPY AND ART THERAPY ELEMENTS IN FACILITATING ENCOUNTERS WITH SEVERE AND MULTIPLE DISABILITIES INDIVIDUALS
105-112Views:484The first encounter with people with severe and multiple disabilities could be highly challenging. Physical deformities of the body and face which are highly frequent in this group, lead to subconscious rejection. The lack of verbal communication makes the relationship even more difficult, thus, nonverbal methods are effective in facilitating relationship building. Methods such as nonverbal art therapies are highly popular in creating mutually empowering relationships. Common shared active and receptive artistic experiences as well as commonly solved challenges and other elements of adventure therapy helps to facilitate group processes. In this article, we refer to a pilot project: a special experience-based facultative course about facilitating encounters with adults with severe disabilities with art and adventure-based activities.
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XAMINATION OF READING SKILLS IN PATIENTS WITH APHASIA USING THE THREE-WAYS READING TEST
87-116Views:258Aphasia is an acquired disorder of previously intact language ability that can affect both oral and written language (Osmanné, 1997, Gósy, 2005). Whilst there are a few fairly useable methods available that can provide a global and true picture of the patient’s linguistic abilities in oral language (Osmanné, 1983, 2007), there is only one assessment method in use in Hungarian for measuring the reading skills and it is a part of the Western Aphasia Battery (Net 1). This assessment does not enable unambiguous interpretation at several points, the scoring method is sometimes not clear and most importantly the results do not mirror the patient’s performance that had been previously observed. This is why we have decided to develop a new diagnostic test.
Our investigation of the reading process in aphasia is based on Ellis and Young’s theory of the dual-route model (Ellis, 2004). Our aim was to assess the patients’ performance in each reading process (route) so a therapy method can be created that is based on the intact reading process and supports the recovery of the damaged routes.
The data for our pilot study were collected from patients who had both motor and sensory disturbances with motor dominance. The use of our testing method was smooth and easy in practice. The results confirm that the method is suitable to use in measuring the performance on different reading routes that can give guidance in designing the treatment approach.
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CAN COGNITIVE SKILLS BE DEVELOPED BETTER IN THE CASE OF STUDENTS WITH BETTER ABILITY?
55-66Views:272Background and aims: An important issue of teaching and learning processes is how to assess and develop students’ cognitive abilities. The aim of the study is to examine the correlation between in class 5 and 8 class measured skill levels' attention, memory, and thinking. Assumption: The correlation is between the pre-tested skills level and the post-tested skills level in the pilot group. The students with better skills have developed better during testing than the students with lower skills. Method: During the survey, I monitored the progression of students brought under a group (n=174) who in development activities took part in 4 years. The follow-up of the participants' memory, attention, and thinking was done with tests known in talent management. Results: There is a strong, positive correlation between attention, memory, and thinking. Discussion: The strong positive correlation indicates that the students with better skills show greater development than the students with lower skills. The initial benefits appear in point of the chance of development.