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THE IMPACT OF CONTINUOUS AND DIFFERENTIATED EDUCATION FOR FORMING OF COMMUNITY ATTITUDE IN STUDENTS OF SENIOR CLASSES
7-25Views:108Background 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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CHANGING PERSONAL CHARACTERISTICS THROUGH DIFFERENTIATED EDUCATION: DEVELOPMENT OF AREAS OF SELF-ESTEEM IN UPPER GRADE ELEMENTARY SCHOOL STUDENTS
21-42Views:187The central question of this longitudinal research (2006-2010) is whether differentiated education has positive effects on the self-esteem of upper-grade elementary school students. Sample: n = 354 persons (177 students in the examination group, 177 students in the control group), age: 10-14 years. Method: Coopersmith's Self-esteem inventory was applied before, after, and three times during the development (a total of 5 occasions of measurement). Result: the controlled and planned differentiated development has a significant impact on positive self-esteem and school achievement.
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DEVELOPING MOTIVATION IN A DIFFERENTIATED EDUCATIONAL PROGRAM FOR CHILDREN AGED 10-14
67-78Views:109Students’ 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.