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ANALISYS AFTER 1ST YEAR OF THE PROJECT

General notions
 This analysis is based on questionnaires applied in partner
schools in the project. The questionnaire aims to track the
impact the project has on teachers, pupils and parents as
well. Questions in the questionnaire are general but the
answers received show the way the survey participants are
positioned towards the project.
 The people taking part in the survey were either the ones
closely connected to the project who work in it, or
individuals acquainted to the project's assumptions but not
closely connected to the project.
 There were seven closed-ended questions to answer. Each
questions could be answered in three different ways (yes,
no, no opinion). The survey participants answered to all 7
questions.
 The questions were asked after 1st year of the project
between September and October 2017, in the school
participating in the project. 60 participants in each
school took part in the survey, including 20 teachers,
20 parents and 20 students.
 The coordinators of each school sent the responses to
the coordinator of the project.
 On the basis of the answers collected it's easy to find
that the project successfully addressed the planned
target group and its reception is mostly positive.
 From all 2520 answers given, 2468 were positive (YES),
17 were negative (NO) and 35 were neutral (NO
OPINION). The teachers gave mostly positive answers
(840), the students gave the smallest number of
positive answers (800) with the parents giving 815
positive answers.
Question 1. Has the project brought change into your school life
and educational offer of your school?

 The teachers gave the biggest number of positive


answers (120), the parents (118), the students only (98).
Question 2. Is the project offer attractive to the
participants?

 All the survey participants answered positively (YES).


Question 3. Has participating in the project increased your motivation to
improve language skills among the participants?

 120 answers were positive, including 120 teachers, 100


students and 110 parents.
Question 4. Has participating in the project improved
European awareness among its participants?

 The biggest number of postitive answers was among


the teachers – 120 positive answers with one negative.
Question 4 was one of more difficult questions in the
questionnaire for the students. That's why only 90
positive answers were given, with 13 negative and 17
neutral. The parents gave 115 positive and 5 neutral
answers.
Question 5. Has participating in the project broadened
international contact among its participants?

 97 students answered YES. The parents answered


mostly YES (118 parents) with 120 teachers answering
YES. There was only one negative answer from a
student
Question 6. Do you consider participating in the project interesting and developing
social competences (e.g. co- operation, socialization, solidarity, understanding cultural
differences, physical incapabilities etc.) and communicative competences (body talk,
reading your facial expressions and gestures etc.)?

 This question covered the widest range of the project's


goals. 120 answers given were positive – 120 parents, 118
teachers and 119 students.
Question 7. Considering the experience gained, will the
participants agree to take part similar projects in the future?

 The last question predicted further actions among the


project participants with the experience gained during
the present project. 110 answers given were positive
(YES), no negative answers, the rest being neutral.
Strenghts:

 All project members agreed that the project has brought numerous
positive changes in the school life and improved educational
possibilities in schools.
 Project is attractive and interesting to all the members.
 Motivation for language learning has increased, especially for English
language. Improvement is apparent in the communication skills.
 All project members have developed awareness about similarities and
differences between the project members as well as the mutual
confidence and respect. The European awareness between project
members has improved.
 This project has developed students'social competences and
communication skills very intensively. Playing as the main theme of the
project and playing as a part of the activities in the school and
lessons,has influencedt he total psychophysical and social
development of the students.
 All the project members are interested in participating in the similar
EU projects in the future.
Weaknesses:

 Some of the notions promoted by the project should


such as European awareness should be better
explained to students in order to utterly understand
the purpose and role of these projects in their school
life and personal life.
 Learners in TTL have the ability to become vectors of
foreign language learning among their peers.
 Because of the limitation of the number of students
participating in mobilities, this is difficult to achieve.
in this case their teachers become the supporters of
the students.
Opportunities:

 There is a chance that through this project parents will


become "dissemination tools" where they work everyday.
They need to be properly informed to be able share their
experiences and to become supporters and active
participants in school life. Through this project students
make friends for life and can keep in touch with each other
after the project is completed.
 The desire to participate in future projects shows the
availability of the participants to the questionnaire to know
cultures, different education systems, new people to find
similarities but also differences. Most teachers have seen
changes in school life.
 This project offers teachers the possibility of personal
development but also inclusion in the curriculum of the
optional school that aims teaching through the game.
Threatenings:

 The first contact with the culture and civilization of a


country is closely related to the people first
encountered. Labeling can be a real danger that all
teams have made an effort to overcome by carefully
preparing their students before TTLA.