ITALY I.E.S. BIDEBIETA BH1 SPAIN FINLAND ČESK est. gymnzium, Přbor Project Socrates-Comenius

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  • Cheltenham BournsideSchoolSixth Form CentreWarden Hill RoadCheltenhamGlos GL515EFENGLANDrjn@bournside.gloucs.sch.uk

    Liceo Scientifico Statale Vito VolteraVia G.B. Milani, 3760044 Fabriano (AN) ITALYisvolterra@tiscalinet.it

    I.E.S. BIDEBIETA BH1Lehendakari Agirre 9748970 Basauri BizkaiaSPAINsergiofc@euskalnet.net

    Kiuruveden ylasteNiuemistenkatu 974700 KiuruvesiIT SuomiFINLANDlea.saukkoniinimaki@kiuruvesi.fi

    Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Results - May 2005 1

    Masarykovo gymnzium, PborJinsk 528742 58 PborESK REPUBLIKAmgp@gypri.cz

    Cheltenham Bournside

    School

    Sixth Form Centre Warden Hill Road

    Cheltenham

    Glos GL515EF

    Liceo Scientifico Statale Vito VolteraVia G.B. Milani, 3760044 Fabriano (AN) ITALY

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Questionnaire (circle chosen answer)

    Sex male female

    Residence town/city village

    Form: 1st. 2nd. 3rd. 4th.

    Highest education achieved by parents: Father: primary vocational training secondary higherMother: primary vocational training secondary higher

    From the questions choose one which best corresponds to your feelings and opinions (points of view)

    1. I decided to study at the grammar school (I was mostly influenced by?)a) myselfb) parents advicec) my older friends adviced) my teachers advice at the primary school and careers advisor e) visiting Masarykovo gymnziums Open day

    2. Transition: primary school to secondary schoola) I didnt notice any differences in preparation for lessons b) My preparation for lessons is a bit longer than for lessons at the primary

    schoolc) My preparation for lessons is more intensive nowd) It takes me 3 hours or more to prepare myself for lessonse) I dont need to prepare for school except to do my homework

    3. Relations to classmatesa) I didnt have any problems with making new friendsb) Ive missed my previous classmates from the private schoolc) I made new friends quite quickly d) I have my best friends in other classes/groups at this grammar schoole) My best friends are from other schools, they dont study at this grammar

    school

    4. Did anybody help you to overcome transition difficulties?a) No, I didnt need any helpb) Yes, the teachers at the grammar school helped mec) Yes, my class teacher and the careers advisor at this grammar schoold) Yes, my parents, relatives and friendse) Nobody helped me , even if I needed the help

    Results - May 2005 2

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    5. After graduating grammar school I would like toa) Continue to study at university in the Czech Republicb) Continue at university abroadc) Continue at a higher education colleged) Find a job in the Czech republic e) Find a job abroad to improve my language skills

    6. Information about studying at university Ive receiveda) From mass media [magazines, internet]b) From consultations with careers advisor c) From teachers d) From Open days at the universitiese) From my relatives [parents, friends/schoolmates]

    7. My seminars / optional subjects I chose / will choosea) According to information gained from older classmatesb) According to my teachers recommendation c) According to consultations with the career adviser about my future career d) According to my parents recommendation e) Independent of on any recommendations -only according to my own favourite

    subjects

    8. With the study at MGP I ama) Very happyb) Happyc) satisfiedd) unhappye) I wouldnt choose MGP again (= very unhappy)

    9. In connection with the university entrance exams I find the study at MGP a) Adequate preparation for the university entrance examsb) In addition I take consultations with teachersc) In addition I attend preparatory courses to university entrance exams, pay

    for extra private lessons

    d) Its very important for me to be accepted at university so I use all the above possibilities

    e) I dont prepare myself for university entrance exams

    10. Why Ive chosen the study to study at this particular school (MGP)

    a) I consider this grammar school to be very good at preparation for the university entrance exams

    b) This grammar school is closest to my homec) I wasnt accepted at my first choice of secondary school d) I didnt care about what type of secondary school I had

    Results - May 2005 3

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    e) I didnt want to study at MGP

    11. Which extra international curricular activities, that you were involved with, will help you

    make the transition to university (project activities Socrates project 2001-2004, Yomag

    project; exchange stays; class trips England Germany, France; seminars in Marienberg)

    If circle, write the mark 1-5-( the rate:1,2,3,4,5:* 1-the best, 5-the worst)

    a) Socrates project 2001-2004b) Yomag.net projectc) exchange stays (England, Italy)d) school trips (England, Germany, France)e) seminars in Marienbergf) others

    12. Extra-curriculum activities I have taken part in, have helped me :

    If circle, write the mark 1-5-( the rate:1,2,3,4,5:* 1-the best,2-the worst)

    a) To show the importance of learning/mastering a foreign languageb) To develop independence, tolerance, self-confidencec) To improve your computer skills (Information Technology)d) To develop awareness of world-wide problems (health, environment)e) To be prepared to dealing with unknown/new surroundings

    Results - May 2005 4

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Total

    Czech RepublicBoys Girls Total

    33 45 78

    FinlandBoys Girls Total

    25 21 46

    EnglandBoys Girls Total

    33 46 79

    SpainBoys Girls Total

    18 5 23

    ItalyBoys Girls Total

    42 42 84

    Results - May 2005 5

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Residence

    Czech RepublicTown Village

    44 34

    FinlandTown Village

    22 24

    EnglandTown Village

    7 71

    SpainTown Village

    19 4

    ItalyTown Village

    53 31

    Results - May 2005 6

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Level of education - FATHER

    Czech RepublicPrimary Voc. Secondary Tertiary

    0 21 28 29

    FinlandPrimary Voc. Secondary Tertiary

    4 30 1 1

    EnglandPrimary V.O.C. Secondary Tertiary

    24 23 2 20

    SpainPrimary Voc. Secondary Tertiary

    0 6 9 3

    ItalyPrimary Voc. Secondary Tertiary

    10 12 35 25

    Results - May 2005 7

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Level of education - MOTHER

    Czech RepublicPrimary Voc. Secondary Tertiary

    0 13 35 30

    FinlandPrimary Voc. Secondary Tertiary

    0 21 4 11

    EnglandPrimary Voc. Secondary Tertiary

    0 18 31 25

    SpainPrimary Voc. Secondary Tertiary

    0 21 28 29

    ItalyPrimary Voc. Secondary Tertiary

    9 7 43 23

    Results - May 2005 8

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    INTRODUCTORY COMMENTS PUPIL COMPOSITION, LOCATION & BACKGROUND

    Extrapolating from the responses given by those students sampled in the questionnaire, the 5 schools involved in the project showed certain differences when it came to their composition.

    The Spanish school was the only one to have a higher percentage of boys to girls, with a very marked ratio of 3:1. In Italy, the Czech Republic and Finland the gender break-down was roughly equal, while in England there was a slightly higher number of girls.

    The sample of pupils from the Spanish school indicated a largely urban in-take of students while the situation was completely reversed in England with under 10% resident in towns. The Czech, Finnish and Italian schools would seem to attract pupils from both their own town and the surrounding area. (There may well be a degree of inconsistency in these results as the understanding of what constitutes a village or town will obviously vary from one country to the next.) As to the educational background of the students parents, there were distinct cultural or national differences. In Finland the vast majority of parents had received a vocational education, while in England there was three-way split between vocational training, secondary and tertiary studies. In the Italian school the most common level of education received was at secondary level, with less than a third of parents having had a tertiary education, and only one in eight having been vocationally trained. The Czech school alone showed a preponderance of parents who had enjoyed a third-level education, particularly amongst the fathers. (No results were available on this topic from the Spanish school.)

    Results - May 2005 9

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    1. I decided to study at the grammar school (I was mostly influenced by?)1, myself 2, parents 3, older friends advice 4, primary teachers advice 5, Open day

    Czech Republic Boys Girls Total1 32 22 552 7 3 103 2 8 104 3 4 75 0 0 0

    Finland Boys Girls Total1 0 0 02 0 0 03 0 0 04 0 0 05 0 0 0

    England Boys Girls Total1 17 28 452 9 15 243 3 1 44 0 0 05 2 2 4

    Spain Boys Girls Total1 15 5 202 0 0 03 2 0 24 0 0 05 1 0 1

    Italy Boys Girls Total1 33 34 672 3 4 73 1 3 44 4 1 55 2 2 4

    Results - May 2005 10

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    QUESTION 1: WHAT INFLUENCED YOU TO STUDY AT THE SCHOOLWhile there was no information from the Finnish school in relation to this question, the vast majority of the pupils from the other 4 schools clearly indicated that they had made the decision on their own. Their was a certain degree of influence from parents, but this was not particularly significant, except in England were almost a third of the students had been swayed by the opinions of their parents.

    Results - May 2005 11

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    2. Transition: primary school to secondary school1, No difference 2, Longer preparation 3, Lore intensive preparation 4, 3 hrs+ 5, No preparation

    Czech Republic Boys Girl Total1 8 4 122 14 18 323 9 25 344 0 0 05 0 0 0

    Finland Boys Girl Total1 5 11 162 2 4 63 1 2 3 4 0 0 05 10 8 18

    England Boys Girl Total1 4 7 112 10 18 283 15 13 284 0 0 05 4 6 10

    Spain Boys Girl Total1 2 0 22 7 2 93 7 3 104 1 0 15 1 0 1

    Italy Boys Girl Total1 3 0 32 6 4 103 20 24 444 6 18 245 7 0 7

    Results - May 2005 12

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    QUESTION 2: THE EASE OR DIFFICULTY OF THE TRANSITION FROM PRIMARY SCHOOLThe results from the Finnish school, indicating little or no difference between primary school and secondary school for almost all the pupils, are certainly at odds with the other four schools. Pupils in these schools clearly indicated that they found studying recorded longer and more detailed preparation with the Italian pupils finding the experience noticeably more difficult. Whereas, for the most part, the Finns, English, Czechs and Spanish didnt find that more than three hours preparation was required per day, almost a third of the Italian pupils indicated that they had to spend this amount of time each day to make themselves ready for their lessons.Across the schools, there was little or no difference between how boys and girls found the adjustment.

    Results - May 2005 13

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    3. Relations to classmates1, No problems 2, Missed classmates 3, New Friends quickly 4, Friends in other classes5, Friends at other schools

    Czech Republic Boys Girl Total1 16 18 342 0 0 03 12 26 384 1 0 15 3 3 6

    Finland Boys Girl Total1 11 10 212 9 8 173 0 2 2 4 0 0 05 1 2 3

    England Boys Girl Total1 17 34 512 3 0 33 8 7 154 4 4 85 1 1 2

    Spain

    Boys Girl Total1 12 3 152 1 0 13 1 0 14 1 2 35 3 0 3

    Italy Boys Girl Total1 21 23 442 0 0 03 9 12 214 5 2 75 4 3 7

    Results - May 2005 14

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    QUESTION 3: RELATIONSHIP WITH NEW CLASSMATES Interestingly, the only school where a large percentage of pupils missed their former classmates was the Finnish one. Over 40% of the Finns expressed this view, whereas the figure elsewhere was never more than a handful of kids. At the other four schools almost all the pupils had no problems and/or quickly made new friends easily. In the Czech and Italian schools none of the pupils found that they missed their classmates from primary school.The results of the questionnaire also indicate that there were no marked differences between how boys and girls experienced the transition to a new school and the prospect of getting on with new people.

    Results - May 2005 15

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    4. Did anybody help you to overcome transition difficulties?1, No needed 2, Teachers 3, Form teacher 4, Friends, family 5, None given

    Czech Republic Boys Girl Total1 20 32 522 4 2 63 0 0 04 7 10 175 1 3 4

    Finland Boys Girl Total1 21 15 362 0 0 03 2 0 2 4 2 1 35 1 0 1

    England Boys Girl Total1 21 24 452 8 8 163 0 1 14 3 11 145 1 2 3

    Spain Boys Girl Total1 10 2 122 5 3 83 1 0 14 2 0 25 0 0 0

    Italy Boys Girl Total1 17 23 402 3 1 43 0 2 24 12 17 295 3 6 9

    Results - May 2005 16

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    QUESTION 4: HELP GIVEN WITH THE TRANSITIONThe pupils answers indicated that there wasnt a significant number who needed any support or help. However, when it was required, the response to this question may school show certain social/cultural differences between the countries with family and friends playing a much more important supportive role in Italy and the Czech Republic. In Italy, particularly, the difference was significant with 29 pupils stating that help came from this source, as opposed to only 6 who turned to members of the teaching staff for assistance. Among the five schools, a lot more Italian and Czech pupils foun...

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