Ε-Learning: International Program WeC.A.R.E.

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Evaluation of the Program  WeC.A.R.E.
In this section the results from the evaluation of the international program WeC.A.R.E. are presented within the framework of an evidence-based intervention model. The evaluation was carried out in three phases:
  • the initial assessement (pre-assessment) phase, which concerns the evaluation before the implementation of the program;
  • the process evaluation phase, carried out throughout the duration of the program;
  • the final assessment (post-assessment) phase, which was carried out after the implementation of the program.
The evaluation data were collected from the teachers that participated in the program and implemented it in their classes. The findings from the analyses are presented next.
 
Means and process of collecting data
For the data collection the following tools were employed:
  • Questionnaires with open-ended questions and Likert scale questions measuring the implementation of the thematic units and the whole program,
  • Questionnaires with open-ended and Likert scale questions for the evaluation of the degree that all members of the school community perceive their school as a caring community, and where good relations and a positive climate dominate, 
  • Demographic questions.
For the collection of data, the questionnaires had been uploaded on the internet, where the teachers could complete them online on a shared data base. 
 
Sample 
 62 teachers and school administrators from the primary and secondary education participated in the program. Fully completed questionnaires were received from 49 teachers.
 
Conclusions
 The analysis of the needs during the phase of needs assessment shows that the teachers believe that their students, most times, solve their differences with fights and do not try to right a bad deed of theirs. They also find it difficult to co-operate effectively or help their school mates to face difficulties.  On the basis of the above findings, it is evident that there is a need for intervention in order to promote the feeling of  school as caring community, a positive climate and resiliency in the school community,.
      In addition, the analyses so much of the Likert scale questions as of the open-ended ones, regarding the usefulness of the thematic units and of the program as a whole, revealed high percentages of acceptance, but also recognition of its effectiveness and its usefulness.  The teachers recognized that after the implementation of the program the students cooperated more with their school mates, treated each other with more respect and supported each other more.  More specifically the teachers believe :
a) that their students demonstrated great interest and participation in the activities of the program,
b) that the program proved beneficial to a great degree to the students by improving the spirit of co-operation among them and
c) its continuation is necessary.
 
The positive findings from the responses given by the teachers are confirmed in the students answers as well.  In particular, the main dimensions that emerged from the analyses indicated that, following the students opinions, the program helped them:
  • In identifying and expressing their emotions,
  • In improving their social skills,
  • In improving their intrapersonal relations,
  • In creating a positive climate in their classes,
  • In improving their multicultural skills,
  • In their school performance.
From the analysis of the data on the final evaluation of the program (comparison of results before and after the implementation of the intervention) statistically important differences were found in almost all the statements of the questionnaire for the intervention group.  After the completion of the program significant improvements were evident in the majority of the dimensions under examination, concerning the climate in class and the relations in the school community.  The teachers recognized that after the implementation of the program their students appeared to be working more closely with their school mates, behave with mutual respect and support each other more. 
The findings of the pre assessment pilot phase confirm the effectiveness of the program for the promotion of a positive climate and resiliency on an individual and school level but also its wide acceptance by teachers and students alike. 
 
Teachers comments
 
  • (The program was of)«Great help because I learned a lot about class management and the promotion of team spirit in class».                                                                                                                                                                                                                                                                                      
  • «It helped us all to broaden our horizons, to develop as teachers and to learn new ways of implementing programs with the aid of technology”.                                                                                                                                                                                                                    
  • «It helped us understand better the children’s emotional world and realize that we had to approach with sensitivity children’s emotions, effacing the difficult ones and reinforcing the pleasant ones».                                                                                                                                              
  • «I learned to unfold the students emotional world and not to insist on behavior only»                                                                                                                                                                                                                                                                                                                                                                                
  • «It helped me come closer to one of the most difficult classes of my school because we developed a relation on a different level than that of everyday lessons”.                                                                                                                                                                                                                      
  • «Every time we started an activity everyone involved was truly willing and happy and there was order in class. To a great extend they learned to respect their school mates and not to make fun of anyone who might say something wrong; they learned to accept diversity and not make negative comments”.
  • «To feel no more fear in expressing myself in front of my students”
  • It doesn’t always help to consider the emotion as abstract, not clarified, ruling our lives. We can, to a certain degree, identify it, give it an identity, manage it and help the others to manage theirs.                                                                  
Students comments
 
«How easy our life would be if we always had positive emotions!»
«When are we meeting our new friends;»
«We felt such a relief!» (after the activity with the sound messages).
«We should not allow our small tree to dry until the end of the year!»