Results  And Outcomes
Of Our Project

NUMERICAL EVALUATION OF PROJECT RESULTS

SELF-ASSESSMENT FOR EDUCATORS

(DETERMINATION OF THE NEEDING AREA-2022/ PROJECT RESULT SELF-ASSESSMENT- COMPARISON OF 2024 SURVEY RESULTS)

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In order to determine the areas of coding-themed professional needs of our schoolteachers, our project team conducted a survey on all teachers of our school in September 2022 and the results were reported.

Training activities to increase the readiness of our teachers that we carried out during the implementation preparation phase of our Erasmus+ project titled "My coding bag without a computer", numbered 2022-2-TR01-KA210-SCH-000097888, which we carried out between 30.04.2023-29.04.2024; Following the training and sharing activities, meetings and good practice observations carried out in different countries/institutions throughout our project, the survey questions we had previously used to determine areas of need were re-applied to our teachers at the end of the project period. When the numerical results of these pre- and post-test applications were compared, the following significant differences were found.

As a result of the survey conducted in September 2022, the rate of our teachers who believed that coding activities support children's cognitive development and analytical thinking skills was 78%, while this rate increased to 95% at the end of the project.

According to the results of the needs assessment survey, the rate of our school's teachers who stated that they were aware of the importance of coding training before the implementation of our project increased from 74% to 100%.

Although our teachers largely believed in the importance of coding education in providing children with 21st Century skills, it was revealed that only 30% of them could prepare the coding activity themselves before the project and 59% of them needed external resources. At the end of the project, the rate of our teachers who prepared the coding activities to be implemented with children using their professional knowledge and experience increased from 30% to 89%. The rate of our teachers benefiting from external resources while preparing these activities (activity book, which is our project output, activity examples observed in different countries, training set designed and produced by our team, etc.) was determined to be 74%.

Before the implementation of our project, the rate of teachers who stated that they had "sufficient knowledge and experience about coding activities" increased from 44% to 95%; The rate of our teachers who "regularly do coding training in their classrooms" increased from 48% to 100%, and the rate of our teachers who "can use many different methods such as materials from nature, games, activities prepared on paper, etc. for coding education" increased from 63% to 100%.

In the light of these numerical data and comparisons covering the general education staff of our school, our project creates a meaningful and large-scale professional development opportunity for all our teachers, whether included in the project team or not, as well as increasing awareness about coding education, but also those who had this awareness before the project, and it provides a great opportunity for our teachers who cannot reflect this in their classroom practices due to lack of experience; In summary, it can be expressed with happiness that we have achieved the goals we set when we set out.