Διαφορές στη μαθησιακή ικανότητα και στη σχολική επίδοση σε εφήβους με σχολικές δυσκολίες μετά από πρόγραμμα εκπαιδευτικής παρέμβασης

Περίληψη

Members of the academic staff and other researchers at the Department of Early Childhood Education at Aristotle University of Thessaloniki conducted this research study as part of a research programme carried out at a school in Kria Vrissi, a provincial town in Pella, Greece. The programme contains work designed to face students' underperformance through alternative intervention, concentrating on certain key issues: learning of processes and parents and children's consultation. The study attempts to compare initial and final assessment of the children's cognitive-learning aptitude as well as performance in written narrative speech and problem solving. The theoretical hypothesis used to serve the purpose was that the implied intervention processes not only improve the overall learning aptitude but also student's performance in those learning strategies necessary for the organization of speech and the mathematical thought. The study of the differences in assessment before and after the application of the intervention programme has shown increase in the overall learning aptitude, increase in the special DTLA-2 quotients, directly affected by school learning and particularly language teaching, improvement in the written-narrative speech as well as increase in the number of children who seem to stabilise the acquisition of the problem solving processes. We can thus argue that the overall learning-cognitive aptitude and performance improvement bads us to certain conclusions :- Some kind of supportive intervention is essential for underperforming students.- Improvements in the classroom relationships and the educational procedures contribute to the decrease of the problem of underperformance.