PROGRAM EVALUATION AÇEV

HAMBURG-FEBRUARY 2007

‘AÇEP’: Mother-Child Education Program

Beneficiaries: 200,000 mothers and children in 78

provinces of Turkey 900 teachers trained Yearly target 45,000 mothers and

children

Aim of Program:

To empower mothers by supporting them in their parenting roles and providing the tools necessary for fostering the cognitive development of their children before they enter school.

Target Group:

Socio-economically disadvantaged mothers of 6 year olds who do not go to preschool.

Main Components and Duration:

Mother Support Program—25 weeks-long Implemented in the form of weekly 3

hour group discussion meetings, facilitated by an ACEV trained group leader

Cognitive Training Program (for the child)—25 weeks-long

Implemented at home daily by mother and child using worksheets, storybooks and other materials

Home visits—3-4 times during the 25 weeks

Conducted by group leader to ensure quality and provide one-on-one support to mother at home

AÇEV’s scientifically-proven, home-based, low-cost preschool and parent education program implemented since 1993

OVÇEP: Preschool Parent-Child Education Program

Beneficiaries: 18,000 mothers and children in 26

provinces of Turkey 102 teachers trained Yearly target 5,000 mothers and

children

Aim of Program:

To support the preschooler’s literacy and numeracy skills and to ensure the educational support provided to the child is continuous and complementary, through strengthening the school-family collaboration.

Target Group:

Children attending state-run preschools and their parents.

Main Components and Duration:

Cognitive Training Program (for the classroom)—28 weeks-long

Implemented in class daily by teacher and preschoolers using worksheets, storybooks and other materials

Cognitive Training Program (for the home)—25 weeks-long

Implemented in the home daily by the parent and the child using a second set of worksheets, storybooks and other materials

Parent Support Program—9 sessions Implemented in the form of monthly 3

hour group discussion meetings, facilitated by the ACEV trained preschool teacher

AÇEV’s scientifically-proven, center-based preschool education program which brings the preschool and the parent together, implemented since 1999

Why do we evaluate our programs?

• to evaluate how far the program has achieved its goals.

• to determine the short and long term impacts of the program.

• to have regular recording and monitoring system in order to

gather information from the field which we implement the

program.

Ongoing Evaluation

Data Collected

From

Data Collected

ByTarget Instrument Aim

Mother Trainer Mother •Pre-Post Evaluation Forms•Home Visit Observation Form

•To obtain information from the participant mothers’, how they perceive and evaluate the program,•If the program information has been received by the mothers, to see the impact of the program on them.

Trainer Observer Trainer •Group meeting evaluation form

•To evaluate how efficient the program is implemented by the group leader.

Child Trainer Child •CEP Evaluation Form

•To measure the cognitive impact of the program on children.

Trainer Program •Trainer Evaluation Form

•To evaluate the program by trainer’s perspective.•To obtain teacher’s suggestions about the program.

Ongoing Evaluation

• We evaluate all the participant mothers per year.

• We use pluralistic perspective evaluation (Group leader, Mother,

Child)

• Qualitative ve quantitative research methods used together

• All componants of the program is evaluated (Group meetings,

Cognitive training program implementation, Home visits)

Impact Evaluation

• Effects on children

• Pre-literacy and pre-numeracy skills

• Environmental differences

• Gender differences

• School success

• Teachers’ perception of the child

• Effects on mother child interaction

• Effects on mothers

Impact Evaluation

Data Collected

FromInstrument Aim

Mother •The Self Esteem scale •The Woman’s Status in the Family scale •The Mother’s Perception of the Child scale

To evaluate the effects on mothers

Child •Pre-literacy Skills, Pre-numeracy skills instrument•Pictorial Scale on Perceived Competence and Acceptance for Young Children (Harter)

To evaluate the effects on children

Teacher •Teachers Evaluation of the Child’s Cognitive Skills scale•Teachers’ Evaluation of the Child’s Personality Characteristics scale

To evaluate the effects on children’s school successTo assess the teachers’ perception of child

Impact Evaluation

• Quasi experimental design is used.

• The duration for preparation phase of the research took nearly 1 year.

• Short and long term impacts have been assessed.

• Sample was constituted of 177 children (85 experiment group, 92 control

group)

• Control group was matched with the experimental group on certain

characteristics.

• Research has been carried out in four different regions, in four different

provinces.

• Pluralistic perspective evaluation has been carried out (mother, teacher,

child)

• Trainer seminars are also regularly evaluated per year.

MOTHER-TRAINED

NON-TRAINED

AT THE BEGININGOF MOCEP

•PRE-LITERACY and PRE-NUMERACY SKILLS INSTRUMENT

•SELF CONCEPT

•MOTHER INTERVIEW

AT THE ENDOF MOCEP

•PRE-LITERACY and PRE-NUMERACY SKILLS INSTRUMENT

•SELF CONCEPT

•MOTHER INTERVIEW

AT THE ENDOF PRIMARY SCHOOL

•LITERACY and NUMERACY SKILLS INSTRUMENT

•SELF CONCEPT

•MOTHER INTERVIEW

•TEACHER INTERVIEW

DESIGN OF THE EVALUATION RESEARCH

LIST OF SKILLS IN BOTH INSTRUMENTS

• Pre Literacy Skills– Visual Recognition– Visual Discrimination– Sequential Knowledge– Ability to follow verbal direction– Pencil Control– Capacity to copy letter– Visual attention– Recognition of letter– Visual retrieval– Syntax memory– Spatial concepts– Knowledge of prepositions– Visual memory– Discrimination by category– Listening comprehension

• Pre Numeracy Skills– Recognition of Shapes– Counting – Visual Matching– Awareness of

Correspondence– Auditory attention– Visual Counting– Sequential Counting– Knowledge of

numbers– Visual Recognition

and Discrimination of numbers

– Addition– Subtraction

EFFECTS OF MOTHER CHILD EDUCATION PROGRAM

At The End of The Program

CH

AN

GE

SC

OR

ES

PRE-LITERACY0

10

20

30

40

50

60

PRE-NUMERACY

GIRLSBOYS

SEX DIFFERENCES IN THE MOTHER-TRAINED GROUP

CH

AN

GE

SC

OR

ES

PRE-LITERACY PRE-NUMERACY0

2

4

6

8

10

12

14

16

18

20

GIRLSBOYS

SEX DIFFERENCES FOR THE NON-TRAINED GROUP

EFFECTS OF MOTHER CHILD EDUCATION PROGRAM

At The End of Primary School

0

10

20

30

40

50

60

70

80

90

100

STIMULATINGENVIRONMENT

NON-STIMULATINGENVIRONMENT

LITERACY NUMERACY LITERACY NUMERACY

MOTHER-TRAINED NON-TRAINED

ME

AN

SC

OR

ES

DIFFERENCES ACCORDING TO ENVIRONMENTAL STIMULATION INDEX

0

10

20

30

40

50

60

70

80

90

100

SUITABLEENVIRONMENT

NON SUITABLEENVIRONMENT

LITERACY NUMERACY LITERACY NUMERACY

MOTHER-TRAINED NON-TRAINED

ME

AN

SC

OR

ES

DIFFERENCES ACCORDING TO STUDY ENVIRONMENT AT HOME

0

5

10

15

20

25

NOV DEC JAN FEB MAR APR

TRAINED NON-TRAINED

NU

MB

ER

OF

CH

ILD

RE

NDATE CHILD BEGAN TO READ

72%

MOTHER-TRAINED NON-TRAINED

NOTREADY

READY28%

NOTREADY

0%

READY100%

SCHOOL READINESS OF CHILD ACCORDING TO MOTHER

MOTHER-TRAINED NON-TRAINED

YES89%

NO11%

NO41%

YES59%

MOTHER SHOWED AN EXTRA EFFORTFOR HER CHILD’S SUCCESS AT SCHOOL

COGNITIVE SOCIAL3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

MOTHER-TRAINED NON-TRAINED

ME

AN

S

TEACHERS EVALUATION on SCHOOL READINESS

APPROPRIATEBEHAVIORS

ATTENTIVE CREATIVE CURIOUS0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

MOTHER-TRAINED NON-TRAINED

ME

AN

S

TEACHER’S EVALUATION OF CHILDREN

ACCORDING TOMOTHER

ACCORDING TOTEACHER

ATTENDANCE ATSCHOOL MEETINGS

3.6

3.7

3.8

3.9

4

4.1

4.2

4.3

4.4

4.5

4.6

MOTHER-TRAINEDNON-TRAINED

ME

AN

SMOTHERS’ INTEREST IN SCHOOLING