Research plan
The planned research period: 1 September 2021 – 31 August 2025.
The research plan foresees five distinct phases of implementation.
- Preparation period: 1 September 2021 – 28 February 2021.
- Teacher preparation period: 1 March 2022 – 31 August 2022.
- Programme period: 1 September 2022 – 31 August 2024
- Impact assessment: 1 September 2024 – 31 January 2025
- Data processing, analysis and reporting: 1 February 2025 – 31 August 2025
We are currently half way in the 3rd programme period. We are on track with the research plan.
Research sample – schools, municipalities, teachers, pupils
36 teachers from 19 development schools and 21 teachers from 15 control schools participated in the research, from the schools of the institutions run by the Diocese of Vac and the Klebelsberg Centre’s Vác, Balassagyarmat and Dunakeszi School Districts. In addition, 18 classes from 13 schools nationwide using the chess palace method were also included as control schools in the research sample with 28 teachers. In the input measures, 1050 pupils were tested.
Age group covered by the research: mainly 6-8 years old, primary school children, grades 1 and 2 plus their teachers. Teachers are our co-researchers, who use, evaluate, and develop our methods.
The number of children in the three study groups is as follows: 443 pupils in the experimental group participating in the methodological development, 300 pupils in the control group not participating in the methodological development, and 307 pupils in the control group learning with the chess palace method.
Test tools
To track children, we used the Online Sensory and Cognitive Profile Test (https://kognitivprofil.hu), which can be used by teachers, and the Colour Raven Matrices. For the purpose of this research, the sensorimotor tests were made touchscreen-based so that task performance could be measured directly. Most of the tasks were solved by the child on the touchscreen, while for some tasks the teacher wrote the results. The test took 2×45 minutes.
Tests were administered by the teachers in a one-to-one situation. The testing by the teacher situation is part of the research methodology, a first step to data based educational decisions in the classroom.
To follow up teachers in the study, four health psychology questionnaires were administered, all of which are free to use: the Mental Health Test Aspiration Index, the Mini Oldenburg Burnout Questionnaire, the Subjective Physical Symptom Scale and a Socio-economic Status Questionnaire. The compiled Health Psychology Questionnaires and the Sociological Questionnaire were completed by the teachers participating in the experimental, and in the control groups, as well.
HAS-AVCC project – Main research topics
The sensorimotor and cognitive profile of children starting school
The online and in-person examination of more than a thousand first-grade children provides a comprehensive picture of the neurological maturity and cognitive characteristics of children starting school in the 2022 school year.
Data-based education – obstacles and possibilities
The Sensorimotor and Cognitive Profile Test gives teachers the opportunity to learn about children’s developmental characteristics. Despite the methodological preparation of the teachers, little attention was paid to the characteristics of the children in the first grade. During the research, further preparation and the interpretation of the test results can help in making changes in the second school-year.
Methods chosen on the basis of the size of the settlements and the school-starting profile
The smaller the settlement the children live in, the less prepared they are for school, which hinders their school carrier and later their entire life. According to our assumption, the teachers do not adapt enough to the characteristics of the settlement, and therefore also to the abilities of the children who come to school.
Cognitive and behavioral profile of disadvantaged children
The sensorimotor and cognitive characteristics assessed at the start of school and the behavioral characteristics given by the teacher are compared with the sociocultural situation. According to our assumption, in the case of disadvantaged children, more significant progress is shown than in the case of students from a better family background.
Mondrian Blocks – developmental effects of cognitive training in the period of starting school
In order to measure the cognitive development effect of the Mondrian Blocks, we examine the activities performed during the tasks developed for first graders in the motor, sensorimotor and cognitive areas. A group of children also use the real game, others can play with the online cognitive training which was developed for the project.
The effect of the Mesezene method on the cognitive functions required for reading
The ’Mesezene’ (Fairy Tale Music) method aims to prepare children for learning to read by strengthening the necessary cognitive functions. The impact assessment of the method focuses primarily on phonological awareness, which is important for reading, as well as rapid automated naming.
Using flashcards combined with board games in first grade to create a joyful learning environment
The developmental effect of flashcards is supplemented by board games. We created mobile applications from our flashcards for ease of use. We examine which topics are used with what frequency to aid learning.
Comprehensive methodological renewal and comparison of the effect of the Chess Palace method – the first two years of the school
In the course of the research, we compare two-year development of children studying with our methodologies used by innovative teachers and the specific program of Judit Polgar, named Chess Palace.
Methodological workshop method
According to our assumption, teachers in higher education can use methodologies different from their own early educational experiences if they can learn them as their own experience. Experience-based knowledge is of decisive importance in the applicability of knowledge in the learning of children and adults, especially teachers.
External and internal determinants of teacher innovation attitudes, mental health support for teachers
We assume that our project provides a more favorable learning environment not only for the participating children, but also for the teachers who work with them. The personality and mental health of the teachers, as well as any changes in these, are monitored during the project. As a result of our research, we hope that we will also get an answer to what kind of personality traits determine the fact that a teacher starts to think and work in an innovative way. The compiled health psychology questionnaires and the sociological questionnaire were administered in the experiment. The questionnaires are uploaded to an online interface, so the anonymity is ensured. In addition to quantitative tests, we also measure the participants in the research using qualitative methods. In the qualitative tests, we measure teachers included in the development group. We use four health psychology questionnaires, all of which can be freely used: Mental Health Test Aspiration Index, Mini Oldenburg Burnout Questionnaire, Subjective Physical Symptom Scale and a socio-economic status questionnaire. During the phase of the methodological experiment (2022-25), we will administer the tests 2 or 3 times, using longitudinal measurements. Part of the research is also a series of structured interviews with teachers, with which we intend to strengthen the validity of the research.
Creating the learning environment environment
The basis of the research is that the researchers create and try out innovative spatial situations together with the users, which can turn to be ideas and experiences that can be used in school planning later.
School buildings as learning environment supporting suburbanisation
Educational institutions play a major role in the mobility of families. On the one hand, families are looking for modern educational solutions and effective methods for their children, and on the other hand, educational institutions also fulfill community functions. These two effects reinforce each other. Therefore, the school buildings themselves are of great importance in the results of any methodological changes.