Ppt0000010.ppt [Lecture seule] -...
Transcript of Ppt0000010.ppt [Lecture seule] -...
LEO 2011‐2013
EstoniaChart 1
ITEMS
I don
’t lik
e re
adin
g bo
ok.*
I do
n’t h
ave
read
ing
habi
ts
I thi
nk re
adin
g bo
ok is
bor
ing.
Rea
ding
boo
k is
a w
aste
of t
ime
for
me
.
I hat
e re
adin
g bo
ok.
I don
’t lik
e re
adin
g be
caus
e I c
an’t
read
wel
l.
I nev
er re
ad b
ook.
I lik
e re
adin
g bo
ok in
my
free
times
.
I don
’t b
elie
ve re
adin
g is
impo
rtant
.
I bel
ieve
I w
ill b
e a
good
read
er.
I fin
d re
adin
g bo
oks
nece
ssar
y.
I wan
t rea
ding
clu
bs to
be
form
ed.
I fin
d re
adin
g ne
wsp
aper
s un
nece
ssar
y.
Rea
ding
ena
bles
exp
ress
ing
feel
ings
ea
sily
.
I lik
e re
adin
g W
orld
’s C
lass
ics.
Rea
ding
boo
ks is
effe
ctiv
e an
our
un
ders
tand
ing
peop
le a
nd w
orld
.
Rea
ding
boo
ks m
ake
peop
le g
ain
fast
thin
king
ski
lls.
Rea
ding
hel
ps im
prov
ing
imag
inat
ion
nega
tive
stat
emen
ts.
Rea
ding
can
ope
n up
new
wor
lds.
I wan
t to
have
a p
erso
nal l
ibra
ry.
NIA 3,48 3,72 3,57 3,83 3,69 3,91 4,59 4,61 2,57 4,19 2,09 2,13 3,06 3,57 3,22 3,48 2,63 2,17 2,61 3,57
NIA 3,78 3,09 3,15 3,22 3,52 3,76 4,11 1,98 4,15 2,04 1,78 2,85 3,09 2,61 2,72 1,87 1,74 2,00 2,87 2,83
NIA ence
0,30 ‐0,63
‐0,43
‐0,61
‐0,17
‐0,15
‐0,48
‐2,63
1,58 ‐2,15
‐0,31
0,72 0,04 ‐0,96
‐0,50
‐1,61
‐0,89
‐0,17
0,26 ‐0,74
5,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
Estonia When we examine the Chart 1 (Estonia), the highest difference is on the item “I like reading book in my free times”. This is an important in terms of getting reading pleasure. The items “I believe I will be a good reader” and “I don’t believe reading is important”there is a change, an increase. While the first item is an expected and ideal change; the second one is not. By the way, in the item “Reading books is effective on our understanding people and world”, there is a decrease.
PolandChart 2
ITEMS
I don
’t lik
e re
adin
g bo
ok.*
I do
n’t h
ave
read
ing
habi
ts
I thi
nk re
adin
g bo
ok is
bor
ing.
Rea
ding
boo
k is
a w
aste
of t
ime
for
me
I hat
e re
adin
g bo
ok
I don
’t lik
e re
adin
g be
caus
e I c
an’t
read
wel
l
I nev
er re
ad b
ook
I lik
e re
adin
g bo
ok in
my
free
times
I don
’t b
elie
ve re
adin
g is
impo
rtant
I bel
ieve
I w
ill be
a g
ood
read
er
I fin
d re
adin
g bo
oks
nece
ssar
y
I wan
t rea
ding
clu
bs to
be
form
ed
I fin
d re
adin
g ne
wsp
aper
s un
nece
ssar
y
Rea
ding
ena
bles
exp
ress
ing
feel
ings
ea
sily
I lik
e re
adin
g W
orld
’s C
lass
ics
Rea
ding
boo
ks is
effe
ctiv
e an
our
un
ders
tand
ing
peop
le a
nd w
orld
Rea
ding
boo
ks m
ake
peop
le g
ain
fast
thin
king
ski
lls
Rea
ding
hel
ps im
prov
ing
imag
inat
ion
nega
tive
stat
emen
ts
Rea
ding
can
ope
n up
new
wor
lds.
I wan
t to
have
a p
erso
nal l
ibra
ry.
ND 3,89 2,67 3,75 3,95 4,17 4,33 4,75 2,50 4,08 2,91 1,92 3,75 3,42 2,25 3,33 2,42 1,92 3,33 2,08 3,93
ND last 3,99 2,92 3,80 4,14 4,29 4,40 4,79 2,21 4,19 2,10 1,94 3,76 3,43 2,31 3,35 2,19 1,95 3,36 2,08 3,70
ND ence
0,10 0,25 0,05 0,19 0,12 0,07 0,04 ‐0,29
0,11 ‐0,81
0,02 0,01 0,01 0,06 0,01 ‐0,23
0,04 0,02 0,00 ‐0,23
5,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
Poland When examined Chart 2(Poland) , there are positive increases in many of the items. The most apparent difference is on the item “I believe I will be a good reader”. It is a very good and satisfactory improvement in terms of the students’ reading habits and attitudes. When it comes to “Reading can open up new worlds” item , we do not see a very significant difference , but ; in both the tests( before & after) they agree on this item.
FranceChart 3
ITEMS
I don
’t lik
e re
adin
g bo
ok.*
I do
n’t h
ave
read
ing
habi
ts
I thi
nk re
adin
g bo
ok is
bor
ing.
Rea
ding
boo
k is
a w
aste
of t
ime
for
me
I hat
e re
adin
g bo
ok
I don
’t lik
e re
adin
g be
caus
e I c
an’t
read
wel
l
I nev
er re
ad b
ook
I lik
e re
adin
g bo
ok in
my
free
times
I don
’t b
elie
ve re
adin
g is
impo
rtant
I bel
ieve
I w
ill b
e a
good
read
er
I fin
d re
adin
g bo
oks
nece
ssar
y
I wan
t rea
ding
clu
bs to
be
form
ed
I fin
d re
adin
g ne
wsp
aper
s un
nece
ssar
y
Rea
ding
ena
bles
exp
ress
ing
feel
ings
ea
sily
I lik
e re
adin
g W
orld
’s C
lass
ics
Rea
ding
boo
ks is
effe
ctiv
e an
our
un
ders
tand
ing
peop
le a
nd w
orld
Rea
ding
boo
ks m
ake
peop
le g
ain
fast
thin
king
ski
lls
Rea
ding
hel
ps im
prov
ing
imag
inat
ion
nega
tive
stat
emen
ts
Rea
ding
can
ope
n up
new
wor
lds.
I wan
t to
have
a p
erso
nal l
ibra
ry.
CE first 4,17 3,69 4,39 4,32 4,41 4,38 4,66 2,07 4,05 2,14 2,23 3,57 2,33 2,28 2,48 2,51 2,72 2,86 2,32 2,99
CE last 4,13 3,89 4,31 4,44 4,34 4,81 4,83 2,13 4,08 2,23 1,95 3,64 1,99 2,25 2,81 1,89 1,76 2,05 1,91 3,05
CE ence
‐0,05 0,19 ‐
0,08 0,12 ‐0,06 0,43 0,17 0,05 0,03 0,08 ‐
0,27 0,07 ‐0,34
‐0,03 0,33 ‐
0,63 ‐
0,96 ‐
0,81 ‐
0,42 0,05
5,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
France When examined Chart3 ( France) , there are positive increases on the items “Reading books make people gain fast thinking skills” and “Reading helps improving imagination negative statements” . As these items are positive and expected ones the result is not far from ideal. Students agree on these items and this shows “ students find reading useful and beneficial for them”.
ItalyChart 4
ITEMS
I don
’t lik
e re
adin
g bo
ok.*
I do
n’t h
ave
read
ing
habi
ts
I thi
nk re
adin
g bo
ok is
bor
ing.
Rea
ding
boo
k is
a w
aste
of t
ime
for
me
I hat
e re
adin
g bo
ok
I don
’t lik
e re
adin
g be
caus
e I c
an’t
read
wel
l
I nev
er re
ad b
ook
I lik
e re
adin
g bo
ok in
my
free
times
I don
’t b
elie
ve re
adin
g is
impo
rtant
I bel
ieve
I wi
ll be
a g
ood
read
er
I fin
d re
adin
g bo
oks
nece
ssar
y
I wan
t rea
ding
clu
bs to
be
form
ed
I fin
d re
adin
g ne
wsp
aper
s un
nece
ssar
y
Read
ing
enab
les
expr
essi
ng fe
elin
gs
easil
y
I lik
e re
adin
g W
orld
’s C
lass
ics
Rea
ding
boo
ks is
effe
ctiv
e an
our
un
ders
tand
ing
peop
le a
nd w
orld
Rea
ding
boo
ks m
ake
peop
le g
ain
fast
thin
king
ski
lls
Rea
ding
hel
ps im
prov
ing
imag
inat
ion
nega
tive
stat
emen
ts
Rea
ding
can
ope
n up
new
wor
lds.
I wan
t to
have
a p
erso
nal l
ibra
ry.
first 4,09 3,49 3,72 3,99 4,02 4,14 3,95 2,00 4,05 2,57 1,56 2,65 3,39 1,65 3,03 2,14 1,67 1,55 1,75 2,72
las t 3,87 3,66 4,00 4,17 4,17 4,30 4,15 2,56 4,39 3,15 1,88 2,85 3,78 1,83 3,17 1,92 1,95 1,86 1,95 3,08
ence 0,22 ‐
0,17 ‐
0,28 ‐
0,18‐
0,15‐
0,16‐
0,20‐
0,56‐
0,35‐
0,58‐
0,32‐
0,21 ‐
0,39‐
0,17‐
0,150,22 ‐
0,28‐
0,32‐
0,19‐
0,365,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
Italy When examined Chart 4 (Italy) there are positive and expected changes on the items “I like reading book in my free times” and “I believe I will be a good reader” . This shows that students improve their both reading attitudes and desire to read increases.
TurkeyChart 5
ITEMS
I don
’t lik
e re
adin
g bo
ok.*
I do
n’t h
ave
read
ing
habi
ts
I thi
nk re
adin
g bo
ok is
bor
ing.
Rea
ding
boo
k is
a w
aste
of t
ime
for
me
I hat
e re
adin
g bo
ok
I don
’t lik
e re
adin
g be
caus
e I c
an’t
read
wel
l
I nev
er re
ad b
ook
I lik
e re
adin
g bo
ok in
my
free
times
I don
’t b
elie
ve re
adin
g is
impo
rtant
I bel
ieve
I w
ill b
e a
good
read
er
I fin
d re
adin
g bo
oks
nece
ssar
y
I wan
t rea
ding
clu
bs to
be
form
ed
I fin
d re
adin
g ne
wsp
aper
s un
nece
ssar
y
Rea
ding
ena
bles
exp
ress
ing
feel
ings
ea
sily
I lik
e re
adin
g W
orld
’s C
lass
ics
Rea
ding
boo
ks is
effe
ctiv
e an
our
un
ders
tand
ing
peop
le a
nd w
orld
Rea
ding
boo
ks m
ake
peop
le g
ain
fast
thin
king
ski
lls
Rea
ding
hel
ps im
prov
ing
imag
inat
ion
nega
tive
stat
emen
ts
Rea
ding
can
ope
n up
new
wor
lds.
I wan
t to
have
a p
erso
nal l
ibra
ry.
EY first 3,92 4,26 4,29 4,23 4,37 4,33 4,27 2,03 3,23 1,76 1,57 1,78 3,61 1,74 2,04 1,64 1,71 1,75 1,76 1,73
EY last 4,13 4,92 4,63 4,30 4,53 4,48 4,36 1,66 3,46 1,71 1,51 2,88 3,95 1,74 1,89 1,64 1,62 1,69 1,57 1,47
EY ence 0,21 0,65 0,34 0,07 0,16 0,14 0,09 ‐
0,37 0,24 ‐0,05
‐0,05 1,10 0,34 0,00 ‐
0,15 0,00 ‐0,09
‐0,07
‐0,19
‐0,26
5,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
Turkey When examined Chart 5 (Turkey) there are positive and expected changes on the items “I want reading clubs to be formed” and “I don’t have reading habits” . This shows that students improve their both reading attitudes and desire to read increases. The least difference is on the item “I don’t like reading because I can’t read well”.
Mehlingen‐GermanyChart 6
ITEMS
I don
’t lik
e re
adin
g bo
ok.*
I do
n’t h
ave
read
ing
habi
ts
I thi
nk re
adin
g bo
ok is
bor
ing.
Rea
ding
boo
k is
a w
aste
of t
ime
for
me
I hat
e re
adin
g bo
ok
I don
’t lik
e re
adin
g be
caus
e I c
an’t
read
wel
l
I nev
er re
ad b
ook
I lik
e re
adin
g bo
ok in
my
free
times
I don
’t b
elie
ve re
adin
g is
impo
rtant
I bel
ieve
I w
ill b
e a
good
read
er
I fin
d re
adin
g bo
oks
nece
ssar
y
I wan
t rea
ding
clu
bs to
be
form
ed
I fin
d re
adin
g ne
wsp
aper
s un
nece
ssar
y
Rea
ding
ena
bles
exp
ress
ing
feel
ings
ea
sily
I lik
e re
adin
g W
orld
’s C
lass
ics
Rea
ding
boo
ks is
effe
ctiv
e an
our
un
ders
tand
ing
peop
le a
nd w
orld
Rea
ding
boo
ks m
ake
peop
le g
ain
fast
thin
king
ski
lls
Rea
ding
hel
ps im
prov
ing
imag
inat
ion
nega
tive
stat
emen
ts
Rea
ding
can
ope
n up
new
wor
lds.
I wan
t to
have
a p
erso
nal l
ibra
ry.
İNGEN M.) first 3,89 3,67 4,61 4,83 4,61 4,72 4,44 1,83 3,89 2,33 1,94 2,11 3,06 2,33 2,17 2,50 2,06 1,72 1,89 2,83
İNGEN M.) last 3,50 2,33 4,50 4,33 4,67 3,67 4,17 2,00 4,17 1,40 2,00 1,83 3,33 2,50 2,83 1,70 2,17 1,83 1,67 3,50
İNGEN M.) difference
‐0,39
‐1,33
‐0,11
‐0,50
0,06 ‐1,06
‐0,28
0,17 0,28 ‐0,93
0,06 ‐0,28
0,28 0,17 0,67 ‐0,80
0,11 0,11 ‐0,22
0,67
5,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
Mehlingen‐Germany When examined Chart6 ( Mehlingen‐Germany) there are expected and positive differences on the items “I believe I will be a good reader” and “Reading books is effective on our understanding people and world” . Even if there is no difference on the results of the item “I want to have a personal library” in both first and the second questionnaire; students agree on that item in both of them. The least change is on the item “I find reading books necessary”
LuxembourgChart 7
ITEMS
I don
’t lik
e re
adin
g bo
ok.*
I do
n’t h
ave
read
ing
habi
ts
I thi
nk re
adin
g bo
ok is
bor
ing.
Rea
ding
boo
k is
a w
aste
of t
ime
for
me
I hat
e re
adin
g bo
ok
I don
’t lik
e re
adin
g be
caus
e I c
an’t
read
wel
l
I nev
er re
ad b
ook
I lik
e re
adin
g bo
ok in
my
free
times
I don
’t b
elie
ve re
adin
g is
impo
rtant
I bel
ieve
I w
ill b
e a
good
read
er
I fin
d re
adin
g bo
oks
nece
ssar
y
I wan
t rea
ding
clu
bs to
be
form
ed
I fin
d re
adin
g ne
wsp
aper
s un
nece
ssar
y
Rea
ding
ena
bles
exp
ress
ing
feel
ings
ea
sily
I lik
e re
adin
g W
orld
’s C
lass
ics
Rea
ding
boo
ks is
effe
ctiv
e an
our
un
ders
tand
ing
peop
le a
nd w
orld
Rea
ding
boo
ks m
ake
peop
le g
ain
fast
thin
king
ski
lls
Rea
ding
hel
ps im
prov
ing
imag
inat
ion
nega
tive
stat
emen
ts
Rea
ding
can
ope
n up
new
wor
lds.
I wan
t to
have
a p
erso
nal l
ibra
ry.
MBURG 4,05 4,08 4,62 4,50 4,65 4,62 4,88 2,08 4,54 2,50 1,92 3,15 3,65 2,73 2,19 2,62 2,00 1,54 2,12 2,96
MBURG 4,73 3,51 4,51 4,60 4,60 4,51 4,80 2,09 4,26 1,74 2,14 3,46 3,31 2,37 2,71 2,89 1,60 1,34 2,03 2,69
MBURG ence
0,68 ‐0,56
‐0,10
0,10 ‐0,05
‐0,10
‐0,08
0,01 ‐0,28
‐0,76
0,22 0,30 ‐0,34
‐0,36
0,52 0,27 ‐0,40
‐0,20
‐0,09
‐0,28
5,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
Luxembourg When we examine Chart 7 ( Luxembourg) , there aren’t significant changes on the items’ “I believe I will be a good reader” and “I don’t like reading book” ; but when compared there are positives increases on these items on the questionnaire.
Kaiserslautern‐ GermanyChart 8
ITEMS
I don
’t lik
e re
adin
g bo
ok.*
I do
n’t h
ave
read
ing
habi
ts
I thi
nk re
adin
g bo
ok is
bor
ing.
Rea
ding
boo
k is
a w
aste
of t
ime
for
me
I hat
e re
adin
g bo
ok
I don
’t lik
e re
adin
g be
caus
e I c
an’t
read
wel
l
I nev
er re
ad b
ook
I lik
e re
adin
g bo
ok in
my
free
times
I don
’t b
elie
ve re
adin
g is
impo
rtant
I bel
ieve
I w
ill b
e a
good
read
er
I fin
d re
adin
g bo
oks
nece
ssar
y
I wan
t rea
ding
clu
bs to
be
form
ed
I fin
d re
adin
g ne
wsp
aper
s un
nece
ssar
y
Rea
ding
ena
bles
exp
ress
ing
feel
ings
ea
sily
I lik
e re
adin
g W
orld
’s C
lass
ics
Rea
ding
boo
ks is
effe
ctiv
e an
our
un
ders
tand
ing
peop
le a
nd w
orld
Rea
ding
boo
ks m
ake
peop
le g
ain
fast
thin
king
ski
lls
Rea
ding
hel
ps im
prov
ing
imag
inat
ion
nega
tive
stat
emen
ts
Rea
ding
can
ope
n up
new
wor
lds.
I wan
t to
have
a p
erso
nal l
ibra
ry.
RSLAUTEN M.) first 4,16 4,37 4,17 4,53 4,16 4,11 4,63 2,32 4,32 2,95 1,68 2,42 4,32 1,95 2,00 1,79 1,84 1,68 1,89 2,95
RSLAUTEN M.) last 4,00 3,95 4,74 4,64 4,18 4,23 4,45 2,50 4,36 3,47 1,73 2,32 4,41 2,00 2,59 2,05 1,68 1,50 1,64 2,86
RSLAUTEN M.) ence
‐0,16
‐0,41 0,57 0,11 0,02 0,12 ‐
0,18 0,18 0,05 0,53 0,04 ‐0,10 0,09 0,05 0,59 0,26 ‐
0,16 ‐
0,18 ‐
0,26 ‐
0,08
5,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
Kaiserslautern‐ Germany When examined Chart 8 ( Kaiserslautern‐ Germany) there are changes in positive way; even the changes are not too much on the items “I think reading book is boring, I believe I will be a good reader and I like reading World’s Classics” .
Chart 91 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
ESTONIA first 3,48 3,72 3,57 3,83 3,69 3,91 4,59 4,61 2,57 4,19 2,09 2,13 3,06 3,57 3,22 3,48 2,63 2,17 2,61 3,57ESTONIA last 3,78 3,09 3,15 3,22 3,52 3,76 4,11 1,98 4,15 2,04 1,78 2,85 3,09 2,61 2,72 1,87 1,74 2,00 2,87 2,83ESTONIA difference 0,30 ‐0,63 ‐0,42 ‐0,61 ‐0,17 ‐0,15 ‐0,48 ‐2,63 1,58 ‐2,15 ‐0,31 0,72 0,03 ‐0,96 ‐0,50 ‐1,61 ‐0,89 ‐0,17 0,26 ‐0,74POLAND first 3,89 2,67 3,75 3,95 4,17 4,33 4,75 2,50 4,08 2,91 1,92 3,75 3,42 2,25 3,33 2,42 1,92 3,33 2,08 3,93POLAND last 3,99 2,92 3,80 4,14 4,29 4,40 4,79 2,21 4,19 2,10 1,94 3,76 3,43 2,31 3,35 2,19 1,95 3,36 2,08 3,70POLAND difference 0,10 0,25 0,05 0,19 0,12 0,07 0,04 ‐0,29 0,11 ‐0,81 0,02 0,01 0,01 0,06 0,02 ‐0,23 0,03 0,03 0,00 ‐0,23FRANCE first 4,17 3,69 4,39 4,32 4,41 4,38 4,66 2,07 4,05 2,14 2,23 3,57 2,33 2,28 2,48 2,51 2,72 2,86 2,32 2,99FRANCE last 4,13 3,89 4,31 4,44 4,34 4,81 4,83 2,13 4,08 2,23 1,95 3,64 1,99 2,25 2,81 1,89 1,76 2,05 1,91 3,05FRANCE difference ‐0,04 0,20 ‐0,08 0,12 ‐0,07 0,43 0,17 0,06 0,03 0,09 ‐0,28 0,07 ‐0,34 ‐0,03 0,33 ‐0,62 ‐0,96 ‐0,81 ‐0,41 0,06İTALY first 4,09 3,49 3,72 3,99 4,02 4,14 3,95 2,00 4,05 2,57 1,56 2,65 3,39 1,65 3,03 2,14 1,67 1,55 1,75 2,72İTALY last 3,87 3,66 4,00 4,17 4,17 4,30 4,15 2,56 4,39 3,15 1,88 2,85 3,78 1,83 3,17 1,92 1,95 1,86 1,95 3,08İTALY differance 0,22 ‐0,17 ‐0,28 ‐0,18 ‐0,15 ‐0,16 ‐0,20 ‐0,56 ‐0,35 ‐0,58 ‐0,32 ‐0,21 ‐0,39 ‐0,17 ‐0,15 0,22 ‐0,28 ‐0,32 ‐0,19 ‐0,36TURKEY first 3,92 4,26 4,29 4,23 4,37 4,33 4,27 2,03 3,23 1,76 1,57 1,78 3,61 1,74 2,04 1,64 1,71 1,75 1,76 1,73TURKEY last 4,13 4,92 4,63 4,30 4,53 4,48 4,36 1,66 3,46 1,71 1,51 2,88 3,95 1,74 1,89 1,64 1,62 1,69 1,57 1,47TURKEY difference 0,21 0,66 0,34 0,07 0,16 0,15 0,09 ‐0,37 0,23 ‐0,05 ‐0,06 1,10 0,34 0,00 ‐0,15 0,00 ‐0,09 ‐0,06 ‐0,19 ‐0,26MEHLİNGEN(GERM.) first 3,89 3,67 4,61 4,83 4,61 4,72 4,44 1,83 3,89 2,33 1,94 2,11 3,06 2,33 2,17 2,50 2,06 1,72 1,89 2,83MEHLİNGEN(GERM.) last 3,50 2,33 4,50 4,33 4,67 3,67 4,17 2,00 4,17 1,40 2,00 1,83 3,33 2,50 2,83 1,70 2,17 1,83 1,67 3,50MEHLİNGEN(GERM.) differ ‐0,39 ‐1,34 ‐0,11 ‐0,50 0,06 ‐1,05 ‐0,27 0,17 0,28 ‐0,93 0,06 ‐0,28 0,27 0,17 0,66 ‐0,80 0,11 0,11 ‐0,22 0,67LUXEMBURG first 4,05 4,08 4,62 4,50 4,65 4,62 4,88 2,08 4,54 2,50 1,92 3,15 3,65 2,73 2,19 2,62 2,00 1,54 2,12 2,96LUXEMBURG last 4,73 3,51 4,51 4,60 4,60 4,51 4,80 2,09 4,26 1,74 2,14 3,46 3,31 2,37 2,71 2,89 1,60 1,34 2,03 2,69LUXEMBURG difference 0,68 ‐0,57 ‐0,11 0,10 ‐0,05 ‐0,11 ‐0,08 0,01 ‐0,28 ‐0,76 0,22 0,31 ‐0,34 ‐0,36 0,52 0,27 ‐0,40 ‐0,20 ‐0,09 ‐0,27KEİSERSLAUTEN (GERM.) fir 4,16 4,37 4,17 4,53 4,16 4,11 4,63 2,32 4,32 2,95 1,68 2,42 4,32 1,95 2,00 1,79 1,84 1,68 1,89 2,95KEİSERSLAUTEN (GERM.) la 4,00 3,95 4,74 4,64 4,18 4,23 4,45 2,50 4,36 3,47 1,73 2,32 4,41 2,00 2,59 2,05 1,68 1,50 1,64 2,86
KEİSERSLAUTEN (GERM.) di ‐0,16 ‐0,42 0,57 0,11 0,02 0,12 ‐0,18 0,18 0,04 0,52 0,05 ‐0,10 0,09 0,05 0,59 0,26 ‐0,16 ‐0,18 ‐0,25 ‐0,09
MEAN fist 3,57 3,27 4,21 4,30 4,28 4,34 4,55 2,50 3,88 2,82 1,90 2,62 3,40 2,34 2,58 2,36 2,28 2,41 2,08 3,01
MEAN last 4,02 3,79 4,21 4,23 4,29 4,27 4,46 2,14 4,13 2,23 1,87 2,95 3,41 2,20 2,76 2,02 1,81 1,95 1,96 2,90
IDEAL 5,00 5,00 5,00 5,00 5,00 5,00 5,00 1,00 5,00 1,00 1,00 5,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,00
GETTİNG BETTER 0,45 0,52 ‐0,01 ‐0,07 0,01 ‐0,07 ‐0,09 ‐0,36 0,25 ‐0,59 ‐0,04 0,33 0,01 ‐0,13 0,18 ‐0,34 ‐0,47 ‐0,46 ‐0,11 ‐0,11
ITEMS
As seen in Chart 9 according to the “Reading Attitude” questionnaire ; applied both in the beginning and the end of the project , ;
“I like reading book in my free times”, “I believe I will be a good reader”, “Reading books make people gain fast thinking skills”, “Reading can open up new worlds.”, “I want reading clubs to be formed” , “I don’t have reading habits”, “I don’t like reading book.”,
On these items; there are positive changes . This outcome / result may indicate and show that the project has affected the students’ reading habits and attitudes in terms of positive way. The activities related and connected to the project ,such as ; Reading Night, World Book Day(s) ‘ Activities, Meeting with the Author, the word of the month” and the other local and joint activities increase the students’ motivation to read and improve their attitude and desire to reading. Also , it was seen that students put more emphasis on the function of the reading .