Comparing the academic success of open high school professional open teaching program students and girl vocational high school students

The purpose of this study is to compare the academic success of Open High School (OHS) - Professional Open Teaching Program (POTP) students and Girl Vocational High School (GVHS) students. The population of this study, during 1999-2000 education semester second term, consisted of the students of clothing department in Ziibeyde Hanım Girl Vocational School and the students of OHS-POTP. All (25) POTP students, 36 students chosen from GVHS were included randomly in this study. In the study, "The Information Summative Test" which is used for measuring the level of cognitive behaviours of the students, was prepared as to the purposes of GVHS Educational Programs. It was obtained the validity and the reliability of the work by testing. It was asked 55 for the first class, 70 for the second class, 80 questions for the third class. The test was done as a pre-test at the beginning of the term and as a post-test at the end of the term. Counting the pre_post-tests scores of the students, it was got the datums that is use for comparing the successes of the students at the subject of cognitive behaviours. It was done "Product Evaluation Scales" and "Process Evaluation Scales" to measure psychomotor behaviours of the students. It was determined the first products that the students will make during the term. So, the products were determined as to blouse for the first class students, jacket and dress for the second class ones, and trousers for the third class students according to the special features of the works, the scores were determined on to 100 (scores) then, evaluating according to between 2-13 scores, "Product Evaluation Scales" were prepared and "Process Evaluation Scales", as to scores of each kind of task, were prepared as distributing work steps, "The Information Summative Test", "Product Evaluation Scales" and "Process Evaluation Scales" were proceeded by the researcher, making good use of sources and asking for the points of view of the specialists. And,208 according to these scales psychomotor behaviours of the students at the sampling, during the term, at weekly lessons times, were evaluated by an evaluation group consisted of a researcher, a specialist and a class teacher. In the research the comparison between the cognitive and motor success of the students were made with the t-test between independent groups. The relation between the cognitive and motor success of the students were made with the correlation test. The levels of the significancy were taken as 0.05 and 0.001. According to the data and interpretation; * In cognitive behaviour of the students; - In first class, there is a significant difference between pre-tests scores of the POTP students and GVHS students, in favour of the POTP students In cognitive behaviour. In second and third class, there is no significant difference between pre-tests scores of the POTP students and GVHS students. - There is a significant difference between post-tests scores of the POTP students and GVHS students, in favour of the GVHS students in second class In cognitive behaviour, but the POTP students in first and third class. - There is no significant difference between pre-test and post-test scores of the POTP students In cognitive behaviour. - There is a significant difference between pre-test and post-test scores of the GVHS students, in favour of the post-test In cognitive behaviour.209 * In psychomotor behaviours of the students; - There is a significant difference between motor behaviours scores of the POTP and GVHS students in favour of the POTP students in the first and third classes In psychomotor behaviours. In the second class there is no significant difference between pre-tests scores of the POTP students and GVHS students. * In cognitive and psychomotor behaviour of the students; - In the third class, there is a significant relation between cognitive behaviour and motor behaviour scores of the POTP students. In the first and second classes, there is no significant relation between cognitive behaviour and motor behaviour scores of the POTP students. - In the second class second prodact and third class, there is a significant relation between cognitive behaviour and motor behaviour scores of the GVHS students. In the first and second classes firs prodact, there is no significant relation between cognitive behaviour and motor behaviour scores of the GVHS students. As a result, there is no significant difference between POTP students and GVHS students In cognitive behaviour. POTP students has been found to be more successful than GVHS students in psychomotor behaviours.