Determining of the efficiency of the antep style teaching programme to be used for the hand embroidery programmes in the folk education centers

In this research, the efferctiveness of programme have been stabilized by preparing a teaching programme about Antep needleworks in Birecik region, Şanlıurfa.In this research there are three stages.At first stage, by the help of a researcher twenty-one questioned poll about their products have been taken to forty people who live in that region.It is concluded that the infomation from individuals and products of this region are similar to each other.In this investigation, preparing the Antep Style instruction programme concerning hand embroidery techniques in Folk Education Centers, the effectiveness of the programme was determined. The investigation was made in three stages.In the first stage, literatures scanning about Antep Style hand embroidery techniques were done by the investigator. As a result of this scanning working, the development of Antep Style embroidery techniques, the tools which were used, the peculiarity of design, the symbols of embroidery techniques and embroidery techniques were determined and their analysis were made.In the second stage, after determining the object and objective attitudes of instruction programme, the instruction programme was formed by preparing of unity arrangement chart. In direction to knowledge and process layers, measurement tools were developed. In order to determine the validity of measurement tool which was prepared for measuring intellectual area attitudes, an expert's opinion was consulted, and then, after being applied to sixteen pupils, a validity study was made with the method of "completing the half of the test". A process evaluating measure and product evaluating measure were developed by investigator, and an expert's opinion was conducted in order to determine their validity.The third stage of investigation was practicing the prepared instruction programme. Knowledge test and the measure of academic conceit concept were practiced as pre and final tests at the beginning and at the end of the programme. Process evaluating and product evaluating measures were evaluated by two teachers with the investigator by means of observation. Arithmetic average of data which were resulted from process evaluating measure was taken.The products done in Birecik region in Şanlıurfa, constitues research center and twelve students attending the course in Birecik Public Education Center constitue the illustrations.By the aim of analyzing the data resulted from the investigation, whether there is a significant difference between "the pre and final test points of knowledge test and pre and final test points of academic conceit concept measure" was determined by means of applying ''Wilcoxon'' test.The final test points of knowledge test, final test points of process evaluating measure and the points of product evaluating measure were analyzed with "stepwise regression? techniques.The points of pupils' motional behavior, when the measure was the objectives in the programme, the points % 90 and above were accepted as complete learning level, % 70 and above were accepted as sufficient learning level, % 45 and above were accepted as valid learning level.According to the findings obtained from the investigation;There is a significant difference in favor of the final test points of knowledge test between pupils' pre test points of knowledge test and final test points of knowledge test.There is a significant difference in favor of the final test between the pupils' pre test points of academic conceit concept measure and the final test points of academic conceit concept measure.The product points which was the dependent variable evaluated the process evaluating points which was from independent variable relating motional areas, meaningfully, but did not evaluate academic conceit concept measure and points obtaining from knowledge test, which were other variable, meaningfully.According to the process evaluating measure points, % 58,3 of the pupils reached the complete learning level, % 41,6 of them reached the sufficient learning level.