Various factors and the links between them affect the effective teaching. Marzano (2003) lists the factors at the school level (curriculum, collaboration with parents), teacher (organization of classes, learning strategies) and learner (motivation for learning, stimulating home environment, prior knowledge). Hattie (2009) exposes the learner, the home environment, curriculum, teacher, teaching methods and learning processes. Based on these findings, we conducted a quantitative survey in which we were interested in how teachers evaluate the effectiveness of classes in combined sections in an adapted educational program with lower educational standard. We performed it on the basis of online questionnaires for teachers. The study involved 135 teachers who teach in combined sections of the adapted program with lower educational standard at randomly selected nine-year elementary schools in Slovenia. Data were collected through a questionnaire, which was formed for the purpose of the research. The questionnaire included a five-point scale Likert-type questions, as well as closed and open-ended questions on the working methods used by teachers, teachers’ satisfaction, teachers’ positions, and their assessment of the effectiveness and evaluation of their qualification for teaching in combined sections. We have found out that teachers mostly use traditional working methods in teaching Slovenian language and at environmental sciences. It has been shown that there are statistically significant differences in the assessment of the effectiveness of all stages of the learning process between "pure" and combined sections. Among all groups of factors, which should affect the effective combined classes, and we have formed into groups, are statistically significant only factors of each class, which means that the latter have a major weight in the formulation of teachers’ satisfaction with the teaching. We have found out that teachers in combined sections do not sufficiently exploit the possibility of using all the strategies. Teachers in our study have negative positions particularly to the planning and organization of combined classes. They believe that at a given moment they are much more qualified to teach in combined section, as they were after graduation. 105 of the 135 teachers say they have not been trained to teach in combined section, since this has not been offered to them or they have not come across this kind of education. Based on this, we analyzed the situation in the elementary schools that perform the adapted educational program with lower educational standard in combined sections. We developed proposals and recommendations for effective work in combined sections, what represents the contribution of the research to the professional and scientific field.
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