Support to Roma students in overcoming the consequences of the COVID-19 pandemic in education - Phase II

INTRODUCTION AND OBJECTIVE OF THE RESEARCH

Conducted research in primary schools as part of a project entitled "Support to Roma students in overcoming the consequences of the COVID-19 pandemic in education. Phase II ”with the financial support of the Roma Education Fund. Project implementation time for primary schools: April 26 - June 30, 2021.

The goal of the project is for 265 students in 8 primary schools across Serbia to receive additional support by organizing additional classes for students who had difficulties during the pandemic because they were without a smart device when classes were held online. In this regard, students were provided with additional classes in subjects with which they had difficulties as well as in subjects for the preparation of the final graduation exam, tablets, and school supplies. The idea of this research is to, with the help of qualitative research, come to an indicator of whether the project had an effect and whether there were certain changes in students.

The research was conducted in 8 primary schools with 5th and 8th-grade students. 121 fifth-grade students and 144 8th grade students participated in the research.

Table no. 1 - Instrument no. 1

Name of the school	Number of 5th grade students	Number of VIII grade students	Number of girls	Number of boys	Average student grade	Average number of absences per class at school	Dropout rate
Bogojevo – OŠ “Jožef Atila”	9	9	6	12	2,55	81,29	0%
Bor – OŠ “Sveti Sava”	14	10	8	16	1,2	35	1%
Doljevac – OŠ “Vuk Karadžić”	28	26	28	26	2,0	55,25	9,3%
Smederevo – OŠ “ J.J. Zmaj”	25	25	17	33	2,21	96,36	2%
Smederevo – OŠ “ D. J. Cvijić”	9	14	11	12	2,35	58,23	0%
Pirot – OŠ “Vuk Karadžić”	17	31	20	28	1,88	64,5	1%
Pirot “Osmi septembar”	6	14	11	9	2,65	55	0%
Vladičin Han– OŠ “Branko Radičević”	13	15	17	11	1,43	97,5	1,9%
In total	121	144	118	147	2,03	67,89	2%

The project includes 8 primary schools with students of V and VIII grade, 121 students of V grade, and 144 students of VIII grade. The number of girls participating in the project is 118, while the number of boys is 147. The average grade of students in the second half of 2021 is 2.03, however, a low average grade in attended subjects of 1.2 is recorded in Bor, while the highest average grade of 2.65 is recorded in Pirot in the school "Eighth September". The average number of student absences is 67.89, while the lowest number of absences of 35 was recorded in Bor.

Schools in Smederevo, Pirot, and Bogojevo have not dropped out in the last three years when it comes to the schools of the elementary schools "D. J. Cvijić", "Osmi September" and the elementary school "Jožef Atila". The dropout rate in the last three years was the highest in Doljevac with 9.3%, where the dropout rate is higher in the 8th grade.

Number of 5th-grade students: 121

Number of VIII grade students: 144

The number of girls participating in the project is 118 (45%), while the number of boys is 147 (55%).

In Smederevo, Pirot, and Bogojevo, there has been no dropout in the last three years when it comes to the schools of the elementary schools "D. J. Cvijić", "Osmi September" and the elementary school "Jožef Atila". Also, as far as dropout rates are concerned, schools in Doljevac have recorded about 9.3% in the last three years, where dropouts are higher in the 8th grade.

Table no. 2 - Instrument no. 2 I 3

Name of the school	Number of students who attended additional classes	Subjects attended by students		Regular attendance of additional classes	Number of students who have mastered the program of additional classes
Name of the school	Number of students who attended additional classes	5th grade	8th grade	Regular attendance of additional classes
Bogojevo – OŠ “Jožef Atila”	18	Srpski jezik i Matematika	Srpski jezik i Matematika	86%	12
Bor – OŠ “Sveti Sava”	24	Sprksi jezik i Matematika	Sprski, Matematika i Hemija	85%	21
Doljevac – OŠ “Vuk Karadžić”	54	Matematika i Geografija	Matematika, Hemija, Fizika i Geografija	80%	54
Smederevo – OŠ “ J.J. Zmaj”	50	Sprksi jezik, Matematika i Engleski jezik	Srpski jezik, Matematika, Istorija, Geografija, Hemija, Biologija i Fizika	76%	48
Smederevo – OŠ “ D. J. Cvijić”	23	Sprski jezik, Matematika, Istorija, Biologija, Geografija i Informatika i računarstvo	Sprski jezik, Matematika, Istorija, Biologija, Geografija, Hemija i Profesionalna orijentacija	89,5%	22
Pirot – OŠ “Vuk Karadžić”	48	Srpski jezik, Matematika, Francuski jezik, Engleski jezik, Istorija i Geografija	Matematika, Srpski jezik, Engleski jezik, Francuski jezik, Italijanski jezik , Geografija, Istorija, Hemija i Fizika	80%	47
Pirot “Osmi septembar”	20	Sprski jezik, Matematika, Engleski jezik i Francuski jezik	Sprski jezik, Matematika, Istorija, Biologija, Geografija i Hemija	90%	18
Vladičin Han– OŠ “Branko Radičević”	28	Sprski jezik, Matematika i Istorija	Sprski jezik, Matematika i Istorija	77,5%	28
In total	265	8 predmeta	12 predmeta	Prosek: 83%	250

The project included a total of 265 Roma students. Additional courses were realized in the following subjects: Serbian language, Mathematics, Informatics, English language, French language, Biology, Physics, Chemistry, Geography, History, Italian language, and Professional orientation. In 6 out of 8 schools, students regularly (more than 80%) attended additional classes. The average regularity of attending classes is 83%. The total number of students who mastered the planned material is 250.

Within the project entitled "Support to Roma students in overcoming the consequences of the COVID-19 pandemic in education - Phase II", additional classes were realized in the following subjects: Serbian language, Mathematics, Informatics, English, French, Biology, Physics, Chemistry, Geography, History, Italian language, and Professional orientation. The choice of these subjects arose as a result of conversations with teachers, social workers, and school pedagogues. The goal of conducting additional classes is for students who have difficulties in understanding the materials they missed during the pandemic, to compensate with additional classes from subjects with which they have greater difficulties. Additional classes were realized in 8 schools in the school classrooms with all the recommendations of the Ministry of Health and compliance with epidemiological measures. The class lasted 45 minutes. The curricula themselves are created by the school and are individually created for each student.

REGULAR ATTENDANCE OF SUMMER CLASSES

In 6 out of 8 schools, students regularly (more than 80%) attended additional classes. The average regularity of attending classes is 83%. In Pirot, the regularity of students is 90%, while in Smederevo it is 89.5%.

Table no. 3 Instruments Nos. 2 and 3

Name of the school	Difficulties with the subjects	Teacher's observations (from additional classes)
Bogojevo – OŠ “Jožef Atila”	performing basic mathematical functions and tasks, problem with basic arithmetic operations on a set of natural numbers, problem when calculating with rational numbers and when memorizing geometric formulas, students do not recognize the types of words and have difficulty composing a sentence.	from the group reports of the students, we can conclude that there were significant changes in the subjects with which the students had difficulties, which the students lacked in order to continue according to the regular school curriculum.
Bor – OŠ “Sveti Sava”	difficulties in written calculation, recalling facts from long-term memory (multiplication and division table), difficulties in reading and understanding what is read because most students speak Latin better, unlike Cyrillic. Regarding the adoption of grammar-related material, more time is needed to distinguish and understand certain concepts. in defining terms in geography, navigating the geographical map of the world, poor prior knowledge of mathematics and the Serbian language, mixing Latin and Cyrillic alphabets. due to the transition to online teaching, support measures and planned activities were not adequately implemented, students received printed material and a smaller number were included in online teaching difficult memory of the multiplication table, quick forgetting of addition and subtraction of fractions, indistinguishability of word type and non-recognition of basic sentence members	all outcomes were realized to a satisfactory extent, it is noticeable by the teachers that the students are trained for easier inclusion in the classes of the next school year.
Doljevac – OŠ “Vuk Karadžić”		working in as small groups as possible allows the teacher to devote more time individually to the student. The progress of the students was noticed, both in the oral part and in navigating the map of the world. This type of teaching has proven to be effective.
Smederevo – OŠ “ J.J. Zmaj”		working with a smaller group of students has increased the efficiency of teaching and learning, students are satisfied, they have gained in addition to knowledge and additional self-confidence and raised communication skills. The students used these classes to ask everything that was not clear to them, they have more freedom for that in a smaller group of students, they showed interest and motivation for work.
Smederevo – OŠ “ D. J. Cvijić”		5th-grade students were very happy to attend additional classes. All teachers involved in the project share the following opinion: - the profit for students is great, students have progressed and acquired new knowledge and skills, the attitude towards the teacher and the subject has changed in a positive direction from the students' point of view because they understand that nothing is difficult. teachers had the opportunity to work with students individually and get to know their strengths as well as to get closer and understand each other, most students gained additional self-confidence and desire to progress, all students successfully completed the class, most students do not have enough self-confidence and quickly gives up, where we put the emphasis on special provision in that sense.
Pirot – OŠ “Vuk Karadžić”	performing basic mathematical functions and tasks, problem with basic arithmetic operations on a set of natural numbers, problem when calculating with rational numbers and when memorizing geometric formulas.	Most of the students regularly attended additional support classes and there were no major problems in mastering the educational goals. Students need more motivation for better results, as well as pointing out the importance of regular attendance and the importance of education. Teachers got to know some students better in classes of additional support, encouraged them to be more involved in regular classes.
Pirot “Osmi septembar”	multiplication table, addition, subtraction, and multiplication of fractions and decimal numbers, understanding words and expressions - pronouncing simple words - correct writing of known vocabulary, most students have difficulty mastering intermediate and advanced level material.	Students regularly attended additional support classes, were active, motivated, and interested in the classes, which resulted in fully mastered educational outcomes in all subjects. The students provided with additional support were important. Most of the planned educational outcomes in all subjects have been achieved. The impression of teachers is that, for students who have not fully mastered the planned program, the main reason lies in the irregular attendance of additional support classes.
Vladičin Han– OŠ “Branko Radičević”	difficulties that students face are not knowing the advantages of arithmetic operations, ignorance of the rule of divisibility of numbers, misunderstanding of what is read and indistinguishability of the type of word.	Students actively participated in classes, cooperated, gradually overcame learning difficulties, were motivated to work, active in monitoring classes, regularly attended classes. They asked constructive questions, the interest was at a level that could be influenced by the proximity of the final exam.

Significant difficulties with the subjects are related to the definition of concepts in 5th-grade students due to the transition to online teaching. Support measures and planned activities were not adequately implemented by the school, students received printed material, and fewer were included in online teaching, while difficulties in VIII classes were complex tasks. Students with additional classes were able to independently do the tasks on which they encountered difficulties before the start of additional classes. Additional classes enabled a more individualized approach to each student, which led to significant results in the knowledge of the students themselves. Also, a contribution was made to easier inclusion in the regular teaching process. The curriculum for school students consisted precisely of targeting tasks and focusing on their adoption through a more individualized approach to the student. In two months of work, the students managed to master the part of the material they lacked as well as to prepare for the final exam, the students of VIII grade, while the students of V grade were able to prepare for the next school year and successfully complete V grade.

According to the observations of the teachers, the students of the 5th grade were very happy to attend additional classes. All teachers involved in the project share the following opinion, which is that the profit for students is great, students have progressed and acquired new knowledge and skills, the attitude towards the teacher and the subject has changed in a positive direction because they were more open and confident to participate in classes, teachers had the opportunity to work with students individually and get to know their strengths as well as to become even closer and understand what led to the fact that most students gain additional self-confidence and desire to progress. Students needed more motivation for better results, as well as pointing out the importance of regular attendance, teachers got to know some students better in classes of additional support and encouraged them to be more engaged in regular classes.

STUDENT SUCCESS

In addition to monitoring regularity, attending additional classes, and mastering the material, we also monitored the success of students before the impact of the project and providing additional support in the form of smart devices, internet, school supplies, and additional classes, and after action.

Naziv škole	Prosečna ocena učenika
Naziv škole	Pre test	Post test VIII razred (poeni na završnom ispitu)

Bogojevo – OŠ “Jožef Atila”	2,55	8,5
Bor – OŠ “Sveti Sava”	1,2	11,91
Doljevac – OŠ “Vuk Karadžić”	2,0	11,02
Smederevo – OŠ “ J.J. Zmaj”	2,21	8,49
Smederevo – OŠ “ D. J. Cvijić”	2,35	16,17
Pirot – OŠ “Vuk Karadžić”	1,88	13,21
Pirot “Osmi septembar”	2,65	15,12
Vladičin Han– OŠ “Branko Radičević”	1,43	15,47

Tabela br. 4 Student success

From the presented data, we can see that there has been an improvement in success due to the impact of projects in the school. The first number of final exams tells us about the average number of points that students achieved at the junior high school graduation exam, which showed that compared to previous school years, there is a slight increase in achievement on all three final exam tests for eighth-grade elementary school students, which is 13.46 points. for all three tests at the level of the whole of Serbia. What we can notice is that the project helped students to such an extent through additional support to achieve in certain schools not only the average number of points on the final exam but also a higher number of points than the average valid throughout Serbia, examples are schools in Smederevo. Dr. Jovan Cvijić ”, Pirot“ Osmi septembar ”and Vladičin Han school“ Branko Radičević ”. From the presented data, we can see a significantly higher number of points in the final exam that students received, taking into account that before the educational support, their success was at a lower level. With the project, students had the opportunity to work on those subjects with which they had difficulties, but also lower grades, to the extent that they had above-average points in the final exam when comparing data at the level of the whole of Serbia.

RESULTS OF MENTOR REPORTS AND CONCLUSION

Through research and summarizing impressions, through conversations with parents, teachers, and pedagogical-psychological service that monitored the progress of each student during classes, but also through monitoring the overall progress that Roma students have achieved, we concluded that children have achieved great success. Students better understand the material from all subjects, and special progress is visible from subjects such as Mathematics, Serbian language, Geography and Chemistry, for which we assume that an individual approach is needed and more time for practice. Students showed greater interest in teaching, which is reflected in their regularity when attending additional classes, which was not the case before, in 6 out of 8 schools, students regularly (more than 80%) attended additional classes.

Another positive result of conducting additional classes is better contact and cooperation that teachers have achieved with students. Teachers had the opportunity to better understand the needs of students, as well as to devote more time to an individual approach to each student. As a product of that, we see greater openness of children towards teachers, greater trust that students have in teachers, and teachers especially emphasized the fact that students have progressed and acquired new knowledge and skills, the attitude towards teachers and the subject has changed in a positive direction. were more open and confident to participate in classes, teachers had the opportunity to work with students individually and get to know their strengths as well as to get closer and understand what led to most students gaining additional self-confidence and desire to progress.

As associates who were in constant communication with students and parents in the field from the Opre Roma Serbia movement state that additional classes were of special help to VIII grade students as preparation for taking the matriculation exam, and V grade students to compensate for missed material during the pandemic. . It was extremely important for the students that they could get help with enrolling in high school at any time.

"In a conversation with each student of the 8th grade of Roma nationality, we awakened motivation for further education." - states the activist from the ORS movement.

Additional classes helped the 5th-grade students to improve their overall success at the end of the school year. Additional classes play a big role for 5th-grade students, because they now have new teachers and friends, so they need more adjustment during the transition period. Through the conversation with the teachers, it was realized that the students showed great interest in attending additional and additional classes, which led to excellent results in regular classes, which teachers believe is the result of additional classes. As for the eighth-grade students, they had the opportunity to get acquainted with the information of importance related to high school enrollment. Students have the knowledge and confidence in which school to enroll in, and preparatory classes help them a lot because many of them do not have the opportunity to pay for additional classes outside of school.

Through the conversation with the parents, the associates concluded that the students do their homework independently and regularly at home, talk about the school with a positive attitude, instruct their parents in the activities organized by the school, and therefore the parents showed greater interest in cooperating with the school staff. when it comes to parent and individual meetings.

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Support to Roma students in overcoming the consequences of the COVID-19 pandemic in education - Phase II

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