Türkiye Eğitim Gönüllüleri Vakfı yayınıdır. Çeviri: Elçin Karadoğan

1. TEGV IMPACT ANALYSIS RESEARCH

2. TEGV
IMPACT ANALYSIS RESEARCH

5. TEGV Impact Analysis Research has been conducted by Infakto Rese-
arch Workshop. In addition to Infakto Research Workshop team, the
project team established at TEGV and Prof. Dr. Sami Gülgöz, Dean of
the College of Social Sciences and Humanities at Koç University and
Member of TEGV Educational Advisory Board have contributed to the
formation and execution of the study design.
ISBN 978-975-7125-89-1
Project Team
Infakto Research Workshop
Güçlü Atılgan
General Manager
Dr. Emre Erdoğan
Project Manager
Ebru Işıklı
Project Manager
TEGV
Ela Hasanoğlu
Field Organisation Management Department Manager
Suat Özçağdaş
Education and Volunteers Department Manager
Yaprak Kaymak Özgür
Measurement and Evaluation Coordinator
Özgen Pekcan
Field Coordinator
Merve Tahmisoğlu
Field Coordinator

6. TABLE OF CONTENTS
INTRODUCTION 9
FOREWORD 11
1. SUMMARY FINDINGS 13
1.1. TEGV Impact on Children 14
1.2. TEGV Impact on Volunteers 17
2. CHILDREN 20
2.1.1. The Purpose of the Research Study 20
2.1.2. The Sample of the Research Study 20
2.1.3. Who are TEGV Children? Some Demographic and Socioeconomic Data 22
2.2. Research Findings 23
2.2.1. Attitudes, Grades and Behaviour 23
2.2.1.1 Happiness: Every Child’s Right 23
2.2.1.2 Academic Achievement: What about Your Grades? 24
2.2.1.3 Conduct of the Children 26
2.2.2. Opinions and Perceptions 27
2.2.3 Study Habits 29
2.2.4 Values 31
2.2.5 Experiences and Perceptions 32
2.2.6 The Determinants of TEGV Impact: Multivariate Analyses 36
3. VOLUNTEERS 46
3.1. Youth, Volunteering and Social Capital (2008) 46
3.1.1 Volunteering Activity and Perceptions 47
3.1.2 Volunteering Activity, Psychological States and Perceptions 50
3.2. Volunteering and Outcomes (2009) 53
3.2.1 The Impacts of Volunteering: Changes and Outcomes 56

7. INTRODUCTION
TEGV started its journey 15 years ago on 23 January 1995 claiming that “the prerequisite for seeing
brighter faces in the future of Turkey is to provide children with the best educational opportunities today.”
For 15 years, TEGV has made significant contributions with its unique model in order to enable children to
have a happy childhood, to be well equipped for the future and look ahead always with hope and confidence.
This model can be identified as the communication of educational programs which are developed by expert
academicians to children by volunteer elder brothers and sisters at child-friendly TEGV sites.
All of these programs are going through measurement and evaluation processes, with a constantly in-
creasing activity. After seeing that some of these programs are more or relatively less effective than some
others, we made the necessary revisions or cancelled the insufficient ones and produced programs that are
more effectual. And yet we carried on our path always measuring what we have done in the past.
Taking into consideration that each program has a considerable contribution to children, we always gave
more importance to overall impact above all as a principle. We had a first-hand experience of what kind of
difference being a “TEGV Child” could create; we felt it in our hearts. However, we knew that this was not
enough, that we had to measure the impact TEGV had on children in a concrete manner, and yet that the
measuring process was definitely what every non-governmental organisation dreamed of and a very diffi-
cult task to realize…
On the other hand, throughout these 15 years, we worked with nearly 50.000 young volunteers, the ma-
jority of them being university students and we continue to do so. We have also witnessed the transforma-
tion that the volunteers went through thanks to the training they received, the close brother-sister relation-
ship they formed with children and their intensive communication with one another. Over the years we have
observed how productive, sharing and generous the youth are, when given full trust and provided with the
necessary equipment and a free environment.
In our 15th year, we took our first step, believing that it was time to measure TEGV’s impact. TEGV’s im-
pact on volunteers had already come into focus in the relative sections of the two research studies carried
out in 2008 and 2009. But were TEGV children different from their counterparts who shared the same socio-
economic characteristics and yet who did not participate in TEGV’s programs? And if that were the case,
what was the nature of this difference?
The result is in the booklet in your hand. Combining this study, which constitutes the first step of a pro-
spective measurement process that will continue in the forthcoming years, and other studies that measure
the impact of TEGV on volunteers, we wanted to share TEGV Impact Analysis Research with you in TEGV’s
15th year.
We would like to express our most sincere thanks to Dr. Emre Erdoğan and Infakto research team, TEGV
project team members who managed an extremely hard organisation and to Prof. Dr. Sami Gülgöz, who
made valuable contributions to this research study.
Nurdan Şahin
General Manager
Educational Volunteers Foundation of Turkey
9

8. FOREWORD
It is hard to measure the impact of education; it is even harder to show that this impact actually exists.
When the research studies regarding the impacts of the educational programs implemented in various
countries of the world are examined, one finds that the situation is deplorable. A great number of high-cost
educational programs designed for children, adults or families cannot be demonstrated as having an impact
on participants in relevant educational research studies. Although the people who receive education spend
long hours during this process, the programs do not suffice in producing an outcome.
On the other hand, the fundamental expectation of the public institutions, non-governmental organisa-
tions, international organisations and sponsor companies which allocate funds to these programs is to
produce significant outcomes in return for their financial support.
The programs investigated in these research studies are generally orientated towards producing a de-
velopment which includes very distinctive objectives generally in a restricted age group. Even in cases when
education is quite effective in these programs, there are numerous factors that prevent the impact from
come out in the open. Particularly in the programs where participation is voluntary, participant-related fac-
tors such as low or high level of participation, on part of the students, leaving the program before comple-
tion and motivational differences during participation encumber a clear view of the impact. When instruc-
tors with different levels of knowledge and skills work with participants who differ in characteristics, highly
varied levels of development emerge as a result, which also blurs the view. Other factors that either crystal-
lise or blur this view are decisions as to what knowledge or skills are being measured, what methods are
utilised in this measurement process and how soon measurement takes place after the completion of edu-
cation.
When the situation is this complex in the educational programs which attempt to reach a significant
participant population, it is conspicuously a much more difficult task to measure the impact of TEGV, an
organisation which realises numerous development objectives with different age groups at various loca-
tions.
What measurement method can be sufficient to measure the impact of TEGV, which aims to develop
children’s mental skills, creativity, imagination, sports skills, awareness towards one another and differ-
ences, co-existence skills, respect for their bodies, others’ values and opinions and many more aspects in
programs such as drama, painting, mathematics, computer literacy, health, professions, human rights and
science? When one adds the objective of measuring the outcomes of young people who take up the volun-
tary instructor role in these educational programs, apart from TEGV children, it becomes even harder to
measure this highly complex and intensive social contribution.
The booklet in your hand proudly declares that “TEGV Impact exists” against all odds. It is clearly ob-
served that TEGV, which has been developed by a devoted community of volunteers, benefactors, employ-
ees, executives and program coordinators, has already begun to prepare the children of our country for a
better future in the 15th anniversary of its establishment.
In fact, “TEGV Impact” is not limited to participant children. What this research study demonstrates is
that TEGV volunteers have also made positive progress thanks to their relationship with this organisation.
As a person who takes pride in having worked with TEGV for more than ten years, I firmly claim that this
impact, if measured, could be observed in all TEGV employees, executives and other people who have had
to chance to work with TEGV.
TEGV is an organisation that turns everything it touches into something valuable. We already had this
feeling; this research study has provided a basis for expressing what we feel with confidence.
Prof. Dr. Sami Gülgöz
Member of TEGV Educational Advisory Board
11

10. What could be the impact of a non-governmental organisation?
In financial terms, we can measure the impact of a non-governmental
organisation by looking at its turnover. Or we can talk about its operational
power; how many people it brings into action and how many people it can
reach. Another way of measuring it would be recognisability. We can
mention in this respect its coverage in the media, recognition by its
affiliates or reputation in public opinion.
1. SUMMARY FINDINGS
What could be the impact of a non-governmental organisation? In
financial terms, we can measure the impact of a non-governmental
organisation by looking at its turnover. Or we can talk about its opera-
tional power; how many people it brings into action and how many
people it can reach. Another way of measuring it would be recognis-
ability. We can mention in this respect its coverage in the media, rec-
ognition by its affiliates or reputation in public opinion. Each one of
these measurements is as valid and legitimate as the others. Apart
from these visible criteria, we may also focus on unseen criteria and
measure the impact by considering the traces it has left wherever it
has touched upon. And this must be the hardest one of all.
It would be much easier for us to measure criteria such as financial
indicators, number of employees, number of volunteers, media
coverage, recognisability and reputation than measuring the impact
that we personally observe, and believe or hope to be real. While an
organisation’s balance sheet, employee records, media follow-up re-
ports, annual reports or reputation researches are near at hand; the
traces that we think we have left behind are substantially in our
minds. Turning the impressions that our experiences or observations
create in our minds into tangible, visible and measurable traces, and
holding ourselves in readiness for disappointments caused by unmet
expectations are two most important handicaps of trying to measure
the impact in this way.
The main objective of TEGV Impact Analysis Research, which was
brought to completion as a result of an intensive working period in
the 15th year of Educational Volunteers Foundation of Turkey (TEGV),
was to make an attempt to measure TEGV’s impact following the trac-
es it left behind. The personal experiences and observations of TEGV
employees and volunteers revealed that TEGV left an impact on peo-
ple it reached as a part of its mission, namely children and volunteers,
and caused a lot of changes in their lives. Therefore, the purpose of
the research study was to measure this impact as far as possible. It
has been a very long time since the information theory with which we
could claim to measure everything that happened in the social world
exactly and objectively was left behind.. Now, when we are measur-
ing a phenomenon, we know that our probability of making a mistake
or acting subjectively is higher and every measurement attempt has
its limits. Even though TEGV Impact Analysis study may have been
open to various methodological errors in this respect, it enabled us to
observe and demonstrate the traces that TEGV left in children, par-
ents and volunteers.
13

11. As a result of the field study 1.1. TEGV Impact on Children
Since TEGV’s primary target group is TEGV children, the pri-
carried out during May 2010, mary target group of the study is also TEGV children. As re-
we conducted face-to-face quired by methodological precautions, we have made face-to-
interviews with 256 TEGV face meetings with this target group which can be defined as
“children who have attended TEGV’s activities at least for two
children, 256 TEGV parents, semesters” through the agency of our pollsters. The assump-
183 equivalent children and tion that we can observe TEGV impact in a measurable way
183 equivalent parents and determined our secondary target group: children who have
the same socioeconomic and demographic characteristics as
100 TEGV graduates at TEGV children yet did not participate in TEGV’s activities. We
10 TEGV activity locations called this group of children the “Control group.” We were able
and in the surrounding to reach these children through the random sample chosen
among the children living in the neighbourhoods around TEGV
neighbourhoods. activity locations.
Although we do not expect TEGV to have a direct impact,
the parents of TEGV children –and in parallelism, the parents
of the equivalent children- constituted one of the target groups
of the research. We conducted face-to-face meetings with the
parents of TEGV children and the parents of the children in the
control group. Not surprisingly, we found out that the parents
of TEGV children were not considerably different from other
parents, and this was one comforting aspect regarding the
methodological validity of our study. On the other hand, we
have accessed plenty of reliable information about what kind
of family environments TEGV children grew up in. Lastly, we
included “graduate” young people who had previously partici-
pated in TEGV’s activities so that we could understand wheth-
er TEGV’s impact would be observed in the long run.
As a result of the field study carried out during May 2010,
we conducted face-to-face interviews with 256 TEGV children,
256 TEGV parents, 183 equivalent children and 183 equivalent
parents and 100 TEGV graduates at 10 TEGV activity locations
and in the surrounding neighbourhoods. You will be reviewing
the results of this comprehensive research study in the follow-
ing pages of this booklet. However, we would like to summa-
rise to you some of our basic findings:
14

12. The impact of TEGV on children’s happiness is
not unidimensional. TEGV children also score
higher than other children in various dimensions
of happiness such as cheerfulness –
self-contentment and sociability.
TEGV Children are Happier
At the end of the research study, we have found out that chil-
dren who have participated in TEGV’s activities are happier than
other children. Children’s “wellbeing” is one important issue
which has always been pursued by TEGV in its activities and it is
also acknowledged by organisations such as UNICEF. It is ex-
tremely pleasing to see TEGV making contributions in this re-
spect.
The impact of TEGV on children’s happiness is not unidimen-
sional. TEGV children also score higher than other children in var-
ious dimensions of happiness such as cheerfulness – self-content-
ment and sociability.
TEGV Children Have Better Grades
Although academic achievement is not at the top of TEGV’s
primary objectives, at the end of the research we have found out
that TEGV children have a “higher” academic achievement than
the children in the control group.
While the grade point averages of TEGV children are approxi-
mately 0,4 (out of 5 points) higher than other children, this differ-
ence rises to 0,5 in Mathematics grade point averages. There is
no remarkable difference in their Physical Education and Turkish
grade point averages.
On the other hand, we see that TEGV children have a different
self-perception in terms of subjective achievement as well. The
proportion of TEGV children who regard themselves above the
class average is 17 points higher than other children: 55 percent.
TEGV Children are More Self-conscious
Among TEGV children, the proportion of knowing one’s height-
weight, renewing one’s toothbrush, brushing one’s teeth every
day and having breakfast each morning is higher than other chil-
dren. We may interpret this as pointing to the fact that TEGV chil-
dren are more conscious about self-care.
TEGV Children are More Self-confident
According to the research study, TEGV children are more self-
confident than other children. This self-confidence clearly mani-
fests itself in feeling less embarrassment when meeting new peo-
ple, answering questions easily, volunteering to participate in
games and other activities, and being worried less about whether
their actions are appreciated or not.
15

13. Children who are more self-confident
than the others are happier and have
higher grade point averages. Similarly,
children with higher learning capacity
are both happier and have higher grade
point averages.
TEGV Children are More Tolerant and More Open to Team
Play
In addition to being self-confident, TEGV children also have
a high level of tolerance towards their friends. They express in
higher levels that they can learn many things from other chil-
dren, change their own opinions and that they are open to new
ideas.
As TEGV children show less insistence in making people do
what they want and wanting other people to support their own
ideas than other children, they are also more open to team play
as a consequence of this attitude.
TEGV Children Have Higher Learning Skills and
Responsibility
TEGV children are keener on solving problems and puzzles.
They always finish what they have started, do their homework
by themselves and are more likely to put their duties in order.
When viewed from this aspect, we can say that TEGV children
have higher learning skills.
TEGV Children Attach More Importance to Friendship and
Less Importance to Wealth
Another aspect in which we expected to observe TEGV im-
pact were the values adopted by children. Values are phenom-
ena that individuals acquire from their parents and social envi-
ronments and that become particularly stronger mainly during
upbringing. Therefore, we do not expect TEGV’s activities to
transform these values with a single touch. Nevertheless,
TEGV children attach more importance to friendship and hon-
esty, and less importance to wealth compared with other chil-
dren, although both children come from families that have
more or less the same sets of values.
Confidence-Extroversion and Learning Capacity Influence
Happiness and Achievement in Grades
The analysis of the data acquired in the research study by
means of advanced statistical methods demonstrated that chil-
dren’s levels of self-confidence and extroversion have an im-
pact on their happiness and achievement in grades. Children
who are more self-confident than the others are happier and
have higher grade point averages. Similarly, children with high-
er learning capacity are both happier and have higher grade
point averages.
16

14. As people volunteer, they begin to understand
others better and become happier, feeling that they
are serving a purpose. They learn lots of new things
from their fellow collaborators in the volunteering
process and they become more open to different
ideas and ways of life.
The Factors That Increase Happiness and Achievement in
Grades Are Stronger in TEGV Children
When we compare TEGV children with other children, we
see that TEGV children have a higher average level of satisfac-
tion and higher achievement in their grades. We have observed
that these factors increase even more since their learning ca-
pacity and confidence/extroversion levels are higher.
1.2. TEGV Impact on Volunteers
We believe that the other area in which TEGV’s impact can
be observed is the volunteer group, which has been identified
by TEGV as the secondary target group in the recent years. Op-
erating with its nearly 10.000 volunteers each year TEGV ac-
knowledge the concept of volunteering as one of its main areas
of activity.. Volunteering” field studies carried out by TEGV
every year to be released to the public on International Volun-
teer Day enable us to know TEGV volunteers better and derive
significant lessons on behalf of non-governmental organisa-
tions.
Both our intuitions and observations tell us that volunteer-
ing is a process that brings about change. As people volunteer,
they begin to understand others better and become happier,
feeling that they are serving a purpose. They learn lots of new
things from their fellow collaborators in the volunteering proc-
ess and they become more open to different ideas and ways of
life. Volunteering makes life multidimensional and brings a
meaning to it.
We think that the impacts TEGV has on volunteers are both
producing the outcomes of volunteering and increasing these
outcomes in connection with TEGV’s unique qualifications. The
field researches we conducted in 2008 and 2009 also support
this view.
“Youth, Volunteering and Social Capital” research study
carried out in 2008 included both young people in 18-35 age
range living in the urban residential areas of Turkey and TEGV
volunteers. This study demonstrated striking facts as to the
views of young people in Turkey on the concept of “volunteer-
ing”, their volunteering activities and tendencies. The second
research study carried out in 2009 was titled “Volunteering
and Outcomes” and the target group of the research was TEGV
volunteers.
17

15. TEGV volunteers have more positive
self-perceptions and their self-esteem
levels are higher than other young
people.
This research provided significant information as to the identifi-
cation of the steps to be taken towards discovering the elements
which motivate the limited number of young people who volunteer
in Turkey, and their expectations from the organisation, under-
standing their personal perceptions of change and outcomes, and
lastly towards prolonging their volunteering periods. Both research
studies enabled us to access a significant amount of data. We may
discuss certain results of these research studies as an impact of vol-
unteering in general and as the impact of volunteering at TEGV in
particular.
First of all, we need to remember that volunteering is not com-
mon among the youth in Turkey: The ratio of young people working
for the good of others within the last year is only 5 percent, and
Turkey brings up the rear among 55 countries with this ratio. When
we ask young people why they do not take part in volunteering ac-
tivities, they say that they do not have enough time or money. How-
ever, we know that weekly average time allocated for volunteering
activities is only 2 hours, and that volunteering requires no financial
resources. More comprehensible reasons are young people’s lack
of knowledge or distrustfulness towards non-governmental organi-
sations.
TEGV Volunteers are Happier
As is the case with TEGV children, we find out that self-content-
ment is also higher in TEGV volunteers compared with other young
people. TEGV volunteers have more positive self-perceptions and
their self-esteem levels are higher than other young people.
TEGV Volunteers Have a Lower Feeling of Anomie
Anomie, which is by definition an individual’s lack of knowledge
about how to be happy and successful in life, is a concept devel-
oped by Durkheim for the 19th century Europe. However, anomie is
also one of the most crucial problems faced by Turkey. Research
studies show that 20 percent of Turkey population have a high feel-
ing of anomie, whereas this ratio rises to 40 percent among the
youth. The proportion of individuals with high anomie levels among
TEGV volunteers is only 13 percent. Therefore, our prediction that
the positive environment created by volunteering activities dimin-
ishes the feeling of anomie is not wrong.
TEGV Volunteers Have a Higher Sense of Generalised Trust
One of the issues that our country stands out with in compara-
tive statistics is generalised trust. In terms of generalised trust, a
18

16. The communication among the
volunteers has a multiplier effect
on outcomes and change
perceptions.
concept which attempts to find out to what extent individuals trust the
people whom they do not know, and defines the level of “Social Capital”
within a society best, Turkey ranks next to last among 55 countries. Ac-
cording to research studies, the level of generalised trust in Turkey is about
6 percent. The same level is true for young people as well, whereas the
generalised trust level is more than thrice as much for TEGV volunteers: 20
percent.
The Outcome of Volunteering for TEGV Volunteers is Both Environ-
mental and Intrapersonal
When we question the outcomes of volunteering, TEGV volunteers
mention “environmental” outcomes such as being respected and getting a
positive impact in professional life, and “intrapersonal” outcomes such as
“serving a purpose” and “always learning new things.”
TEGV Volunteers are Happy to Volunteer at TEGV
According to our 2009 research, among TEGV volunteers the ratio of
those who are satisfied with their experiences in TEGV is quite high. More-
over, volunteers at TEGV are also corporate ambassadors of the organisa-
tion.
Perception of Change and Outcome Improves with Increasing Com-
munication
The research study indicated that volunteers’ perceptions of change
and outcome improve in every aspect as their level of communication with
other volunteers increases. In other words, the communication among the
volunteers has a multiplier effect on outcomes and change perceptions.
As the volunteers’ perceptions about outcomes and change increase,
their levels of satisfaction with volunteering at TEGV increase and so do
the number of corporate ambassadors.
Satisfaction with Volunteering Influences Attitudes
Again, the results of the research show that volunteers’ negative self-
perceptions diminish, their positive self-perceptions increase and overall
happiness levels rise as their satisfaction with volunteering at TEGV in-
creases.
As the feeling of anomie increases, the volunteers’ negative self-per-
ceptions increase and positive self-perceptions decrease. Social responsi-
bility and empathy have just the opposite impacts: Both increase positive
perceptions and decrease negative perceptions.
As the volunteers’ satisfaction with volunteering at TEGV increases,
anomie decreases and their empathy and social responsibility increase.
19

17. Even though it is not sufficient to measure in quantitative terms
whether it compensates the effort and time spared, questions as to
what “TEGV Difference” is, in which matters it meets the expectations
and in which matters the desired difference has not been observed
are extremely important in order to evaluate the studies carried out
so far and shape the future. The basic motivation of this impact
analysis project carried out in TEGV’s 15th year was to answer this
crucial question, albeit partially.
2. CHILDREN
2.1.1. The Purpose of the Research Study
The impact TEGV has on the children who are targeted
through the activities comes before us as an important re-
search question. Even though it is not sufficient to measure in
quantitative terms whether it compensates the effort and
time spared, questions as to what “TEGV Difference” is, in
which matters it meets the expectations and in which matters
the desired difference has not been observed are extremely
important in order to evaluate the studies carried out so far
and shape the future. The basic motivation of this impact anal-
ysis project carried out in TEGV’s 15th year was to answer this
crucial question, albeit partially.
The biggest challenge we had to face in designing the study
in winter 2010 was to try to measure the impact or difference
of an organisation like TEGV with quantitative expressions. It
is not easy for an organisation whose area of activity is affili-
ated with people to measure its own impact with basic quan-
titative expressions since measuring people’s experiences ac-
curately in quantitative terms constitutes a different field of
research in its own right. The team which carried out the study
worked on the best method to measure TEGV’s Impact and
developed the most accurate measurement method possible.
Firstly, specific areas that TEGV could have an impact on in
a child were specified. A number of dimensions were devel-
oped to identify these areas, which will also be described and
discussed in detail in the following sections of this research
study. Dimensions, which were developed by taking into con-
sideration that the majority of the interviewed people were
children, were tested and enhanced with pilot studies con-
ducted by project team members. Afterwards, the question-
naire form was completed for field application.
2.1.2. The Sample of the Research Study
While figuring out how TEGV Impact can be measured, op-
erations continued in the meantime for meeting and measur-
ing the interviewees. The primary target group of the study
was definitely children, however parents were also thought to
be very helpful in giving us essential information about TEGV’s
impact. In addition, “graduate children” who previously par-
ticipated in TEGV’s activities were also integrated into the tar-
get group of the research.
20

18. Children were selected by means of random
sampling method from each sampling unit among
the children who had attended TEGV’s activities for
at least two activity semesters and their parents
were also invited to the units for the interview.
As we have defined the primary hypothesis of the Impact
Analysis as “Children who have taken part in TEGV’s activities are
different from children who have not taken part in TEGV’s activi-
ties in some respects,” it was a conspicuous necessity for the re-
search sample to consist both of TEGV children and the other
children who share the same socioeconomic and demographic
characteristics yet who have not participated in TEGV’s activities.
We named this secondary group control group. Since the plans
included meetings with parents, they also became one of the tar-
get groups of the study.
It was decided that the primary sampling units of the research
should be TEGV activity locations, namely the education parks
and learning units. While the parks that had higher physical ca-
pacity were accepted as a separate cluster, units were graded
according to the Physical Performance Criteria and were gath-
ered in three clusters based on these grades. At least two units
from each almost equally sized cluster were included within the
framework of the sample and three more TEGV parks in specific
provinces were added to the study.
Children were selected by means of random sampling method
from each sampling unit among the children who had attended
TEGV’s activities for at least two activity semesters and their par-
ents were also invited to the units for the interview. The fact that
nearly all of the students within the sample and their parents
have attended the interviews and the short span of time covered
during the interviewing process can be interpreted as a signifi-
cant sign indicating the soundness of the method.
Figure 1. Provinces/TEGV Locations within the Scope of the
Sample
Education Parks (12) Learning Units (53) Firefly Mobile Learning Units (20)
21

19. At the end of the field study of the research,
interviews with 256 TEGV children, 256 TEGV
parents, 183 equivalent children, 183 equivalent
parents and additionally 100 TEGV graduates were
completed throughout May at 10 locations.
On the other hand, households were selected by means of ran-
dom sampling method in the neighbourhoods around the primary
sample activity locations in order to reach equivalent children and
their parents. The control group was established after the inter-
views were conducted with the children within the appropriate
age group in these households, and their parents.
In order to reach TEGV graduates, interviews were scheduled
and conducted with graduate children at TEGV activity locations
which have been included in the framework of the sample.
Interviews were conducted by professional pollsters in order
to ensure the reliability of the meetings and the collected informa-
tion. The process was quality controlled at every stage in order to
prevent methodological errors.
At the end of the field study of the research, interviews with
256 TEGV children, 256 TEGV parents, 183 equivalent children,
183 equivalent parents and additionally 100 TEGV graduates were
completed throughout May at 10 locations.
When we come to the most important question encountered
in representative sample studies, specifically whether we can de-
duce a generalisation out of the answers given by the interviewed
children and parents, we may definitely give an affirmative answer
as the project team. With a larger sample, the results could bear a
higher representational value; however, the labour and time
spared for this purpose would not be worth the difference.
2.1.3. Who are TEGV Children? Some Demographic and
Socioeconomic Data
Before passing on to the findings of the study, we believe that
it will be helpful to mention certain socioeconomic and demo-
graphic data regarding TEGV children in the light of the informa-
tion collected during the field research process. Starting from the
answers given by children and their parents, we may summarise
the socioeconomic characteristics of TEGV children as follows:
» 24 percent of TEGV children do not have their own beds, 20
percent of them do not have a separate bookcase;
» 57 percent of TEGV children do not have internet connection in
their homes;
» The families of nearly 60 percent of TEGV children have a
monthly household income below 1200 TL;
» The educational attainment of nearly 50 percent of the parents
is at elementary school level or below;
» An average of 4-5 people reside in each house and 40 percent
of the households include at least 2 children.
22

20. 2.2 Research Findings Knowing that happy
children can become good
2.2.1 Attitudes, Grades and Behaviour
2.2.1.1 Happiness: Every Child’s Right
parents and citizens in the
One of most important issues in which TEGV wants to create future, TEGV expends a great
a difference is the happiness of children. Children’s “wellbeing” deal of effort to make sure
has been acknowledged by many foundations, particularly
UNICEF, and this subject has been investigated in countless re- that children are happy.
search studies. Not only children’s academic achievement, but
also their health and happiness began to be regarded as the pri-
ority objectives of societies, as it is the case with gross national
happiness which is gradually replacing gross national product.
TEGV is an organisation which cares about the happiness
and comfort of the children attending its activities. Knowing
that happy children can become good parents and citizens in
the future, TEGV expends a great deal of effort to make sure
that children are happy.
Figure 2. Perception of Happiness in Children
TEGV Very
Satisfied
Children Satisfied
Equivalent
Very
Children Satisfied
Satisfied
0% 20% 40% 60% 80% 100%
The figures obtained at the end of the research study gen-
erally demonstrate that the majority of the children who have
been interviewed feel happy. The total number of the “satis-
fied” and “very satisfied” responses to our question consti-
tutes over 85 percent of the answers given by both TEGV chil-
dren and other children. However, we had better point out the
fact that TEGV children who have responded to this question
with these two answers is nearly 10 points more than other
children and remember that almost all TEGV children inter-
viewed in this study describe themselves as happy.
23

21. Besides, the ratio of the children who generally have
a feeling of loneliness among the equivalent children
is 44 percent, while this ratio is only 31 percent among
TEGV children. As a matter of fact, it would not be wrong
to draw a conclusion from these figures that loneliness
is common among the children and that TEGV alleviates
children’s sense of loneliness.
Figure 3. Happiness Criteria in Children
92,3%
I am generally cheerful
96,9%
91,8%
I am generally happy
97,7%
I generally feel lonely 44,3%
31,3%
Generally speaking, I am 92,3%
satisfied with my situation 96,9%
0% 20% 40% 60% 80% 100%
Equivalent Children TEGV Children
We know that happiness is a multidimensional emotion
and every person expresses his/her own sense of happiness
by using different words. When we asked the children who
participated in the research study questions about the differ-
ent states of happiness, we found striking clues regarding chil-
dren’s conception of happiness. Almost all of the children that
we interviewed stated that they were cheerful, happy and sat-
isfied with themselves; however, the results show that ratios
referring to these aforementioned states are 4 to 7 points
higher among TEGV children. Besides, the ratio of the children
who generally have a feeling of loneliness among the equiva-
lent children is 44 percent, while this ratio is only 31 percent
among TEGV children. As a matter of fact, it would not be
wrong to draw a conclusion from these figures that loneliness
is common among the children and that TEGV alleviates chil-
dren’s sense of loneliness.
2.2.1.2 Academic Achievement: What about Your
Grades?
We know that parents’ primary concern about their children
is their school grades. In Turkey, education is regarded as one of
the most important steps of success in life. The extent of the
impact that TEGV had on children’s academic achievement was
a key issue of concern especially in an environment where chil-
dren’s games or hobbies were only approved of unless they “in-
terfered with their lessons.”
24

22. The ratio of the children who consider
themselves below average in comparison with
other children is 6 percent among TEGV children,
whereas this ratio is 12 percent, twice as much,
among the equivalent children.
Figure 4. Subjective Perception of Achievement: Class Rank
TEGV
6% 40% 55%
Children
Equivalent
Children 12% 50% 38%
0% 20% 40% 60% 80% 100%
Below average Average Above average
We started examining children’s academic achievement by
asking them to what extent they felt that they were successful
comparing themselves with the other children in their classes. 40
percent of TEGV children and 50 percent of the equivalent chil-
dren consider themselves average students with respect to their
grades. The ratio of the children who consider themselves below
average in comparison with other children is 6 percent among
TEGV children, whereas this ratio is 12 percent, twice as much,
among the equivalent children. On the other hand, the ratio of
the children who rate themselves above average among TEGV
children is 55 percent, while the same ratio among other children
is as low as 38 percent and the difference between the two ratios
is nearly 20 points. Therefore, it is possible to say at least that
TEGV creates a difference in children’s self-perceptions.
25

23. The answers reveal that
Figure 5. Grade Point Averages (Out of 5)
TEGV children are also more
successful than the 4,8
Physical
equivalent children in terms Education 4,9
of their grade point Turkish 3,9
averages. 4,3
Mathematics 3,5
4,0
February 4,1
School 4,5
Report
0,0 1,0 2,0 3,0 4,0 5,0
Equivalent Children TEGV Children
In order to confirm TEGV’s difference in aforementioned
subjective perception of achievement, we asked a series of
questions regarding the first semester grades of the children
that we interviewed. The answers reveal that TEGV children are
also more successful than the equivalent children in terms of
their grade point averages. We have observed that TEGV chil-
dren have higher grades by 0,4 out of 5 points in grade point
average. This difference rises up to 0,5 points in Mathematics
grades. On the other hand, the fact that children from both
groups have received almost the same grades in Physical Educa-
tion, which is a field that TEGV is not expected to have an im-
pact on, relieves us as to the equivalence of the two samples.
From this point we come to a conclusion that we have con-
structed our research on resembling groups.
2.2.1.3 Conduct of the Children
It is a clear fact that children’s behaviour regarding specific
issues is important for parents, although this is not one of
TEGV’s priority objectives. Almost every parent wants his child
to take care of his/her health and be well-informed about it. We
also come across certain differences when we compare TEGV
children and the equivalent children in this respect.
26

24. Children participating in TEGV’s
activities find an opportunity to make
friends with the other children that they
have met and also learn to trust one
another by taking part in team play.
To begin with, we see that the ratio of the children who
know their blood types is almost the same in both groups. Since
we do not expect a difference in this respect, this sameness is
another clue pointing to the fact that both groups share equiva-
lent characteristics. Nevertheless, it is obvious that TEGV chil-
dren demonstrate different behaviour compared with other
children. Among TEGV children, the ratio of those who know
their height-weight, brush their teeth every day, have breakfast
every morning before going to school and those who have re-
newed their toothbrushes within the last 6 months is 5 to 9
points higher than other children. We may interpret this situa-
tion as a part of TEGV’s impact on children’s conduct.
Figure 6. Self-care
I know my height 77%
and weight 82%
I renewed my
toothbrush within 72%
the last 6 months 77%
... I had breakfast
every morning 67%
before going to 76%
school
... I brushed my 49%
teeth everyday 57%
I know my blood 44%
type 44%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Equivalent Children TEGV Children
2.2.2 Opinions and Perceptions
One of the primary changes expected in children who par-
ticipated in TEGV’s activities was the change in their percep-
tions about the world and themselves. TEGV aims to have an
impact on children with its activities so that they can have more
positive opinions of themselves, trust themselves and others
around them, participate in team play and become more toler-
ant. Children participating in TEGV’s activities find an opportu-
nity to make friends with the other children that they have met
and also learn to trust one another by taking part in team play.
From this point of view, we expect TEGV to have created a
difference in children’s opinions and perceptions in this respect.
Research results also support our expectations.
27

25. TEGV children feel less embarrassed when they meet
new people, overcome embarrassing situations more
quickly, bear less anxiety about being regarded with
disfavour and feel less embarrassed to answer
questions in front of the class or volunteer to take part
in games or other activities.
Figure 7. Confidence
When I get bored with something I talk to
my friends and share my feelings with 87%
them 90%
I express my opinions easily
89%
89%
I feel embarrassed when 69%
I meet new people 65%
Experiencing an embarrassing situation 68%
makes me sad for a very long time 63%
I feel anxious about being regarded with 69%
disfavour 60%
When the teacher asks a question I feel
embarrassed to speak in front of the whole 69%
class even though I know the answer 52%
46%
I frequently imagine being someone else 48%
I feel embarrassed when I am asked to volunteer 60%
in games or other kind of activities 45%
Everything goes wrong whenever 51%
I try to do something 38%
0% 20% 40% 60% 80% 100%
Equivalent Children TEGV Children
TEGV children who are included in the research study have
more self-confidence compared with other children. TEGV chil-
dren feel less embarrassed when they meet new people, over-
come embarrassing situations more quickly, bear less anxiety
about being regarded with disfavour and feel less embarrassed to
answer questions in front of the class or volunteer to take part in
games or other activities. Furthermore, they share the idea, “Eve-
rything goes wrong whenever I try to do something” in a lesser
ratio than the others. We have observed differences varying from
4 to 17 points regarding the situations mentioned above. It is also
evident that TEGV children are more comfortable than other chil-
dren in stepping forward particularly in crowded environments.
On the other hand, children from both groups have nearly the
same points in talking to their friends when they get bored with
something and sharing their opinions. The ratio of those who
wish they were someone else is about 50 percent in both groups.
Figure 8. Tolerance
I think there are many things that I can 84%
learn from my peers and other children 94%
When someone gets angry with me 84%
I try to figure out the reason why 92%
I can be convinced and change my 77%
opinion after listening to the opinions of
my friends 89%
I do not like cooperating with other 77%
people, I only prefer cooperating with the
people I know/like 58%
I generally want others to do as I say 70%
54%
I get extremely upset if others do 71%
not agree with me or support me 53%
0% 20% 40% 60% 80% 100%
Equivalent Children TEGV Children
28

26. Some of the qualifications expected in children
at the end of TEGV’s activities are improved
learning skills, higher sense of responsibility and
heightened creativity.
In addition to their high self-confidence, TEGV children also
display a high level of tolerance towards their friends. The impact
of TEGV’s cooperation attitude conspicuously manifests itself in
children’s answers. TEGV children substantially adopt the ideas
that they can learn many things from their peers and other chil-
dren and that they are open to change their opinions after listen-
ing to the opinions of their friends. TEGV children has expressed
in lesser ratios that they get upset when others do not agree with
them. Moreover, they are also more willing to cooperate with
other people, not only with the people they know.
The ratio of those who think that they can learn many things
from other children is 10 points higher among TEGV children. It
has also been observed that the ratio of the children who try to
figure out the reason why when someone gets angry with them
is similarly higher among TEGV children. All these taken into con-
sideration, it would not be a wrong statement to claim that
TEGV’s activities lead to an outstanding increase in children’s tol-
erance levels.
The combined interpretation of the two figures given above
indicates that TEGV children are more open to team play and that
they can easily cooperate with the children they do not know.
2.2.3 Study Habits
One of the primary objectives of TEGV’s activities is to
change children’s attitudes towards study habits. Some of the
qualifications expected in children at the end of TEGV’s activi-
ties are improved learning skills, higher sense of responsibility
and heightened creativity.
Figure 9. Learning Skills and Responsibility
I do my homework by myself
I always finish what I have started
I like solving problems and puzzles
I put the things I have to do in an
order in my mind
0 % 20 % 40 % 60 % 80 % 100 % 120 %
Equivalent Children TEGV Children
29

27. One of the areas in which One of the areas in which TEGV’s impact can be observed is
children’s learning skills. The ratio of those who say that they are
TEGV’s impact can be doing their homework by themselves among TEGV children is
observed is children’s nearly 6 points higher compared with other children. Further-
learning skills. The ratio of more, the ratio of those who finish what they have started with-
out fail is 8 points higher and the ratio of those who like solving
those who say that they are problems and puzzles is 11 points higher among TEGV children.
doing their homework by Therefore, we can say that TEGV’s activities have a positive im-
themselves among TEGV pact on children’s learning skills. Taking into consideration that
the ratio of the children who put their duties in order is also
children is nearly 6 points higher among TEGV children, TEGV’s activities can be said to
higher compared with other have an impact on children’s sense of responsibility as well.
children.
Figure 10. Creativity
In my leisure time I take pleasure in
trying activities I have never tried %85
before
%93
I can come up with fresh ideas %86
never thought of by somebody
else before %85
I may not express my opinion if I do %67
not share the same point of view with
the majority
%66
%0 %20 %40 %60 %80 %100
Equivalent Children TEGV Children
The children who have taken part in TEGV’s activities can be
said to have a higher tendency for creativity in comparison with
other children. In terms of trying new activities, TEGV children
have a higher incidence of giving affirmative answers with a dif-
ference of 8 points, whereas children from both groups believe
that they can find new ideas never thought of before. According
to the results of the research, two out of three children prefer
not to disclose their opinions if their views are different from
the rest. This is most probably caused by the culture in which
children have grown up, and therefore TEGV does not have a
statistically significant impact in this respect..
30

28. The most striking point is that the ratio
of those who state that being wealthy
is one of the first three important values
among the equivalent children is
16 percent, which is four times the related
ratio (4 percent) among TEGV children.
2.2.4 Values:
We already expected that the children who took part in
TEGV’s activities would have different values from their peers.
However, people’s values are directly associated with the envi-
ronment they socialize in and this factor constraints optimism
regarding TEGV’s pertinent impact. Since individuals are direct-
ly influenced by their families, schools and other environments
they take part in, TEGV should be expected to have only a lim-
ited impact on children’s already existing values.
Figure 11. Children’s Values (Most Important Three Values)
77,0%
Family
74,6%
Honesty 45,9%
55,5%
Intelligence 42,6%
39,1%
Freedom 39,3%
34,8%
33,9%
Friendship 43,0%
16,9%
Ability 25,0%
16,4%
Being wealthy, wealth 3,5%
12,6%
Creativity
12,1%
5,5%
Being famous 4,3%
Beauty 2,7%
5,5%
0% 20 % 40 % 60 % 80 % 100 %
Equivalent Children TEGV Children
We can say that all children have resembling sets of values.
Family is at the top among the three important values adopted
by children. Family is followed by honesty, intelligence and free-
dom and we see that friendship is regarded as a higher value
among TEGV children. Likewise, ability also appears to be a
higher value among TEGV children in comparison with other
children. The most striking point is that the ratio of those who
state that being wealthy is one of the first three important val-
ues among the equivalent children is 16 percent, which is four
times the related ratio (4 percent) among TEGV children. In oth-
er words, TEGV children attach more importance to ability and
friendship instead of wealth.
31

29. The most important values for parents
are family, honesty and intelligence
respectively. These values are followed by
freedom, which is rated by TEGV parents in
a higher ratio. Friendship, though highly
valued by children, is rated in a lesser ratio
among parents.
Figure 12. Parents’ Values (Most Important Three Values)
Family 73,2%
74,2%
Honesty 66,1%
68,8%
Intelligence 38,8%
39,5%
Freedom 32,8%
41,0%
20,8%
Ability 20,3%
18,6%
Being wealthy, wealth 17,2%
17,5%
Creativity 10,2%
15,3%
Friendship 18,8%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Equivalent Parents TEGV Parents
Parents have an unquestionable influence on their children.
Therefore, it is quite normal for children to respond to the ques-
tion, “What are the most important values a child should have?”
with answers that largely intersect with the answers of their
parents. As displayed in the figure above, the most important
values for parents are family, honesty and intelligence respec-
tively. These values are followed by freedom, which is rated by
TEGV parents in a higher ratio. Friendship, though highly valued
by children, is rated in a lesser ratio among parents. Putting the
differences in freedom and creativity aside, we observe that
TEGV parents and the equivalent parents demonstrate more or
less the same structure of values. This high resemblance may be
interpreted as a comforting element regarding the reliability of
the research sample.
2.2.5 Experiences and Perceptions:
Figure 13. Experiences with TEGV
I did not have an unpleasant 94,6%
experience about TEGV
93,4%
89,5%
96,7%
I am satisfied with TEGV 96,9%
97,7%
95,7%
The activities at TEGV were helpful 97,7%
99,6%
0% 20% 40% 60% 80% 100%
TEGV Graduates TEGV Parents TEGV Children
32

30. Almost all of the children, parents and
graduates who took part in the research study
expressed that they did not have any
unpleasant experiences about TEGV, that they
were satisfied with TEGV and its activities were
very helpful.
We have observed that children who have taken part in
TEGV’s activities, their parents and TEGV graduates have
strongly positive perceptions about TEGV. Almost all of the chil-
dren, parents and graduates who took part in the research
study expressed that they did not have any unpleasant experi-
ences about TEGV, that they were satisfied with TEGV and its
activities were very helpful.
Figure 14. The Outcome of TEGV’s Activities
47,8%
Increase in grade achievement 49,4%
68,8%
44,6%
Enlargement of the circle of friends and 37,6%
increase in socialisation 25,8%
12,0%
Self-improvement 12,9%
28,5%
Becoming more extroverted and active 8,7%
18,8%
5,5%
Becoming more positive, cheerful and 2,2%
happy 9,4%
9,8%
7,6%
Increase in self-confidence 22,7%
8,6%
4,3%
Improvement in communication 26,3%
8,2%
0% 20% 40% 60% 80% 100%
TEGV Graduates TEGV Parents TEGV Children
The most important outcome of participating in TEGV’s ac-
tivities from the point of parents is the increase in their chil-
dren’s grade achievement. This is followed by enlarging circle of
friends/socialisation, improvement in communication and in-
creased communication. For TEGV graduates, one of the most
important outcomes of TEGV’s activities is the enlargement of
the circle of friends, along with the increasing achievement in
their grades. Two-thirds of TEGV children think that the most
important outcome is the increase in their grade achievement,
however they also believe that self-improvement is also anoth-
er significant outcome.
33

31. According to the parents of TEGV
children, the two most important
changes that they observed in their
children after their participation in
TEGV’s activities was the increase in
their self-confidence and the increased
achievement in their grades.
Figure 15. Parents’ Views (Most Important Three Changes)
Becoming more self-confident 55,9%
Higher grades 48,8%
Making new friends 33,6%
Getting along better with siblings and people
close by 24,6%
Finding new areas of interest and involvement
in useful activities
15,6%
Becoming more cheerful 12,1%
Defending one’s own right 9,8%
Loss of shyness 7,4%
Better self-expression 6,6%
Becoming more extroverted 5,5%
Development in handicraft 3,9%
Socialisation 3,9%
Becoming more affable 3,9%
0% 10% 20% 30% 40% 50% 60%
According to the parents of TEGV children, the two most im-
portant changes that they observed in their children after their
participation in TEGV’s activities was the increase in their self-
confidence and the increased achievement in their grades.
Making new friends and getting along with siblings/people
close by were among the changes observed by the parents. Par-
ents also stated their children found useful areas of interest,
became more cheerful and showed more extrovert behaviour
after participating in TEGV’s activities. Parents’ views show that
the differences we have emphasised earlier are also perceived
by the parents.
Figure 16. Changes in Parents’ Lives
The communication among children
became more sympathetic 95,3%
Communication at home became
easier, more open and more 92,2%
comfortable
I began to think more about the
communication and relations I had
83,3%
with my children
I came to worry less about my children 87,1%
I became acquainted with new things 85,2%
My child found opportunities that did 84,0%
not push our financial situation
I spared more time for myself and my 71,5%
other duties
I made friends with the families of
55,5%
other TEGV children
I participated in TEGV’s adult
21,5%
education program
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
34

32. Children who have attended TEGV’s activities show a
tendency to become TEGV’s volunteer ambassadors in
the future. Almost all of the children express that they
will volunteer, recommend TEGV to the children in their
surroundings and encourage them to participate and
keep informed about the foundation.
It has been observed that parents’ communication with chil-
dren and the communication among children are two changes
that have the highest incidence rate in parents’ lives after their
children have participated in TEGV’s activities. Almost all TEGV
parents agree that their communication with their children has
become easier/more sympathetic and more open. Another re-
sult of children’s participation in TEGV’s activities is that parents
have come to worry less about their children. Moreover, parents
think that their children have found various/different opportuni-
ties that do not push the financial situation of their families. As
children begin to participate in TEGV’s activities, parents also
find the opportunity to make time for themselves or their duties,
which can be considered one of TEGV’s advantages.
Figure 17. Children and TEGV Ambassadorship
I would volunteer, act like a
brother/sister to the children 99,2%
I would recommend TEGV to the
children in my surroundings and 98,8%
encourage them to participate
I would follow the activities at TEGV 98,0%
by asking people I know here
I would make visits 96,9%
I would make donations 96,5%
I would work at TEGV 95,3%
I would follow their activities from 90,2%
television, newspapers or magazines
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Children who have attended TEGV’s activities show a ten-
dency to become TEGV’s volunteer ambassadors in the future.
Almost all of the children express that they will volunteer, rec-
ommend TEGV to the children in their surroundings and en-
courage them to participate and keep informed about the foun-
dation. Again almost all TEGV children reflect that they will
donate to the foundation and even work there in the future.
35

33. TEGV parents are also acting like TEGV’s
volunteer ambassadors. Almost all of them
suggest to the children in their surroundings
that they participate in TEGV’s activities, and
encourage people to become volunteers.
Figure 18. Parents and TEGV Ambassadorship
I would recommend TEGV to the
children in my surroundings and 98,8%
encourage them to participate
I would encourage the people 96,5%
around me to become volunteers
I would make visits 83,6%
I would make donations 82,0%
I would follow TEGV in the media 73,4%
0% 20% 40% 60% 80% 100%
TEGV parents are also acting like TEGV’s volunteer ambas-
sadors. Almost all of them suggest to the children in their sur-
roundings that they participate in TEGV’s activities, and encour-
age people to become volunteers. Parents also say that they
will make visits to TEGV activity locations, make donations and
follow TEGV in the media.
2.2.6 The Determinants of TEGV Impact:
Multivariate Analyses
Within a series of indicators developed with an aim to meas-
uring TEGV’s impact on children, the differences between TEGV
children and equivalent children were explained in detail in the
previous sections. 29 indicators which were developed within
the frame of the research study were actually used to assess 12
main change scales. Each one of these main change scales com-
prises one or more indicators, and the statistical significance
tests show that the indicators can assess the scales significantly.
One can see the differences between TEGV children and equiv-
alent children within the main change scales in the diagram be-
low:
36

34. The results of the research indicate that TEGV
children are more open to team play, more
inclined towards self-regulation and that they
shoulder a higher level of responsibility
compared with other children.
Figure 19. Impact Dimensions
Anger (-)
4,00
Creativity Team Play
3,00
Critical Thinking 2,00 Anxiety (-)
1,00
Happiness 0,00 Tolerance/
Empathy
Learning Skills Confidence
Responsibility Freedom Equivalent
Self-regulation TEGV
12 main change scales, each varying between 0 and 4, have
been estimated based on the indicators. As mentioned before,
each one of these scales bears a statistical significance. The ar-
eas in which the differences between children who have par-
ticipated in TEGV’s activities and the other children become
evident are as follows:
• Mood related areas such as Anger and Anxiety: TEGV
children are less angry and bear less anxiety compared
with other children.
• Areas related to children’s behaviour such as Team Play,
Self-regulation and Responsibility: The results of the
research indicate that TEGV children are more open to
team play, more inclined towards self-regulation and that
they shoulder a higher level of responsibility compared
with other children.
• Worldview related areas such as Tolerance/Empathy,
Confidence and Freedom: We see at the end of the
research that the tolerance/empathy levels of TEGV
children are higher than other children. Moreover, the
confidence average among TEGV children towards
themselves and the others is higher, and TEGV children
are also keener on their freedom.
Happiness and creativity are the areas in which the differ-
ences between TEGV children and the other children become
less or equal.
37