**4. Achievements and conclusions**

At the end of the experience, the satisfaction questionnaire has been administered to the students. The outcome is summarized in **Table 1**.

The full satisfaction and enthusiasm in having participated in the experience have emerged also from the free comments. For example the comments of question (1) have been: the project was helpful "because this way you compare what we are doing in class also with a university teacher, and you can hear his opinions", projects like this "help you understand things better", "because it is interesting how he explained mathematics in a different way making the lesson less heavy but useful", "because, with projects like this, you learn to use logic" (motivation repeated several times).

This testifies that the perception by the students about their personal skills in the disciplines of Italian and mathematics during the experience is considerably high compared to the perception they have during standard curricular lessons.

In addition, in the parallel test of mathematics that involved all the first classes of the Institute, concluding and summarizing the ministerial program carried out during


#### **Table 1.**

*Percentage answers to the satisfaction questionnaire.*

### *Perspective Chapter: Teaching Intuition and Creativity - An Interdisciplinary and Playful… DOI: http://dx.doi.org/10.5772/intechopen.103144*

the school year, students have reported the following results: 20% scored between 6 and 7 over 10, 70% scored between 7.5 and 9, 10% scored higher, placing themselves in the range of excellence of the school. Note how the average score for the institute is between 6 and 7, on a scale ranging from 0 to 10. Moreover, the fact that none of the students were rated insufficient, shows that the interdisciplinary course of creativity and intuition was also useful as an activity to reinforce self-esteem, to make up for deficiencies, and to strengthen the logical-solving skills of students who initially had a negative rating.

In Italian, the criticalities highlighted by the entry test have dissolved. The result of the parallel tests at the end of the year was very positive: the average score was between 8 and 9 and only one student was slightly insufficient. It should be noted that in the other classes of the institute the incidence of insufficient evaluations was greater than 50%. A special note must be done considering the students with special needs present in the class. The proposed activities have been revealed to be very inclusive. The two students have been constantly engaged and participated with great satisfaction and with excellent results.

In conclusion, although the experience was limited to one class and only 20 curricular hours, we can say that the enhancement of creative and "manual" aspects proposed in the project has given encouraging results. Indeed the subsequent year, in the same class a second advanced edition has been proposed, as described in [33, 34] maintaining the same playful approach. Moreover, the same activities have been proposed to the new first-year classes in the following years.
