Publication: Dizgeli öğretime göre geliştirilen eşlik dersi programının akademik başarıya, tutuma, yeterlik algısına ve kalıcılığa etkisi
Abstract
yano Eşlik, Dizgeli Öğretim, Müzik Eğitimi, Program Geliştirme, Eşlik Dersi ZET DİZGELİ ÖĞRETİME GÖRE GELİŞTİRİLEN EŞLİK DERSİ PROGRAMININ AKADEMİK BAŞARIYA, TUTUMA, YETERLİK ALGISINA VE KALICILIĞA ETKİSİ Bu çalışma, Eşlik dersinin program boyutu ile ilgili duyulan ihtiyaçların giderilmesi düşüncesi ile gerçekleştirilmiştir. Müzik öğretmeni adaylarının eşlik alanında yeterli olabilmelerinin, Eşlik dersinin program ile ilgili eksiklerinin giderilmesine bağlı olabileceği düşünülmüş ve Müzik Öğretmenliği Lisans kapsamındaki Eşlik dersine ilişkin bir program geliştirme çalışması yapılmıştır. Bu araştırmanın amacı, Dizgeli Öğretime göre geliştirilen Eşlik dersi programının akademik başarı, tutum, yeterlik algısı ve kalıcılık üzerindeki etkisini belirlemektir. Araştırmada deneysel yöntemin öntest-sontest kontrol gruplu modeli kullanılmıştır. Eşlik dersi alan toplam 33 lisans üçüncü sınıf öğrencisinin 18’i deney, 15’i kontrol grubunda yer almıştır. Deney ve kontrol gruplarının Eşlik dersi ile ilgili bilişsel, duyuşsal ve devinişsel alanlarda denk olmasına dikkat edilmiştir. Araştırmada veri toplama aracı olarak, ünitelerle ilgili olarak araştırmacı tarafından geliştirilen 57 soruluk başarı testi, Piyano İle Eşlik Alanında Yeterlik Algısı Ölçeği, Eşlik dersi için hazırlanan gözlem formu ve Piyano Dersi Tutum Ölçeği’nden Eşlik dersine uyarlanan Eşlik Dersi Tutum Ölçeği kullanılmıştır. Veri toplama araçları deney öncesinde her iki gruba da uygulanarak grupların denklikleri sağlanmıştır. Deney grubuna 14 haftalık güz dönemi boyunca Dizgeli Öğretim modeline göre geliştirilen program uygulanmış, kontrol grubunda ise geleneksel öğretim yapılmıştır. Veri toplama araçları deneyin sonunda her iki gruba da uygulanmıştır. Kalıcılığı ölçmek için, başarı testi sontest uygulamasından 21 gün sonra tekrar uygulanmıştır. Araştırmada elde edilen sonuçlar şöyle özetlenebilir: 1. Dizgeli Öğretime göre geliştirilen Eşlik dersi programının uygulandığı grubun başarı testi puanları (bilgi, kavrama, uygulama, bilgiyi bulma, kullanma ve o bilgiden yenilerini üretme düzeyi ve toplam puanları) ile geleneksel öğretimin yapıldığı grubun başarı testi puanları (bilgi, kavrama, uygulama, bilgiyi bulma, kullanma ve o bilgiden yenilerini üretme düzeyi ve toplam puanları) arasında deney grubunun lehine anlamlı bir fark bulunmuştur. 2. Dizgeli Öğretime göre geliştirilen Eşlik dersi programının uygulandığı grubun kalıcılık (bilgi, kavrama, uygulama, bilgiyi bulma, kullanma ve o bilgiden yenilerini üretme düzeyi ve toplam puanları) ortalama puanları ile geleneksel öğretimin yapıldığı grubun kalıcılık (bilgi, kavrama, uygulama, bilgiyi bulma, kullanma ve o bilgiden yenilerini üretme düzeyi ve toplam puanları) ortalama puanları arasında deney grubu lehine (bilgi, kavrama, toplam puanları) anlamlı bir fark bulunmuştur. Uygulama ve bilgiyi bulma, kullanma ve o bilgiden yenilerini üretme düzeyi kalıcılık puanları bakımından deney ve kontrol grupları arasında anlamlı bir fark bulunmamıştır. 3. Dizgeli Öğretime göre geliştirilen Eşlik dersi programının uygulandığı grubun Eşlik dersi toplam tutum puanları ile geleneksel öğretimin yapıldığı grubun Eşlik dersi toplam tutum puanları arasında deney grubunun lehine anlamlı bir fark bulunmuştur. 4. Dizgeli Öğretime göre geliştirilen Eşlik dersi programının uygulandığı grubun gözlem toplam puanları ile geleneksel öğretimin yapıldığı grubun gözlem toplam puanları arasında deney grubunun lehine anlamlı bir fark bulunmuştur. 5. Dizgeli Öğretime göre geliştirilen Eşlik dersi programının uygulandığı grubun piyano ile eşlik alanında yeterlik algısı puanları ile geleneksel öğretimin yapıldığı grubun piyano ile eşlik alanında yeterlik algısı puanları arasında anlamlı bir fark bulunmamıştır. 6. Öğrencilerin “piyanoya başlama yaşı” değişkenine göre gözlem puanları, Eşlik dersi toplam tutum puanları ve piyano ile eşlik yeterlik algısı puanları arasında anlamlı bir fark bulunmamıştır. 7. Öğrencilerin “günlük piyano çalışma süresi” değişkenine göre gözlem puanları ve Eşlik dersi toplam tutum puanları arasında anlamlı bir fark bulunmuştur. Öğrencilerin “günlük piyano çalışma süresi” değişkenine göre piyano ile eşlik alanında yeterlik algısı puanları arasında anlamlı bir fark bulunmamıştır. 8. Öğrencilerin “mezun olunan okul türü” değişkenine göre başarı testi toplam puanları, gözlem puanları, Eşlik dersi toplam tutum puanları ve piyano ile eşlik yeterlik algısı puanları arasında anlamlı bir fark bulunmamıştır.
THE EFFECT OF THE ACCOMPANIMENT COURSE PROGRAM DEVELOPED IN ACCORDANCE WITH THE SYSTEMATIC TECHNIQUE ON ACADEMIC SUCCESS, ATTITUDE, COMPETENCE PERCEPTION AND PERMANENCE This study has been conducted to provide for the need concerning the program dimensions of the Accompaniment course. It has been considered that the competence of the prospective music teachers in the field of accompaniment may depend on the removal of the deficiencies of the Accompaniment course program and so a program development study concerning the Accompaniment Course within the framework of the Music Teaching Undergraduate Program has been conducted. The aim of this study is to determine the effect of the Accompaniment course program developed in accordance with the Systematic Technique on academic success, attitude, competence perception and permanence. The study uses the pretest – post-test control group model of the experimental method. Of the total of 33 undergraduate junior students taking accompaniment course, 18 were included in the experimental group while 15 were included in the control group. Special care was taken to ensure that the experimental and the control groups are equivalent in the cognitive, affective and psychomotor fields of the Accompaniment course. A Success test of 57 questions concerning the units and developed by the conductor of the study, Competence Perception Scale in Piano Accompaniment, observation form prepared for the Accompaniment course and the Attitude Scale in Accompaniment Course adapted to the Accompaniment course from the Attitude Scale in Piano Course were utilized as data gathering tools in the study. The data gathering tools were applied to both groups before the experiment and so the equivalence of the two groups was ensured. During the 14-week fall semester, the program developed in accordance with the Systematic Technique model was provided to the experimental group while traditional teaching methods were provided to the control group. The data gathering tools were applied to both groups at the end of the experiment. In order to measure the permanence, the success test was applied once more 21 days after the post-test application. The results of the study can be summarized as: 1. A significant difference was noted in favor of the experimental group between the success test scores (knowledge, comprehension, application, level of detecting and utilizing information and providing new information based on this information and total score) of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the success test scores (knowledge, comprehension, application, level of detecting and utilizing information and providing new information based on this information and total score) of the group provided with traditional teaching methods. 2. A significant difference was noted in favor of the experimental group between the permanence overall scores (knowledge, comprehension, application, level of detecting and utilizing information and providing new information based on this information and total score) of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the permanence overall scores (knowledge, comprehension, and total score) of the group provided with traditional teaching methods. No significant difference was noted between the experimental and the control groups in permanence scores of application, level of detecting and utilizing information and providing new information based on this information. 3. A significant difference was noted in favor of the experimental group between the Accompaniment course total attitude scores of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the Accompaniment course total attitude scores of the group provided with traditional teaching methods. 4. A significant difference was noted in favor of the experimental group between the observation total scores of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the observation total scores of the group provided with traditional teaching methods. 5. No significant difference was noted between the competence perception in piano accompaniment scores of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the competence perception in piano accompaniment scores of the group provided with traditional teaching methods. 6. No significant difference was noted between the observation scores, Accompaniment course total attitude scores and competence perception in piano accompaniment scores of the students as based on the variable of “the starting age for piano”. 7. A significant difference was noted between the observation scores and the Accompaniment course total attitude scores of the students as based on the variable of “the daily piano exercise time”, No significant difference was noted between the competence perception in piano accompaniment scores of the students as based on the variable of “the daily piano exercise time”. 8. No significant difference was noted between the success test total scores, observation scores, Accompaniment course total attitude scores and competence perception in piano accompaniment scores of the students as based on the variable of “the type of school graduated from”.
THE EFFECT OF THE ACCOMPANIMENT COURSE PROGRAM DEVELOPED IN ACCORDANCE WITH THE SYSTEMATIC TECHNIQUE ON ACADEMIC SUCCESS, ATTITUDE, COMPETENCE PERCEPTION AND PERMANENCE This study has been conducted to provide for the need concerning the program dimensions of the Accompaniment course. It has been considered that the competence of the prospective music teachers in the field of accompaniment may depend on the removal of the deficiencies of the Accompaniment course program and so a program development study concerning the Accompaniment Course within the framework of the Music Teaching Undergraduate Program has been conducted. The aim of this study is to determine the effect of the Accompaniment course program developed in accordance with the Systematic Technique on academic success, attitude, competence perception and permanence. The study uses the pretest – post-test control group model of the experimental method. Of the total of 33 undergraduate junior students taking accompaniment course, 18 were included in the experimental group while 15 were included in the control group. Special care was taken to ensure that the experimental and the control groups are equivalent in the cognitive, affective and psychomotor fields of the Accompaniment course. A Success test of 57 questions concerning the units and developed by the conductor of the study, Competence Perception Scale in Piano Accompaniment, observation form prepared for the Accompaniment course and the Attitude Scale in Accompaniment Course adapted to the Accompaniment course from the Attitude Scale in Piano Course were utilized as data gathering tools in the study. The data gathering tools were applied to both groups before the experiment and so the equivalence of the two groups was ensured. During the 14-week fall semester, the program developed in accordance with the Systematic Technique model was provided to the experimental group while traditional teaching methods were provided to the control group. The data gathering tools were applied to both groups at the end of the experiment. In order to measure the permanence, the success test was applied once more 21 days after the post-test application. The results of the study can be summarized as: 1. A significant difference was noted in favor of the experimental group between the success test scores (knowledge, comprehension, application, level of detecting and utilizing information and providing new information based on this information and total score) of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the success test scores (knowledge, comprehension, application, level of detecting and utilizing information and providing new information based on this information and total score) of the group provided with traditional teaching methods. 2. A significant difference was noted in favor of the experimental group between the permanence overall scores (knowledge, comprehension, application, level of detecting and utilizing information and providing new information based on this information and total score) of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the permanence overall scores (knowledge, comprehension, and total score) of the group provided with traditional teaching methods. No significant difference was noted between the experimental and the control groups in permanence scores of application, level of detecting and utilizing information and providing new information based on this information. 3. A significant difference was noted in favor of the experimental group between the Accompaniment course total attitude scores of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the Accompaniment course total attitude scores of the group provided with traditional teaching methods. 4. A significant difference was noted in favor of the experimental group between the observation total scores of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the observation total scores of the group provided with traditional teaching methods. 5. No significant difference was noted between the competence perception in piano accompaniment scores of the group provided with the Accompaniment course program developed in accordance with the Systematic Technique and the competence perception in piano accompaniment scores of the group provided with traditional teaching methods. 6. No significant difference was noted between the observation scores, Accompaniment course total attitude scores and competence perception in piano accompaniment scores of the students as based on the variable of “the starting age for piano”. 7. A significant difference was noted between the observation scores and the Accompaniment course total attitude scores of the students as based on the variable of “the daily piano exercise time”, No significant difference was noted between the competence perception in piano accompaniment scores of the students as based on the variable of “the daily piano exercise time”. 8. No significant difference was noted between the success test total scores, observation scores, Accompaniment course total attitude scores and competence perception in piano accompaniment scores of the students as based on the variable of “the type of school graduated from”.