Publication: Piyano eğitiminde özdüzenlemeli öğrenme ve öğrenme stilleri ile akademik başarı arasındaki ilişki
Abstract
Bu araştırma, müzik öğretmeni adayları ve lisans düzeyindeki konservatuvar öğrencilerinin piyano çalışma sürecindeki özdüzenlemeli öğrenme düzeyleri ve öğrenme stillerini belirleyerek; piyano çalışma sürecindeki özdüzenlemeli öğrenme düzeyleri ve öğrenme stilleri ile akademik başarıları arasındaki ilişkilerin saptanması ve piyano çalışma sürecindeki özdüzenlemeli öğrenme düzeyleri ile öğrenme stillerinin hangi değişkenler dahilinde farklılıklar gösterebileceğini ortaya koymaktır. Tarama yöntemi ile yapılan bir alan araştırması olan bu çalışmanın örneklem grubunu, Marmara Üniversitesi Atatürk Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi Ana Bilim Dalı'nda (n=126), İnönü Üniversitesi Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi Ana Bilim Dalı'nda (n=79), Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi Ana Bilim Dalı'nda (n=76), Mimar Sinan Güzel Sanatlar Üniversitesi Devlet Konservatuvarı (n=6), İstanbul Üniversitesi Devlet Konservatuvarı (n=9), Trakya Üniversitesi Devlet Konservatuvarı (n=6) ve Anadolu Üniversitesi Devlet Konservatuvarı'nda (n=5) öğrenim gören toplam 307 öğrenci oluşturmaktadır. Araştırmada 3 veri toplama aracı kullanılmıştır. Birinci veri toplama aracı, öğrencilerin demografik özelliklerini elde etmek amacıyla araştırmacı tarafından geliştirilen Öğrenci Bilgi Formu; ikinci veri toplama aracı, Özmenteş (2007) tarafından öğrencilerin özdüzenlemeli öğrenme düzeylerini belirlemek amacıyla Pintrich et al. (1991) tarafından geliştirilen Motivated Strategies for Learning Questionniare ve Chung tarafından geliştirilen Self-Regulated Learning in Instrumental Practicing Questionniare adlı ölçeklerin ışığında geliştirilen Çalgı Çalışma Sürecinde Özdüzenlemeli Öğrenme Ölçeği; üçüncü veri toplama aracı ise Gracha ve Reichman (Gracha, 2002) tarafından geliştirilen Öğrenme Stilleri Ölçeği dir. Bu ölçeğin Türkçe diline ilişkin eşdeğerliği ile geçerlik güvenirlik çalışması Koçak (2005) tarafından yapılmıştır. Çalışmanın diğer aşamasını oluşturan, öğrencilerin akademik başarı verileri, öğrencilerden edinilen piyano dersi not ortalamaları bilgisine dayanılarak yapılmıştır.Araştırmanın istatistiksel analizlerinde yüzde-frekans analizleri, bağımsız grup t testi, tek yönlü varyans analizi (ANOVA) ve korelasyon teknikleri kullanılmıştır. Araştırmadan elde edilen sonuçlara göre; ·Öğrencilerin %31,9’unun öğrenme stili işbirlikçi, % 31,7'sinin öğrenme stili bağımlı çıkmıştır. ·Öğrencilerin piyano eğitimindeki özdüzenlemeli öğrenme düzeyleri, performans öncesi evre, performans evresi ve performans sonrası evre düzeyleri ile akademik başarıları arasında pozitif yönde ve anlamlı bir ilişki bulunmuştur. Öğrencilerin pasif öğrenme stili puanı ile akademik başarı puanı arasında negatif yönde ve istatistiksel olarak anlamlı bir ilişki vardır. ·Öğrencilerin piyano eğitiminde özdüzenlemeli öğrenme düzeyleri; cinsiyet, yaş, ana dal, çalışma süresi, öğrenim gördükleri fakülte türü, mezun oldukları lise, öğretmenden memnuniyet, piyano geçmişi ve piyano başarı algılarına göre istatistiksel olarak anlamlı farklılıklar göstermektedir. Öğrencilerin öğrenme stilleri; cinsiyet, yaş, çalışma süresi, öğrenim gördükleri fakülte türü, mezun oldukları lise, piyano geçmişi ve piyano başarı algılarına göre istatistiksel olarak anlamlı farklılıklar göstermektedir. zenleme, özdüzenlemeli öğrenme, üstbiliş, öğrenme stilleri, akademik başarı
This survey aims to point out the relationship between self regulated learning levels in piano practise and learning styles of the bachelor's degree students who have piano educations in State Conservatory and Music Education Faculty of Arts and academic achievement; and also in which circumstances these relations vary by determining level of self regulated learning levels in piano practise and learning styles of the bachelor's degree students. 126 students from Marmara University Atatürk Education Faculty Fine Arts Education Department and Music Education, 79 students from İnönü University Education Faculty Fine Arts Education Department and Music Education, 76 students from Karadeniz Technical University Fatih Education Faculty Fine Arts Education Department and Music Education, 6 students from Mimar Sinan Fine Arts University State Conservatory, 9 students from İstanbul University State Conservatory, 6 students from Trakya University State Conservatory and 5 students from Anadolu University State Conservatory, so totally 307 bachelor's degree piano students, have been participated in this survey which is a field research done by survey method. In this survey, three basic data collecting tools were used. First data collection tool is Student Information Form which is aimed to obtain individual knowledge and was developed by the researcher; second data collection tool is The Self-Regulation in Instrumental Practise Scale which was developed by Özmenteş (2007) in the lights of Motivated Stretegies for Learning Questionniare which was developed by Pintrich and his friends (1991) and Self Regulated Learning in Instrumental Practicing Questionniare which was developed by Chung, third data collection tool is Learning Style Inventory which was developed by Grasha and Riechmann. Equivalance, validity and reliability studies of this tool in Turkish language were done by Koçak (2005). Another level of the work that makes ground for the students' academic achievement data was established in accordance with average of piano knowledge level registered from every student. Percentage-frequence analyses, indepented sample t test, one-way variance analysis (ANOVA) and correlation technics were used in the statistical analysis of the survey. According to the results of this survey : ·it was determined that % 31,9 of students have collobrative learning style and % 31,7 of students have dependent learning style. ·it was determined that a significant relationship in between self regulated learning in piano practising levels, forethought phase, performance phase, self-reflection phase levels and academic achievement. It is also found that there are a significant negative relationship in between students’ dependent learning style and academic achievement. ·There are significant differences between students' self regulated learning in piano practising levels and gender, age, the major instrument, daily amount of practise, kinds of a faculty, type of high school, satisfactions of a lecturer, piano training backround, perceptions of an achievement of a piano. There are significant differences between students' learning styles and gender, age, daily amount of practise, kinds of a faculty, type of high school, piano training backround, perceptions of an achievement of a piano. Key Words: Self regulation, self-regulated learning, metacognition, learning styles, academic achievement
This survey aims to point out the relationship between self regulated learning levels in piano practise and learning styles of the bachelor's degree students who have piano educations in State Conservatory and Music Education Faculty of Arts and academic achievement; and also in which circumstances these relations vary by determining level of self regulated learning levels in piano practise and learning styles of the bachelor's degree students. 126 students from Marmara University Atatürk Education Faculty Fine Arts Education Department and Music Education, 79 students from İnönü University Education Faculty Fine Arts Education Department and Music Education, 76 students from Karadeniz Technical University Fatih Education Faculty Fine Arts Education Department and Music Education, 6 students from Mimar Sinan Fine Arts University State Conservatory, 9 students from İstanbul University State Conservatory, 6 students from Trakya University State Conservatory and 5 students from Anadolu University State Conservatory, so totally 307 bachelor's degree piano students, have been participated in this survey which is a field research done by survey method. In this survey, three basic data collecting tools were used. First data collection tool is Student Information Form which is aimed to obtain individual knowledge and was developed by the researcher; second data collection tool is The Self-Regulation in Instrumental Practise Scale which was developed by Özmenteş (2007) in the lights of Motivated Stretegies for Learning Questionniare which was developed by Pintrich and his friends (1991) and Self Regulated Learning in Instrumental Practicing Questionniare which was developed by Chung, third data collection tool is Learning Style Inventory which was developed by Grasha and Riechmann. Equivalance, validity and reliability studies of this tool in Turkish language were done by Koçak (2005). Another level of the work that makes ground for the students' academic achievement data was established in accordance with average of piano knowledge level registered from every student. Percentage-frequence analyses, indepented sample t test, one-way variance analysis (ANOVA) and correlation technics were used in the statistical analysis of the survey. According to the results of this survey : ·it was determined that % 31,9 of students have collobrative learning style and % 31,7 of students have dependent learning style. ·it was determined that a significant relationship in between self regulated learning in piano practising levels, forethought phase, performance phase, self-reflection phase levels and academic achievement. It is also found that there are a significant negative relationship in between students’ dependent learning style and academic achievement. ·There are significant differences between students' self regulated learning in piano practising levels and gender, age, the major instrument, daily amount of practise, kinds of a faculty, type of high school, satisfactions of a lecturer, piano training backround, perceptions of an achievement of a piano. There are significant differences between students' learning styles and gender, age, daily amount of practise, kinds of a faculty, type of high school, piano training backround, perceptions of an achievement of a piano. Key Words: Self regulation, self-regulated learning, metacognition, learning styles, academic achievement