Publication: Müzik öğretmeni adaylarının bireysel ses eğitimi dersi motivasyon ve ders çalışma becerilerinin incelenmesi
Abstract
Bu araştırmanın amacı müzik öğretmeni adaylarının bireysel ses eğitimi dersine ilişkin motivasyon ve ders çalışma becerileri arasındaki ilişkiyi ortaya çıkarmak ve bu iki değişkenin cinsiyet, mezun olunan lise türü, üniversite, kalınan yer, kardeş durumu, aile aylık gelir düzeyi, sigara kullanım durumu, alkol kullanım durumu, okuldaki çalışma ortamı, evdeki çalışma ortamı, gün içinde çalışma süresi ve çalışırken dikkatin kolay dağılma durumu değişkenlerine göre farkları ortaya koymaktır. Bu noktada araştırmanın yöntemi olarak nicel araştırma yöntemlerinden ilişkisel tarama deseni kullanılmıştır. Araştırmanın evreni seçkisiz küme örnekleme yöntemi kullanılarak Türkiye’nin yedi coğrafi bölgesinde bünyesinde Eğitim Fakültesi Güzel Sanatlar Eğitimi Müzik Eğitimi Anabilim Dalında öğrenim gören birer üniversiteden seçilmiştir. Örneklemi ise Ondokuz Mayıs Üniversitesi Eğitim Fakültesi, Burdur Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi, Gazi Üniversitesi Gazi Eğitim Fakültesi, Harran Üniversitesi Eğitim Fakültesi, Marmara Üniversitesi Atatürk Eğitim Fakültesi, Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi ve İnönü Üniversitesi Eğitim Fakültesi, Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi nda öğrenim gören 1. sınıf öğrencileri oluşturmuştur. Bu araştırmada veri toplama araçları olarak araştırmacı tarafından oluşturulan Kişisel Bilgi Formu, Ekici (2017) tarafından geliştirilen “Bireysel Ses Eğitimi Dersi Motivasyon Ölçeği” ve Bay vd., (2004) tarafından geliştirilen “Ders Çalışma Becerileri Ölçeği” kullanılmıştır.Verilerin analizinde Kişisel Bilgi Formunun yüzdelikleri ve frekansları hesaplanarak tablolarda gösterilmiştir. Demografik değişkenlerin sürekli değişkenlere olan analizlerinde ise normalliği test edilmiş, normallik olan durumlarda t-Testi ve Tek Yönlü ANOVA analizi kullanılmıştır. Normallik olmayan durumlarda ise Kruskal-Wallis testi kullanılmıştır. Sürekli değişkenlerin birbiriyle olan ilişkisini gözlemlemek için ise Spearman Sıra Farkları Korelasyonu kullanılmıştır. Araştırmanın bulgularına bakıldığında Bireysel Ses Eğitimi Dersi Motivasyon Ölçeği’nde sadece cinsiyet değişkeninde anlamlı farklılık saptanmıştır. Mezun olunan lise, üniversite, kalınan yer, kardeş durumu, aile aylık gelir düzeyi, sigara-alkol kullanım durumu, okuldaki ve evdeki çalışma ortamı, gün içinde çalışma süresi ve çalışırken dikkatiniz kolay dağılır mı değişkenlerinde bireysel ses eğitimi dersi motivasyon düzeylerinde anlamlı farklılık görülmemiştir. Ders Çalışma Becerileri Ölçeği’nde cinsiyet, üniversite, kardeş durumu, gün içindeki çalışma süresi ve çalışırken dikkatiniz kolay dağılır mı değişkenlerinde ders çalışma becerileri ve alt boyutlarında anlamlı farklılık saptanmıştır. Mezun olunan lise türü, kalınan yer, kardeş durumu, sigara-alkol kullanımı, okuldaki ve evdeki çalışma ortamı değişkenlerinde anlamlı farklılık saptanmamıştır. Son olarak bireysel ses eğitimi dersi motivasyon ve ders çalışma becerileri arasında yapılan korelasyon testinde Bireysel Ses Eğitimi Motivasyon Ölçeği ile Ders Çalışma Becerileri Ölçeği’nin motivasyon alt boyutunda pozitif yönde anlamlı ilişki saptanmıştır.
This study aims to reveal the relationship between the motivation and study skills of music teacher candidates regarding the individual voice training lesson and also to reveal the relationship between these two variables and gender, type of high school graduated, university education status, place of residence, sibling status, monthly income level of the family, smoking status, alcohol usage, studying environment at university, studying environment at home, studying time during the day and being easily distracted while studying. Correletional survey model, one of the quantitative research methods, was used as the research method. The population of the research was selected from one university in seven geographical regions of Turkey, studying in the Faculty of Education, Fine Arts Education, Music Education Department, using the random cluster sampling method. The sample is consisted of first-year students of Fine Arts Education/ Music Education Department from Ondokuz Mayis University Faculty of Education, Burdur Mehmet Akif Ersoy University Faculty of Education, Gazi University Gazi Faculty of Education, Harran University Faculty of Education, Marmara University Atatürk Faculty of Education, Mugla Sitki Kocman University Faculty of Education and İnönü University Faculty of Education. Personal Information Form created by the researcher as data collection tools in this research, “Individual Voice Training Course Motivation Scale” developed by Ekici (2017) and Study Skills Scale developed by Bay, et al. (2004) were used. In the analysis of the data, the percentages and frequencies of the Personal Information Form are shown in the tables. In the analysis of demographic variables to continuous variables, normality was tested, and t-Test and One-Way ANOVA analysis were used in cases of normality. In the absence of normality, the Kruskal-Wallis test was used. Spearman Rank Correlation was used to observe the relationship between continuous variables. Considering the findings of the study, a significant difference was found only in the gender variable in the Individual Voice training course motivation scale. There was no significant difference in the motivation levels of the individual voice training course in the variables of type of high school graduated, university education status, place of residence, sibling status, monthly income level of the family, smoking-alcohol usage, studying environment at university and home, studying time during the day and being easily distracted while studying. In the Study Skills Scale, a significant difference was found in the study skills and sub-dimensions of gender, university education status, sibling status, studying time during the day and being easily distracted while studying. There was no significant difference in the variables of the type of high school graduated, place of residence, sibling status, smoking-alcohol usage, and studying environment at school and at home. Finally, in the correlation test between Individual Voice training course motivation and study skills, a positive significant relationship was found between the individual voice education motivation scale and the motivation sub-dimension of the study skills scale.
This study aims to reveal the relationship between the motivation and study skills of music teacher candidates regarding the individual voice training lesson and also to reveal the relationship between these two variables and gender, type of high school graduated, university education status, place of residence, sibling status, monthly income level of the family, smoking status, alcohol usage, studying environment at university, studying environment at home, studying time during the day and being easily distracted while studying. Correletional survey model, one of the quantitative research methods, was used as the research method. The population of the research was selected from one university in seven geographical regions of Turkey, studying in the Faculty of Education, Fine Arts Education, Music Education Department, using the random cluster sampling method. The sample is consisted of first-year students of Fine Arts Education/ Music Education Department from Ondokuz Mayis University Faculty of Education, Burdur Mehmet Akif Ersoy University Faculty of Education, Gazi University Gazi Faculty of Education, Harran University Faculty of Education, Marmara University Atatürk Faculty of Education, Mugla Sitki Kocman University Faculty of Education and İnönü University Faculty of Education. Personal Information Form created by the researcher as data collection tools in this research, “Individual Voice Training Course Motivation Scale” developed by Ekici (2017) and Study Skills Scale developed by Bay, et al. (2004) were used. In the analysis of the data, the percentages and frequencies of the Personal Information Form are shown in the tables. In the analysis of demographic variables to continuous variables, normality was tested, and t-Test and One-Way ANOVA analysis were used in cases of normality. In the absence of normality, the Kruskal-Wallis test was used. Spearman Rank Correlation was used to observe the relationship between continuous variables. Considering the findings of the study, a significant difference was found only in the gender variable in the Individual Voice training course motivation scale. There was no significant difference in the motivation levels of the individual voice training course in the variables of type of high school graduated, university education status, place of residence, sibling status, monthly income level of the family, smoking-alcohol usage, studying environment at university and home, studying time during the day and being easily distracted while studying. In the Study Skills Scale, a significant difference was found in the study skills and sub-dimensions of gender, university education status, sibling status, studying time during the day and being easily distracted while studying. There was no significant difference in the variables of the type of high school graduated, place of residence, sibling status, smoking-alcohol usage, and studying environment at school and at home. Finally, in the correlation test between Individual Voice training course motivation and study skills, a positive significant relationship was found between the individual voice education motivation scale and the motivation sub-dimension of the study skills scale.