Başlangıç seviyesi keman eğitiminde ters yüz öğrenme modeli uygulamalarının öğrenci performans düzeylerine etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, başlangıç seviyesi keman eğitiminde Ters yüz öğrenme modeli uygulamalarının öğrenci performans düzeylerine etkisini belirlemek amacıyla hazırlanmıştır. Araştırmada, nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma araştırma yöntemlerinden iç içe karma desen uygulanmıştır. Nicel bölümde deneysel araştırma modeli uygulanmıştır. Araştırmada sontest deney ve kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu İnönü Üniversitesi Eğitim Fakültesi, Güzel Sanatlar Eğitimi Bölümü, Müzik Öğretmenliği Anabilim Dalında 2022-2023 eğitim-öğretim yılında öğrenim yılında öğrenim gören 10 öğrenci oluşturmaktadır. Öğrenciler seçkisiz atama ile 5 deney grubu, 5 kontrol grubu olmak üzere ayrılmıştır. Araştırmada amaçsal örnekleme yöntemi kullanılmıştır. Araştırma, 8 haftalık öğretim programı ile uygulanmıştır. Deney grubuna Ters yüz öğrenme modeli, kontrol grubuna ise geleneksel model ile eğitim verilmiştir. Ters yüz öğrenme modelinin notasyon videoları, Finale ve Camtasia programları ile oluşturulmuştur. Öğrencilerin keman performansları, geçerliliği ve güvenirliği sağlanmış olan Dereceli Puanlama Anahtarı (Rubrik) ile üç uzman tarafından puanlanmıştır. Verilerin analizinde Mann-Whitney U testi kullanılmıştır. Araştırmanın nitel bölümünde yarı yapılandırılmış görüşme formuna verilen cevaplar tema, alt tema ve kategori şeklinde analiz edilmiştir. Araştırmanın sonuçlarına göre, Ters yüz öğrenme modelinde deney grubu öğrencilerinin toplam performans puanları, kontrol grubu öğrencilerine göre yüksek oranda ve anlamlı bir farklılık olduğu görülmüştür. Alt problemlerde yer alan 10 ölçütün 7'sinde (yay tekniği, entonasyon, doğru nota çalma, ritim becerisi, tempo, müzikal dinamik, parça bütünlüğü)deney grubu lehine anlamlı farklılığın oluştuğu görülmektedir. 3 ölçütte ise (sol el duruş ve tutuş tekniği, sağ el duruş ve tutuş tekniği, kemanda güzel ve etkili tonda çalma) deney ve kontrol grupları arasında anlamlı fark bulunamamıştır. Deney grubu öğrencileri modelin kalıcı öğrenme sağladığını, hazırbulunuşluk düzeyini arttırdığını ve öz düzenlemenin sağladığını ifade etmişlerdir.
This research was written to determine the effect of Flipped learning model applications on student performance levels in beginner level violin education. In the research, a nested mixed design, one of the mixed research methods in which quantitative and qualitative research methods are used together, was applied. In the quantitative part, an experimental research model was applied. A quasi-experimental design with posttest, experimental and control groups was used in the research. The study group of the research consists of 10 students studying at İnönü University Faculty of Education, Department of Fine Arts Education, Department of Music Teaching in the 2022-2023 academic year. Students were randomly assigned into 5 experimental groups and 5 control groups. Purposive sampling method was used in the research. In the research, an 8-week teaching program was applied. The experimental group was trained with the Flipped learning model, and the control group was trained with the traditional model. Notation videos of the flipped learning model were created with Finale and Camtasia programs. The students' violin performances were scored by three experts with the Rubric, whose validity and reliability have been ensured. Mann-Whitney U test was used to analyze the data. In the qualitative part of the research, the answers given to the semi-structured interview form were analyzed as themes, sub-themes and categories. According to the results of the research, it was seen that there was a high and significant difference in the total performance scores of the experimental group students in the flipped learning model compared to the control group students. It is seen that there is a significant difference in favor of the experimental group in 7 of the 10 criteria in the sub-problems (bow technique, intonation, playing correct notes, rhythm skill, tempo, musical dynamics, piece integrity). No significant difference was found between the experimental and control groups in 3 criteria (left hand stance and grip technique, right hand stance and grip technique, playing the violin with a beautiful and effective tone). Experimental group students stated that the model provided permanent learning, increased readiness and self-regulation.
This research was written to determine the effect of Flipped learning model applications on student performance levels in beginner level violin education. In the research, a nested mixed design, one of the mixed research methods in which quantitative and qualitative research methods are used together, was applied. In the quantitative part, an experimental research model was applied. A quasi-experimental design with posttest, experimental and control groups was used in the research. The study group of the research consists of 10 students studying at İnönü University Faculty of Education, Department of Fine Arts Education, Department of Music Teaching in the 2022-2023 academic year. Students were randomly assigned into 5 experimental groups and 5 control groups. Purposive sampling method was used in the research. In the research, an 8-week teaching program was applied. The experimental group was trained with the Flipped learning model, and the control group was trained with the traditional model. Notation videos of the flipped learning model were created with Finale and Camtasia programs. The students' violin performances were scored by three experts with the Rubric, whose validity and reliability have been ensured. Mann-Whitney U test was used to analyze the data. In the qualitative part of the research, the answers given to the semi-structured interview form were analyzed as themes, sub-themes and categories. According to the results of the research, it was seen that there was a high and significant difference in the total performance scores of the experimental group students in the flipped learning model compared to the control group students. It is seen that there is a significant difference in favor of the experimental group in 7 of the 10 criteria in the sub-problems (bow technique, intonation, playing correct notes, rhythm skill, tempo, musical dynamics, piece integrity). No significant difference was found between the experimental and control groups in 3 criteria (left hand stance and grip technique, right hand stance and grip technique, playing the violin with a beautiful and effective tone). Experimental group students stated that the model provided permanent learning, increased readiness and self-regulation.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Müzik
