Müziksel İşitme Eğitiminde Kullanılan İşbirlikli Öğrenme Yönteminin Öğrenci Kaygı ve Başarısına Etkisi

Abstract

Anxiety that can be experienced in musical ear training lessons is a significant psychological factor that can negatively affect the acquisition of aural skills, their effective application and evaluation process as well. This study looks into the influence of 'Cooperative Learning Method' on anxiety in musical ear training classes, on student achievement and exam anxiety/state anxiety. The study was designed, and conducted as an experiment with a pre-test and post-test control group, and the experimental procedures were completed in eight weeks. The study was carried out with thirty seven students [(ne=19), (nc=18)], who were taking Musical Ear Training-IV (MET-IV) lesson in the spring semester of 2010-2011 academic year in the Music Teacher Training Bachelor Program of a university in West Black Sea Region in Turkey. Experiment and control groups were equilibrated by taking into account the grade means in the MET courses that students had taken for the previous three semesters, and the gender aspect. The lessons in the experimental group have been taught mainly through 'Cooperative Learning Method', while mainly through 'Expository Teaching Approach' in the control group. Research data were collected by means of 'MET Lesson Anxiety Scale', 'Music Theory Test', and 'Musical Writing (Dictation) Test' tools, which have been developed by the researchers, and by means of 'State Anxiety Scale' tool developed by Spielberger et al. The collected data were analysed using dependent samples t-test and independent samples t-test. According to the results, Cooperative Learning has shown no significant effect on the achievement in music theory and in musical writing, and likewise on exam anxiety/state anxiety. However, the results show a significant positive effect of Cooperative Learning on lesson anxiety in musical ear training classes.

Application of Scrabble Game in Improving Learning of Simple Sentence Structure on the Student with Hearing Impairment

“…One of them is supported by the application of Scrabble Games with picture word card games to help improve children's ability to compose simple good and correct sentence structures. There are several factors behind the success of this research, one of which is the learning media that is adapted to the needs and conditions of the child and the motivation of the child when participating in the learning process (Öztürk & Kalyoncu, 2018). As is the case with pictorial word cards that contain activities in the environment that are often encountered and encountered by children as visual aids for deaf children to be able to acquire language properly and intact.…”

The Effect of the Team-Games-Tournament Method on Improving the Learning Ability of Student with Hearing Impairment in Multiplication Concepts

“…Students collaborate in teams and teach each other. A fun learning atmosphere makes children excited in learning and understanding multiplication problems (Öztürk & Kalyoncu, 2018). However, sometimes there are also some students who cry when he loses.…”

Keman Öğrenci̇leri̇ni̇n Performans Sinavi Kaygi Düzeyleri̇ni̇n İncelenmesi̇

“…Literatürde yapılan araştırmalar incelendiğinde, çalışmaların daha çok sahne performans kaygısı ile ilgili olduğu görülmektedir. Bu çalışmaların bazıları performans kaygısı ölçme aracı geliştirme çalışmaları iken, (Kafadar, 2009;Kenny vd., 2004;Osborne & Kenny, 2005;Uzun, 2016;Wolfe, 1989), alanyazında karşılaşılan diğer çalışmalar, müzik öğrencilerinin performans kaygı düzeylerinin belirlenmesine yöneliktir (Baydağ & Alpagut, 2016;Doğan & Tecimer, 2019;Işkın, 2018;Jelen, 2017;Öztürk & Kalyoncu, 2018;Yöndem, 2012). Dalkıran vd.…”