Gitar eğitiminde çevrilmiş öğrenme modeline yönelik uygulamaların başarı ve kalıcılığa etkisi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmada çevrilmiş öğrenme modeliyle yapılan gitar dersi uygulamalarının başarı ve kalıcılığa etkisini incelemek amaçlanmıştır. Araştırmada nicel ve nitel araştırma yöntemlerinin birlikte kullanıldığı karma yöntem kullanılmıştır. Araştırmanın çalışma grubunu Konya Çimento Güzel Sanatlar Lisesi'nde 2021-2022 eğitim-öğretim yılında öğrenim gören başlangıç düzeyindeki 10 gitar öğrencisi oluşturmuştur. Araştırmada deneme öncesi tek gruplu öntest-sontest modeli ile 10 hafta boyunca uygulamalar yapılmıştır. Araştırmanın veri toplama araçlarını nicel boyutta Gitar Eğitimine Yönelik Gözlem Formu (GEYGF), Gitar Eğitimi Akademik Başarı Testi (GEABT); nitel boyutta ise Görüşme Formu oluşturmuştur. Veri toplama araçları uzman görüşleri alınarak hazırlanmıştır. Araştırmanın nicel veri toplama araçlarından biri olan Gitar Eğitimi Akademik Başarı Testi'nin geliştirilme aşamasında hazırlanan 36 soruluk havuz, uzman görüşleri doğrultusunda çoktan seçmeli 20 soru olarak son halini almıştır. Araştırmada kullanılmadan önce Gitar Eğitimi Akademik Başarı Testi, Türkiye genelinde 20 güzel sanatlar lisesinde öğrenim görmekte olan toplamda 100 öğrenciye uygulanmıştır. GEABT geliştirilirken yapılan ön uygulama sonrasında elde edilen veriler kullanılarak yapı geçerliliği için madde güçlük indeksi tabloyla sunulmuş ve güvenirlik Cronbach Alpha katsayısı 0,759 olarak hesaplandıktan sonra araştırmanın çalışma grubuna uygulanmıştır. Araştırmanın öntest ve sontest aşamalarında GEABT ve ders materyalleri öğrencilere uygulanmış ve video kaydına alınmıştır. Öntestler sonrasında hazırlanan haftalık planlar çerçevesinde çevrilmiş öğrenme modeliyle 10 haftalık gitar dersi uygulamaları yapılmıştır. Uygulamalar sonrasında çevrilmiş öğrenmeyle ilgili uygulamalarla ilgili öğrencilerin görüşleri alınmıştır. Uygulamaların sonuçlanmasından üç ay sonra öğrencilerdeki kalıcılık durumunu ölçmek için GEABT öğrencilere kalıcılık testi olarak uygulanmıştır. Öntest-sontest aşamalarında alınan öğrenci video kayıtları GEYGF ile üç alan uzmanı tarafından puanlanmıştır. Elde edilen nicel verilerin SPSS paket programıyla, nitel verilerin ise betimsel olarak analizleri yapılmıştır. Araştırmanın sonucunda çevrilmiş öğrenme modeliyle yapılan gitar dersi uygulamaları sonrasında öntest-sontest puanları arasında ve belirlenen davranışlarda anlamlı düzeyde farklılıklar oluşmuştur. Sontest-Kalıcılık testi verilerinin analizi sonucunda anlamlı düzeyde farklılık olduğu görülmüştür. Yapılan uygulamaların öğrenciler üzerinde kalıcılığının olduğu ve sonteste göre daha yüksek puanlar aldıkları sonucuna ulaşılmıştır. Öğrencilerle yapılan görüşmelerden elde edilen verilerin betimsel analizi sonucunda çevrilmiş öğrenme modeliyle yapılan uygulamalarla ilgili olumlu yönde görüş bildirdikleri belirlenmiştir.
In the research, it was aimed to examine the effect of the guitar lesson practices implemented with the flipped learning model on success and retention. The mixed method, in which quantitative and qualitative research methods are used together, was used in the research. The study group of the research consisted of 10 beginner level guitar students studying at Konya Cimento Fine Arts High School in the 2021-2022 academic year. In the research, practices were carried out for 10 weeks with a single-group pretest-posttest model before the experiment. The data collection tools of the research were the Observation Form for Guitar Education (GEYGF) and Guitar Education Academic Achievement Test (GEABT) in quantitative dimension, and the Interview Form in qualitative dimension. Data collection tools were prepared based on expert opinions. The pool of 36 questions, which was prepared during the development phase of the Guitar Education Academic Achievement Test, one of the quantitative data collection tools of the research, took its final form as 20 multiple-choice questions in line with expert opinions. Guitar Education Academic Achievement Test was applied to a total of 100 students studying in 20 fine arts high schools across Turkey, before it was being used in the research. The construct validity item difficulty index was presented in a table and the reliability Cronbach Alpha coefficient was calculated as 0.759, and it was applied to the study group of the research. During the pretest and posttest stages of the research, GEABT and course materials were applied to the students and videotaped. Within the framework of the weekly plans prepared after the pretests, 10-week guitar lessons were implemented with the flipped learning model. At the end of the implementations, students' opinions about flipped learning were asked. Three months after the end of the implementation, GEABT was applied to the students as a retention test to measure the retention level of the students. Student video recordings taken during the pretest-posttest stages were scored by GEYGF and three field experts. The quantitative data obtained were analyzed with the SPSS program, and the descriptive analysis was used to analyze the qualitative data. As a result of the research, there were significant differences between the pretest-posttest scores and the determined behaviors after the guitar lesson implementations using flipped learning model. As a result of the analysis of the posttest-retention test data, it was found out that there was a significant difference. It was concluded that the practices implemented were permanent on the students and they got higher scores than the post-test. As a result of the descriptive analysis of the data obtained from the interviews with the students, it was determined that they expressed positive opinions about the practices implemented with using flipped learning model.
In the research, it was aimed to examine the effect of the guitar lesson practices implemented with the flipped learning model on success and retention. The mixed method, in which quantitative and qualitative research methods are used together, was used in the research. The study group of the research consisted of 10 beginner level guitar students studying at Konya Cimento Fine Arts High School in the 2021-2022 academic year. In the research, practices were carried out for 10 weeks with a single-group pretest-posttest model before the experiment. The data collection tools of the research were the Observation Form for Guitar Education (GEYGF) and Guitar Education Academic Achievement Test (GEABT) in quantitative dimension, and the Interview Form in qualitative dimension. Data collection tools were prepared based on expert opinions. The pool of 36 questions, which was prepared during the development phase of the Guitar Education Academic Achievement Test, one of the quantitative data collection tools of the research, took its final form as 20 multiple-choice questions in line with expert opinions. Guitar Education Academic Achievement Test was applied to a total of 100 students studying in 20 fine arts high schools across Turkey, before it was being used in the research. The construct validity item difficulty index was presented in a table and the reliability Cronbach Alpha coefficient was calculated as 0.759, and it was applied to the study group of the research. During the pretest and posttest stages of the research, GEABT and course materials were applied to the students and videotaped. Within the framework of the weekly plans prepared after the pretests, 10-week guitar lessons were implemented with the flipped learning model. At the end of the implementations, students' opinions about flipped learning were asked. Three months after the end of the implementation, GEABT was applied to the students as a retention test to measure the retention level of the students. Student video recordings taken during the pretest-posttest stages were scored by GEYGF and three field experts. The quantitative data obtained were analyzed with the SPSS program, and the descriptive analysis was used to analyze the qualitative data. As a result of the research, there were significant differences between the pretest-posttest scores and the determined behaviors after the guitar lesson implementations using flipped learning model. As a result of the analysis of the posttest-retention test data, it was found out that there was a significant difference. It was concluded that the practices implemented were permanent on the students and they got higher scores than the post-test. As a result of the descriptive analysis of the data obtained from the interviews with the students, it was determined that they expressed positive opinions about the practices implemented with using flipped learning model.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Çevrilmiş Öğrenme, Gitar Eğitimi, Başarı, Kalıcılık, Flipped Learning, Guitar Education, Success, Retention
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Kaya, A. (2023). Gitar eğitiminde çevrilmiş öğrenme modeline yönelik uygulamaların başarı ve kalıcılığa etkisi. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Güzel Sanatlar Eğitimi Anabilim Dalı, Konya.
