The Effect of cooperative learning on students’ anxiety and achievement in musical ear training lessons

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dc.authorid0000-0002-1667-3758
dc.authorid0000-0002-2083-7487
dc.contributor.authorÖztürk, Gökhan
dc.contributor.authorKalyoncu, Nesrin
dc.date.accessioned2021-06-23T18:26:30Z
dc.date.available2021-06-23T18:26:30Z
dc.date.issued2018
dc.departmentBAİBÜ, Güzel Sanatlar Fakültesi, Müzik Bölümüen_US
dc.description.abstractAnxiety 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.en_US
dc.identifier.doi10.21031/epod.411010
dc.identifier.endpage375en_US
dc.identifier.issn1309-6575
dc.identifier.issue4en_US
dc.identifier.startpage356en_US
dc.identifier.trdizinid324823en_US
dc.identifier.urihttps://doi.org/10.21031/epod.411010
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TXpJME9ESXpNdz09
dc.identifier.urihttps://hdl.handle.net/20.500.12491/1480
dc.identifier.volume9en_US
dc.identifier.wosWOS:000454596500004en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorKalyoncu, Nesrin
dc.language.isoenen_US
dc.relation.ispartofEğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMusical Ear Training Lesson
dc.subjectCooperative Learning Method
dc.subjectAchievement
dc.subjectLesson Anxiety
dc.subjectExam Anxiety
dc.subjectState Anxiety
dc.titleThe Effect of cooperative learning on students’ anxiety and achievement in musical ear training lessonsen_US
dc.typeArticleen_US

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