Publication: Orff Temelli Müzik Etkinliklerinin Öğrencilerin Dinleme-Söyleme-Çalma Becerilerine Etkisi
Abstract
Araştırmanın amacı, Orff temelli müzik etkinliklerinin öğrencilerin dinleme, söyleme, çalma becerilerine etkisinin incelenmesi ve çalışmaya katılan öğrencilerin Orff temelli müzik etkinliklerindeki dinleme, söyleme ve çalma becerilerinin cinsiyet, çalgı çalma durumu, okul dışı müzikle ilgilenme vb. durumu gibi değişkenlere göre farklılık gösterip göstermediğini tespit etmektir. Bu amaç doğrultusunda araştırma, deneme modellerinden ön test son test tek gruplu model olarak kurgulanmıştır. Araştırmanın çalışma grubunu 2024-2025 eğitim öğretim yılında İstanbul ili Ümraniye ilçesindeki Atatürk Ortaokulu'nda öğrenim gören ve 6. sınıfta bulunan 8'i kız ve 17'si erkek olmak üzere toplam 25 öğrenci oluşturmaktadır. İlgili verilerin toplanması için araştırmanın amacı doğrultusunda araştırmacı tarafından geliştirilen Kişisel Bilgi Formu ve Becerilere Yönelik Gözlem Formu kullanılmıştır. Kişisel Bilgi Formu örneklem grubunu oluşturan öğrencilerin demografik özelliklerini, Becerilere Yönelik Gözlem Formu ise öğrencilerin dinleme, söyleme ve çalma becerileri kapsamında 11 etkinliğe (dinleme, ses ve dil, materyal, hareket, duyularla hissetmek, beden müziği/enstrüman, dans, görselleştirme, yaratıcılık, sosyal hayatı temsil/drama ve benzer tema) yönelik maddeleri içermektedir. Becerilere Yönelik Gözlem Formu geliştirilirken beş alan uzmanının görüşüne başvurularak ilgili formun kapsam geçerliği yapılmıştır. Yapılan hesaplamalar doğrultusunda Becerilere Yönelik Gözlem Formunun geçerli ve güvenilir (KGO = 1,00; p < 0,05; KGOmin = 0,99; n = 5) bir ölçme aracı olduğu belirlenmiştir. Daha sonrasında geliştirilen gözlem formu çalışma grubuna araştırmacı artı iki alan uzmanı (üç gözlemci) tarafından başlangıçta ön test olarak daha sonra on saatlik Orff temelli müzik etkinlikleri uygulaması sonrası son test olarak uygulanmıştır. Elde edilen veriler, araştırmacı tarafından IBM SPSS V23 istatistik programına aktarılmış ve istatistiksel analizleri yapılmıştır. Araştırma sorularına bağlı olarak uygulanacak istatistikî analizlerin belirlenmesi (parametrik/nonparametrik) için Shapiro-Wilks (S-W) testi ile normallik dağılımları incelenmiştir. İki gruba göre normal dağılmayan verilerin karşılaştırılmasında Mann-Whitney U testi ve normal dağılan verilerin karşılaştırılmasında ise Bağımsız iki örnek t testi kullanılmıştır. Ön test ve son test normal dağılmayan puanların karşılaştırılmasında Wilcoxon testi uygulanmıştır. Gözlemciler arası uyum sınıf içi korelasyon katsayısı (ICC) ile incelenmiştir. Üç ve üzeri gruplarda normal dağılmayan verilen incelenmesinde Kruskal Wallis H testi kullanılmış ve çoklu karşılaştırmalar Dunn testi ile yapılmıştır. Üç ve üzeri gruplara göre normal dağılıma uyan değişkenlerin karşılaştırılmasında Tek Yönlü Varyans Analizi kullanılmış ve çoklu karşılaştırmalar Tukey Testi ile hesaplanmıştır. Nicel verilerin gösteriminde ortalama ± standart sapma ve ortanca (minimum- maksimum) kullanılmıştır. Kategorik verilerin gösteriminde ise frekans ve yüzde kullanılmış ve önem düzeyi p<0,05 olarak alınmıştır. Araştırma bulgularına göre, gözlemcilerin ölçme aracına dair ön test ve son test puanları sırasıyla dinleme, söyleme ve çalma genel becerileri kapsamında istatistiksel olarak anlamlı mükemmel düzeyde uyum bulunduğu saptanmıştır. Öğrencilerin dinleme becerisi etkinliklerine ilişkin yapılan ön test değerlendirme puanlarına bakıldığında, öğrencilerin dinleme genel becerisi ortancası 2,94 ile orta derecede biliyor/orta düzeyde yeterli; söyleme becerisi 2,30 ile az biliyor/az yeterli; çalma genel becerisi ortancası 2,07 ile az derecede biliyor/az yeterli şeklinde olduğu tespit edilmiştir. Öğrencilerin, Orff temelli müzik etkinliklerinin uygulanması sonrası son test değerlendirme puanlarına bakıldığında ise, öğrencilerin dinleme, söyleme ve çalma becerileri alanlarına dair dinleme, ses ve dil, materyal, hareket, duyularla hissetmek, beden müziği/enstrüman, dans, görselleştirme, yaratıcılık, sosyal hayatı temsil/drama ve benzer tema şeklindeki tüm etkinlikler kapsamında dinleme genel 4,92; söyleme genel 4,98; çalma genel 5,00 puanlarıyla iyi derecede biliyor seviyesine ulaştıkları saptanmıştır. Orff temelli müzik etkinliklerinin öğrencilerin dinleme, söyleme, çalma becerilerine etkisi ön test ve son test puanları tarafından karşılaştırıldığında dinleme, söyleme ve çalma genel becerileri kapsamındaki tüm etkinlikler genelinde pozitif yönde anlamlı bir fark olduğunu ortaya koymuştur. Orff temelli müzik etkinliklerinin öğrencilerin dinleme, söyleme, çalma becerilerine etkisi öğrencilerin demografik özellikleri açısından ele alındığında okul dışı şarkı söyleme değişkeni açısından söyleme becerisinde son testte özellikle dans, yaratıcılık ve sosyal hayatı temsil/drama etkinliklerinde; çalma becerisinde ön testte özellikle dinleme, materyal, yaratıcılık, sosyal hayatı temsil/drama etkinliklerinde anlamlı olarak daha yüksek olduğu; babanın eğitim durumu değişkeni açısından dinleme becerisinde son testte babası lise mezunu olan öğrencilerin puanında; söyleme boyutunda ön testte özellikle hareket ve yaratıcılık etkinliklerinde anlamlı bir fark olduğu; ailesinde müzikle ilgilenen biri olması değişkenine göre ise sadece çalma becerisinde son test puanlarında özellikle materyal ve yaratıcılık etkinlik puanlarında anlamlı fark bulunduğu tespit edilmiştir. Diğer değişkenler (cinsiyet, çalgı çalma, okul dışı müzik eğitimi alma, okul dışı müzik dinleme, diğer ders notları, annenin eğitim durumu) ve beceriler ile onlara bağlı etkinliklerde anlamlı bir fark görülmemiştir.
The aim of the study is to examine the effects of Orff-based music activities on students' listening, singing, and playing skills, and to determine whether the listening, singing, and playing skills of the students participating in the study differ according to variables such as gender, instrument playing status, and engagement with music outside of school. In line with this objective, the study was designed as a one-group pretest-posttest model, one of the experimental designs. The study group consists of a total of 25 sixth-grade students, including 8 girls and 17 boys, studying at Atatürk Secondary School in the Ümraniye district of Istanbul during the 2024–2025 academic year. To collect relevant data, a Personal Information Form and an Observation Form for Skills, both developed by the researcher in line with the purpose of the study, were used. The Personal Information Form includes demographic characteristics of the students in the sample group, while the Observation Form for Skills includes items related to 11 activities (listening, voice and language, material, movement, sensing through the senses, body music/instrument, dance, visualization, creativity, representation of social life/drama, and similar themes) within the scope of students' listening, singing, and playing skills. In developing the Observation Form for Skills, the opinions of five field experts were consulted to ensure content validity of the form. Based on the calculations, the Observation Form for Skills was determined to be a valid and reliable measurement tool (CVI = 1,00; p < 0,05; CVI_min = 0,99; n = 5). The developed observation form was applied to the study group by the researcher and two field experts (three observers) as a pretest initially, and then as a posttest following ten hours of Orff-based music activity implementation. The obtained data were transferred by the researcher to the IBM SPSS V23 statistical software and were statistically analyzed. The Shapiro-Wilk (S-W) test was used to examine the normality distributions to determine the statistical analyses (parametric/non-parametric) to be applied depending on the research questions. The Mann-Whitney U test was used to compare non-normally distributed data between two groups, while the Independent Samples t-Test was used for normally distributed data. The Wilcoxon test was applied to compare non-normally distributed pretest and posttest scores. Inter-observer consistency was examined using the Intraclass Correlation Coefficient (ICC). The Kruskal-Wallis H test was used for examining non-normally distributed data in groups of three or more, and multiple comparisons were made using the Dunn test. For normally distributed variables across three or more groups, One-Way Analysis of Variance (ANOVA) was used, and multiple comparisons were conducted using the Tukey test. Quantitative data were presented using mean ± standard deviation and median (minimum–maximum). For categorical data, frequency and percentage were used, and the significance level was set at p < 0,05. According to the findings of the research, it was determined that there was statistically significant and excellent consistency in the pretest and posttest scores of the observers regarding the measurement tool, within the scope of general listening, singing, and playing skills. When the pretest evaluation scores related to students' listening skill activities were examined, it was found that the students' median general listening skill score was 2,94, corresponding to moderate knowledge/moderate competence; the singing skill score was 2,30, indicating limited knowledge/limited competence; and the general playing skill score was 2,07, also indicating limited knowledge/limited competence. When the posttest evaluation scores after the implementation of Orff-based music activities were examined, it was observed that students reached the level of good knowledge in all activities related to listening, singing, and playing skills: the general listening score was 4,92; the general singing score was 4,98; and the general playing score was 5,00. When the effect of Orff-based music activities on students' listening, singing, and playing skills was compared using pretest and posttest scores, a statistically significant positive difference was found across all activities within the scope of general listening, singing, and playing skills. When the effects of Orff-based music activities on students' listening, singing, and playing skills were examined in terms of students' demographic characteristics, it was found that in the posttest of singing skills, students who sang outside of school had significantly higher scores, particularly in the activities of dance, creativity, and representation of social life/drama; and in the pretest of playing skills, they had significantly higher scores particularly in the activities of listening, material, creativity, and representation of social life/drama. Regarding the variable of the father's education level, in the posttest of listening skills, students whose fathers were high school graduates scored significantly higher; and in the pretest of singing skills, there was a significant difference particularly in the activities of movement and creativity. According to the variable of having a family member interested in music, a significant difference was found only in the posttest scores of playing skills, particularly in the activities of material and creativity. No significant difference was found in the other variables (gender, instrument playing, receiving music education outside school, listening to music outside school, grades in other subjects, mother's education level) or in the skills and related activities.
The aim of the study is to examine the effects of Orff-based music activities on students' listening, singing, and playing skills, and to determine whether the listening, singing, and playing skills of the students participating in the study differ according to variables such as gender, instrument playing status, and engagement with music outside of school. In line with this objective, the study was designed as a one-group pretest-posttest model, one of the experimental designs. The study group consists of a total of 25 sixth-grade students, including 8 girls and 17 boys, studying at Atatürk Secondary School in the Ümraniye district of Istanbul during the 2024–2025 academic year. To collect relevant data, a Personal Information Form and an Observation Form for Skills, both developed by the researcher in line with the purpose of the study, were used. The Personal Information Form includes demographic characteristics of the students in the sample group, while the Observation Form for Skills includes items related to 11 activities (listening, voice and language, material, movement, sensing through the senses, body music/instrument, dance, visualization, creativity, representation of social life/drama, and similar themes) within the scope of students' listening, singing, and playing skills. In developing the Observation Form for Skills, the opinions of five field experts were consulted to ensure content validity of the form. Based on the calculations, the Observation Form for Skills was determined to be a valid and reliable measurement tool (CVI = 1,00; p < 0,05; CVI_min = 0,99; n = 5). The developed observation form was applied to the study group by the researcher and two field experts (three observers) as a pretest initially, and then as a posttest following ten hours of Orff-based music activity implementation. The obtained data were transferred by the researcher to the IBM SPSS V23 statistical software and were statistically analyzed. The Shapiro-Wilk (S-W) test was used to examine the normality distributions to determine the statistical analyses (parametric/non-parametric) to be applied depending on the research questions. The Mann-Whitney U test was used to compare non-normally distributed data between two groups, while the Independent Samples t-Test was used for normally distributed data. The Wilcoxon test was applied to compare non-normally distributed pretest and posttest scores. Inter-observer consistency was examined using the Intraclass Correlation Coefficient (ICC). The Kruskal-Wallis H test was used for examining non-normally distributed data in groups of three or more, and multiple comparisons were made using the Dunn test. For normally distributed variables across three or more groups, One-Way Analysis of Variance (ANOVA) was used, and multiple comparisons were conducted using the Tukey test. Quantitative data were presented using mean ± standard deviation and median (minimum–maximum). For categorical data, frequency and percentage were used, and the significance level was set at p < 0,05. According to the findings of the research, it was determined that there was statistically significant and excellent consistency in the pretest and posttest scores of the observers regarding the measurement tool, within the scope of general listening, singing, and playing skills. When the pretest evaluation scores related to students' listening skill activities were examined, it was found that the students' median general listening skill score was 2,94, corresponding to moderate knowledge/moderate competence; the singing skill score was 2,30, indicating limited knowledge/limited competence; and the general playing skill score was 2,07, also indicating limited knowledge/limited competence. When the posttest evaluation scores after the implementation of Orff-based music activities were examined, it was observed that students reached the level of good knowledge in all activities related to listening, singing, and playing skills: the general listening score was 4,92; the general singing score was 4,98; and the general playing score was 5,00. When the effect of Orff-based music activities on students' listening, singing, and playing skills was compared using pretest and posttest scores, a statistically significant positive difference was found across all activities within the scope of general listening, singing, and playing skills. When the effects of Orff-based music activities on students' listening, singing, and playing skills were examined in terms of students' demographic characteristics, it was found that in the posttest of singing skills, students who sang outside of school had significantly higher scores, particularly in the activities of dance, creativity, and representation of social life/drama; and in the pretest of playing skills, they had significantly higher scores particularly in the activities of listening, material, creativity, and representation of social life/drama. Regarding the variable of the father's education level, in the posttest of listening skills, students whose fathers were high school graduates scored significantly higher; and in the pretest of singing skills, there was a significant difference particularly in the activities of movement and creativity. According to the variable of having a family member interested in music, a significant difference was found only in the posttest scores of playing skills, particularly in the activities of material and creativity. No significant difference was found in the other variables (gender, instrument playing, receiving music education outside school, listening to music outside school, grades in other subjects, mother's education level) or in the skills and related activities.
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