The effect of movement based music lesson on achievement and self-esteem level of sixth grade students

The aim of this dissertation is to determine the effect of movement based music education on achievement and self-esteem level of sixth grade students. In this survey, the effect of the present traditional methods being carried out and movement oriented education on achievement and self-esteem level were compared. The pre-test post-test with control groups research design which is one of the experimental models was used. Personal Data Form was used to acknowledge experiment and control groups at the beginning of the 13-week-survey. Achievement Test in Music Lesson for Sixth Grade and Coopersmith Self-Esteem Inventory were used to gather data. To analyse data gathered from test and inventory, SPSS (Statistical Package for the Social Sciences) 17.0 was used. The experiment and control groups' students' between groups points were compared using non-parametric Mann-Whitney U test and differences between pre-test post-test points were compared using Wilcoxon test. According to data analysis movement based music lessons were statistically significant on musical understanding, musical audiation and identification and application of musical knowledge. There wasn't any significant differences found between experiment and control groups on general and home-parents self-esteem level. A significant difference found in the experiment group's points on social-self peers self-esteem level, and control group's points on academic and total self-esteem level. According to post-test comparison, that both methods had similar effects on self esteem levels was found. To conclude, it can be said that whereas movement based music lesson affected students achievement in music lesson, statistically significant effect on students' self-estem level was not found. Key Words: Movement based teaching, elementary school music lesson, achievement, self-esteem, adolescence.