Examination of learning strategies of students receiving flute education in terms of various variables

The purpose of instrumental education is to ensure that individuals become researchers, creative thinkers, and self-confident individuals. One of the most important elements of this process is the practice of playing instruments by individuals. One aspect of instrumental education is flute training. It is expected that individuals receiving flute training will identify the problems they encounter during the practice process and develop appropriate solutions. In line with this expectation, individuals are also required to identify the strategies they need during the learning process through metacognitive awareness. In light of these considerations, the study aimed to identify the use of learning strategies among flute students receiving vocational music education according to variables such as gender, age, university, class level, instrument experience, practice environment, and practice duration. Seventy-five flute students from 14 education faculties participated in the study. The study was conducted using the relational survey model, a quantitative research method. To determine the demographic characteristics of the students participating in the study, the "Personal Information Form" was used, and to determine the learning strategies, the "Strategies Used While Practicing and Learning Instrumental Music" scale was utilized. The data were analyzed using the SPSS statistical package program. The analyses were performed based on the total scores obtained from the scale measuring the strategies used while practicing and learning instrumental music. Descriptive statistics (mean, standard deviation, frequency, percentages) were calculated to analyze the study sample. T-test was conducted in independent groups to determine whether the scores of the learning strategies usage scale significantly differed according to gender and whether the students had received flute training before their undergraduate education. One-way analysis of variance (ANOVA) was used to analyze the differences according to students' age, the universities where they studied, undergraduate class level, flute practice environments, and flute practice durations. Post Hoc tests were employed to identify the source of differences in groups where statistically significant differences were found with one-way analysis of variance (ANOVA). Since the sample numbers were not equal among the groups where the sample was divided into categories according to certain characteristics, the Scheffe test from Post Hoc tests was used in cases where the variances were homogeneous, and Tamhane's T2 test was used in cases where they were not homogeneous. According to the research results, it was concluded that in the variable of students' grade level that 4th-year undergraduate students used rehearsal strategies more frequently compared to 1st-year undergraduate students, and 3rd-year undergraduate students used signifying strategies more frequently compared to 2nd-year undergraduate students. Additionally, it was determined that students who practiced their instrument for "8 hours or more" per week used attention, rehearsal, and comprehension monitoring strategies at a higher level than students who practiced between "1-3 hours" per week. When the sub-dimensions of the strategies were examined, it was concluded that the most frequently used strategy by students was the rehearsal (repetition) strategy, while the least used strategy was the attaching organization strategy.