Effects of training based on collective playing on students' levels of performance anxiety and motivation in flute education

In this study, which was based on mixed method research model, sequential explanatory design was used with the intention of exploring the effects of training based on "collective playing" on students' levels of performance anxiety and motivation. To this aim, it embodied pre-test, post-test single group and case study designs to obtain quantitative and qualitative data respectively. The study group consisted of 1st, 2nd and 4th year flute students (N=14) who were continuing their education during the spring term of 2014-2015 educational year at Inonu University, Faculty of Education, Department of Music Education. During the ten week experiment, students were subjected to a flute education programme based on "collective playing" and they presented the pieces they learned before different audiences. In obtaining the necessary qualitative data to detect the students' levels of performance anxiety and motivation "Inventory of musical performance anxiety" and a "motivation scale for instrument education" were used. To obtain the qualitative data, an interview form which was based on semi-structured interview technique was also applied. SPSS 17.0 and Nvivo software packs were used to analyze the data obtained. Due to lack of normal distribution, non-parametric analysis techniques were used. To perform the relational analysis, Wilcoxon "Signed Ranks Test" was applied, effect sizes were calculated, scatter diagrams of scores were generated and using them, comparisons were made. Qualitative data were analysed using content analysis technique. Results of the qualitative data analysis showed that, with flute education based on collective playing, there has been a highly positive and significant difference between students' levels of performance anxiety and motivation; in other words a significant decrease in their levels of anxiety and an increase in their levels of motivation was detected. For the participants who were trained by playing collectively, analysis of qualitative data showed that, their anxiety levels were decreased during stage performances and concerts and they started feeling more self-confident and self-efficient, their social, technical and musical skills were developed and lastly, with the positive feedback from the audience, their motivation and desire to receive appreciation and recognition also increased. Participants also claimed that, pieces they learned during the experimental period made them feel more interested in and passionate about practicing their instruments and their teachers' positive attitudes and behaviours made them feel far more motivated and far less anxious. Keywords: Collective Playing, Anxiety, Performance Anxiety in Music, Motivation, Flute Education.