In flute teaching effect of learning style orientated teaching practices based on the theory of psychological type on the achievement level of student

The general aim of study carried out is to research, in flute teaching, the effects of learning style orientated teaching practices based on the theory of psychological type on the achievement level of student. In the direction of this aim, a study design was formed according to the model of mix type test, one of empirical research models. In the study under consideration, in the spring period of Educational Year 2010- 2011, it was studied on the flute students (n = 22) studying in Main Scientific Branch of Music Education of the Department of Fine Arts Education, Ahmet Keleşoğlu Educational Faculty, Necmettn Erbakan University. On the students participating in the study, administrating the Turkish Version of Myers Briggs Type Indicator, 9 different learning style (ESTJ, ISTJ, INTP, ESTP, ENFP, ENTJ, INTJ, INFJ, ISFP), based on 9 different type combination, were reached. Before empirical process, in order to equate the achievement levels of students, by means of an assessment form for achievement level formed by the researcher herself, a measurement was made by three specialist, one of whom is the researcher and between the pre-test achievement levels of students, any statistically significant difference did not turn out (p= .619>.05). After equating the participants, they were randomly assigned as test and control groups. In the first 5 weeks of test totally lasting 10 weeks, while flute education was given to the test group via the practices of learning style orientated flute education based on the theory of psychological type, designed by the searcher, receiving the views and approvals of the specialists, control group was educated via the traditional teaching practices, in which type combinations were not taken into consideration. At the end of 5 weeks, the participants were subjected to the measurement of achievement level on the sub test. In the last 5 weeks realized after the measurement of sub test, while the empirical process was continued in test group, in control group, it was passed from the traditional teaching practices to the learning style orientated teaching practice based on the theory of psychological type. When 10 weeks? process of study were completed, control group were subjected to the post-test measurement. After measurement, the students were asked to submit written report on the way the lecture was treated. The data obtained through the test and control group in the scope of study by means of SPSS package program. Since it was determined that the concordance between the concerns was high (p=.000<.01), W= .799 , the data on the sub problems of study was solved by using the evaluations of researcher. In identifying the concordance between three concerns , Kendall's Coefficient of Concordance (W) was used and in the measurement of in -subjects and inter ? subjects, for the relevant and irrelevant equations ,Wilcoxon Signed Ranks Test and Whitney U-Test were utilized. When regarding to the results of study; In the measurement of achievement level of sub test carried out in the first 5 weeks of empirical process, the difference between the students of test group (n = 11) and the students of control group was found significant (p=.014<.05). In comparison of the range of pre-test, sub -test, and post- test of control group included in the process in the last 5 weeks, it was found that there was a statistically significant difference (p= .003< .05 ). On the other hand, it was seen that the learning style orientated style teaching practices based on the theory of type raised the achievement level of participants. At the end of study, the qualitative findings obtained from written feedback forms received from the students have a quality supporting the quantitative findings of study. Keywords: Flute Teaching, Psychological Types, MBTI, Learning Style, Achievement Level.