An examination of the use of auxiliary apparatus in flute instruction in terms of students' performance achievements and attitudes

In this study, the effects of changes in flute students' performance achievements and their attitudes toward individual instrument lessons through the use of auxiliary devices such as Pneumo Pro, Thumbport, and LefreQue in flute instruction were examined. Designed within an embedded mixed-methods research framework, the quantitative dimension of the study consisted of a single-group pretest–posttest design, while the qualitative dimension was structured as a case study. Throughout the eight-week implementation period, the devices were systematically integrated into the lessons, and performance development was evaluated by three independent experts. Performance achievement was measured using the Performance Achievement Evaluation Form developed by Bilici, Tankız, and Özçelik (2020), while changes in attitude were assessed using the Individual Instrument Lesson Attitude Scale developed by Yalçınkaya and Eldemir (2013). Qualitative data were collected through semi-structured interviews and observation forms during the process. Quantitative findings indicated that although students' performance scores showed a positive trend, no statistically significant difference was observed. It was observed that students' development levels were particularly concentrated in the areas of breath control, tone quality, articulation, intonation, and posture–holding. Although the increase in total attitude scale scores was not statistically significant, the decrease in reverse-scored items and the high effect size supported a positive affective change. Qualitative findings, based on statements obtained from student interviews, revealed that the use of auxiliary devices increased students' instrumental control, facilitated breath direction, and strengthened their motivation and self-efficacy. In conclusion, the auxiliary devices used in flute education were found to be effective pedagogical tools that support the development of technical skills and contribute to the formation of positive attitudes toward the lesson.