The effect of flipped learning practices on success and retention in guitar education

In the research, it was aimed to examine the effect of the guitar lesson practices implemented with the flipped learning model on success and retention. The mixed method, in which quantitative and qualitative research methods are used together, was used in the research. The study group of the research consisted of 10 beginner level guitar students studying at Konya Cimento Fine Arts High School in the 2021-2022 academic year. In the research, practices were carried out for 10 weeks with a single-group pretest-posttest model before the experiment. The data collection tools of the research were the Observation Form for Guitar Education (GEYGF) and Guitar Education Academic Achievement Test (GEABT) in quantitative dimension, and the Interview Form in qualitative dimension. Data collection tools were prepared based on expert opinions. The pool of 36 questions, which was prepared during the development phase of the Guitar Education Academic Achievement Test, one of the quantitative data collection tools of the research, took its final form as 20 multiple-choice questions in line with expert opinions. Guitar Education Academic Achievement Test was applied to a total of 100 students studying in 20 fine arts high schools across Turkey, before it was being used in the research. The construct validity item difficulty index was presented in a table and the reliability Cronbach Alpha coefficient was calculated as 0.759, and it was applied to the study group of the research. During the pretest and posttest stages of the research, GEABT and course materials were applied to the students and videotaped. Within the framework of the weekly plans prepared after the pretests, 10-week guitar lessons were implemented with the flipped learning model. At the end of the implementations, students' opinions about flipped learning were asked. Three months after the end of the implementation, GEABT was applied to the students as a retention test to measure the retention level of the students. Student video recordings taken during the pretest-posttest stages were scored by GEYGF and three field experts. The quantitative data obtained were analyzed with the SPSS program, and the descriptive analysis was used to analyze the qualitative data. As a result of the research, there were significant differences between the pretest-posttest scores and the determined behaviors after the guitar lesson implementations using flipped learning model. As a result of the analysis of the posttest-retention test data, it was found out that there was a significant difference. It was concluded that the practices implemented were permanent on the students and they got higher scores than the post-test. As a result of the descriptive analysis of the data obtained from the interviews with the students, it was determined that they expressed positive opinions about the practices implemented with using flipped learning model. Keywords: flipped learning, guitar education, success, retention