A comparative mixed-methods study on the violin performance of visually impaired students: Braille system and rote learning

In this research, the aim was to examine the impact of rote learning and Braille notation teaching methods on the initial violin education of visually impaired individuals. Determining suitable methods and techniques for violin instruction for visually impaired students can guide them in improving their musical abilities and learning the violin and other instruments. The research was conducted using a mixed-methods approach. In quantitative terms, a pretest-posttest control group quasi-experimental study was designed, and students' violin performances were measured. The research group consisted of 4 students studying at the Ali İhsan Arslan School for the Visually Impaired in Yenişehir, Diyarbakır. Violin lessons were conducted face-to-face with experimental and control groups over 14 weeks. Both quantitative and qualitative research techniques were used for data collection. For collecting quantitative data, the "Student Academic Achievement Assessment Form" was used, which was developed based on expert opinions. For obtaining qualitative data, a semi-structured interview form created by the researcher, with expert input, was used to gather the views of students in the experimental and control groups. Prior to and after the 14-week implementation period, the "Student Academic Achievement Assessment Form" was applied as pretests and posttests to both groups. The pretest and posttest video recordings were evaluated by field experts. As a result, in this research, it was found that education provided through rote learning and the Braille notation system had a significant and positive impact on students' final test violin skills. Both educational approaches were observed to positively affect students' final test performance and have similar effects. Additionally, it was determined that the knowledge and skills acquired during music education positively influenced students' success in music classes. Students mentioned that they enjoyed playing the violin, experienced emotional moments, increased their self-confidence, and gained musical achievements. Their future goals often revolved around pursuing a musical career and becoming successful musicians.