The effect of self-regulatory piano teaching on performance success, work habits and attitude

The aim of this research is to examine the effect of self-regulated piano teaching on students' performance achievement, study habits and attitudes. For this purpose, the exploratory sequential mixed research method, which combines quantitative and qualitative methodologies, was used. In terms of quantitative dimension, the research was a paired quasi-experimental design with pretest-posttest control group; In terms of qualitative dimension, it contains the case study pattern together. The study group of the research consists of 11 music students, 6 of them in the experimental group and 5 of them in the control group, studying in the 10th grade of a Fine Arts High School affiliated to the Directorate of National Education in the first semester of the 2020-2021 academic year. During the 10-week experiment process, within the scope of the learning-teaching activities of the piano lesson, the self-regulated piano teaching model supported by TUBITAK was applied to the experimental group students; The direct lecture method was applied to the control group students. Equivalence Test Evaluation Form was prepared in order to equalize the levels of the control and experimental groups as much as possible and to reach the qualifications and quantities related to the measurement to be made for the success of piano performance. In order to obtain the quantitative data of the study, the "piano performance evaluation form" developed within the scope of the achievements in the 10th grade piano curriculum (MEB, 2016), the "individual instrument study habits scale" developed by Küçükosmanoğlu et al. (2016b), and while using the "attitude scale towards piano lesson" developed by Tufan and Güdek (2008); In order to obtain qualitative data, a "semi-structured interview form" developed within the framework of the opinions of 3 experts was used. The data obtained in the study were analyzed through the SPSS 20.0 statistical package program. In the analysis of the data obtained from the study, the harmony between Kendall's W raters was primarily examined and it was seen that the performance scores of the students before and after the experimental procedure for the piano performance scores were significantly compatible. Since the mean of the study group did not show a normal distribution, non-parametric statistical techniques were used in the analysis of quantitative data. Before and after the experimental process, the Mann-Whitney U Test, in which the mean rank of the small and unrelated groups was compared, and the Wilcoxon Signed Ranks Test, in which the mean rank of the related groups were compared, were applied in the analysis of the pre-test and post-test scores of the experimental and control groups, and the effect size (r) values were calculated. Qualitative data were analyzed by content analysis technique. As a result of the analysis of the quantitative data, there was a highly positive and significant difference in favor of the post-test between the pre-test and post-test scores of the experimental group from the piano performance evaluation form, individual instrument study habits scale and attitude scale towards piano lesson; There was no significant difference between the pre-test and post-test scores of the control group from these forms and scales. While there was no statistically significant difference between the post-test scores of the self-regulated piano teaching process, the piano performance of the experimental and control groups; It was determined that there was a highly positive and significant difference in favor of the experimental group between the study habits and attitude post-test scores of the experimental and control groups. As a result of the analysis of qualitative data, as a result of self-regulated teaching, the experimental group students; their technical level on the piano has increased, their mastery of the work has increased, they can play the works in accordance with their pace, their musical interpretation skills and their belief that they can make the works have developed; the habit of reading notes and finger numbers quickly, the habit of reading deciphering, the habit of studying playing techniques, nuance terms and mistakes; have acquired planned, programmed, regular, disciplined, conscious, efficient, practical and strategic working habits; gaining sense of responsibility; love, interest, desire, excitement; care and attention; They emphasized that they developed a positive attitude towards the lesson in terms of motivation. Key Words: Self-Regulatory Teaching, Piano Teaching, Performance Achievement, Work Habit, Attitude