The effect of the project-based learning approach and expository approach to the teaching of rhythm and dance on the perceptions of critical thinking, decision making and academic self-sufficiency of students

Purpose: The purpose of the study is to investigate the effect of project based learning approach on university students' critical thinking, decision making (only self-respect dimension) and academic self-efficacy beliefs. Instrument and method: A total of 36 junior university students taking Rhythm and Dance class in Tourism Animation program in Tourism Vocational School in a university participated in the study The study was designed as pretest posttest with control group design, one of the quasi experimental designs. Half of the students was randomly assigned to control group, the rest of the students were to experimental group. The intervention lasted 8 weeks in a class hour and each class hour was planned as 150 min. In the experimentation, dance and rhythm lessons for children was served by using command style (style A) in control group whereas same lessons were served by using project based learning approaches. As for data collection instrument, critical thinking scale, decision making scale and academic self-efficacy perception scale were used as pretest and posttest. Also, demographic information form was used to collection demographic information on the participants at the very beginning of the study. SPSS 22.0v was used for analyzing the data. Various inferential statistical techniques were used while testing the hypothesis designed in three sets. In comparison of pretest and posttest in both control group and experimental group, paired sample t-test and Wilcoxon Sign Ranks were used. In comparison of post-tests of control and experimental groups, independent sample t-test and Mann Whitney U test were used. Conclusion: The analyses pointed out that instructional practices designed using project-based learning approaches had no statistically significant effect on students' scores on critical thinking and its sub-dimensions (participation, cognitive maturity and innovation), academic self-efficacy and its sub-dimensions (social statue, application and technical skills), and self-respect as a sub-dimension of decision making. Keywords: Project Based Learning, Rhythm And Dance Class, University Students, Critical Thinking, Self-Efficacy And Decision Making.