The effect on accompanying and attitude, motivation of guitar education and accompanying lesson based on Flipped Learning Model

The purpose of this research is to determine the effect of students studying in guitar education and accompaniment lesson based on flipped learning model on motivation, attitude and accompaniment. In this research, the exploratory sequential method, one of the mixed methods consisting of both quantitative and qualitative methods, was used. The qualitative dimension of this study was designed as a case study as it aims to reveal the effects of guitar education based on flipped learning model on students' accompaniment, instrument motivation and attitudes. The study group of this research consisted of 26 students who were studying at the Atatürk University Fine Arts Education Music Teaching Department in the 2020-2021 academic year. 14 students who regularly attend the 3rd grade guitar education and accompaniment lesson were selected randomly from the experimental group and 12 students from the control group by random sampling method. In the quantitative dimension of the research; more than one scale was used to deeply examine the guitar training based on the flipped learning model. In this study, measurement tools such as "Instrument Motivation Scale" prepared by Girgin (2015), "Attitude Scale towards the Instrument" developed by Topoğlu and Erden (2012), and "Guitar Accompaniment Evaluation Form" developed by the researcher by taking expert opinions were used according to the purpose of the research. These measurement tools were analyzed according to control group experimental design method based on pretest-posttest. In the qualitative aspect of the research, a semi-structured interview form was created, which was prepared by the researcher by taking expert opinions, in order to measure the effects of the independent variable. Participants were randomly assigned to the experimental and control groups using the random sampling method. The flipped learning model was applied to the experimental group, and the traditional teaching method was applied to the control group. The works, songs and theoretical information to be studied in the experimental and control groups were prepared for the 2020-2021 academic year guitar education and accompaniment course, by taking expert opinions from the repertoire in the primary, secondary and high school music education course in the Ministry of National Education. Teaching process of the selected accompaniment songs and theoretical knowledge, guitar training and accompaniment was done in line with the prepared curriculum. These practices were studied for one hour with the control group and one hour with the experimental group for twelve weeks. The implementation of the lessons was done by the researcher. Video recordings were taken during class hours. After the twelve-week implementation process, the "Individual Instrument Lesson Motivation Scale", "Guitar Accompaniment Evaluation Form", "Attitude Scale Towards the Instrument" were applied to the experimental and control groups as a post-test, and the results of the test were evaluated by the field experts by watching the student videos. Kendall's Coefficient of Concordance was applied for the score concordance among the experts and it was determined as a result of the analysis that the concordance between the raters was significant (p<0.05). In order to obtain the qualitative data of the research, a semi-structured interview form student opinion questionnaire consisting of open-ended questions created by the researcher by taking expert opinions was used. According to the results of the study, the success of accompanying students in the experimental group was significantly higher than the control group. It was concluded that the flipped learning model program applied to the study group who received guitar training and accompaniment training was a more effective program than traditional learning. They expressed a positive opinion about the flipped learning model of the experimental group. Students stated that the learning model motivates them to play an instrument and allows them to learn faster. Keywords: Flipped Learning Model, Flipped Learning, Invented Learning, Flipped Classroom, Guitar, Accompaniment, Instrument Motivation and Attitude