The effect of distance teaching model on violin learning

In this research, the effect of distance teaching on violin learning is tried to be determined. In the research, pretest-posttest controlled group model, which is one of the experimental research models, has been used. The study group consists of students from Dicle University State Conservatory (n=20) and Diyarbakır Yenişehir of Fine Arts High School (n=4). In both elementary and intermediate levels, 12 students took place in the experiment and control groups. Violin lessons were performed by face to face on control groups for 8 weeks, and the lessons were performed by distance education on experiment groups for 8 weeks. Student Academic Achievement Assessment Form was used as the data collection tool which was prepared separately in both elementary and intermediate levels. Printed Materials Evaluation Form, Visual Design Formative Evaluation Form, and Video and Film Evaluation Form were used for evaluating the materials utilized during distance education. The data obtained from the research was analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. While evaluating the data, numbers, percentage, average and standard deviation were used as descriptive statistical methods. The Man Whitney-u test was used for comparison of quantitative continuous data between the two independent groups. The Wilcoxon test was used for comparison of in-group variations. The obtained data has been evaluated at 95% confidence interval and 5% significance level. At the end of the research, significant distinction has been found between the pretest and posttest scores of the elementary experiment group. This difference was found to be in favor of the posttest. Significant difference was found in favor of the posttest when analyzing the elementary experiment group's pre-test and posttest scores. However, no significant difference has been found between the pretest marks of elementary and intermediate experiment groups. This result puts forth that there has not been a difference between face to face teaching and distance teaching in the context of making the students get the basic skills. A significant difference has been determined between the pretest-posttest averages of intermediate experiment group and between the pretest-posttest averages of intermediate control group. Also the average of intermediate experiment and control groups' pretest-posttest marks has not indicated a major difference considering the group change. This result shows that no differentiation has occurred between traditional and distance education in the context of intermediate skills acquisition to the student.