Özengen piyano eğitiminin 7-12 yaş grubu çocukların dikkat becerileri üzerine etkisi (Bursa ili örneği)
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Date
2019-07-05
Authors
Hüseynova, Elnara
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Sanat eğitiminin bir boyutu olan çalgı eğitiminin çocuklar üzerindeki etkileri araştırılırken, piyano eğitiminin de söz konusu çalgının özelliğinden ötürü dikkat becerileri üzerinde etkili olabileceği düşünülmüştür. Bu düşünceden hareketle planlanan araştırmada özengen piyano eğitiminin 7-12 yaş grubu çocukların dikkat becerilerine etkisinin ortaya konması amaçlanmıştır. Araştırmanın amacı doğrultusunda çalışma grubu amaçlı ve benzeşik örnekleme yöntemiyle 2017-2018 eğitim öğretim yılı bahar yarıyılında Bursa ilinde Milli Eğitim Bakanlığına bağlı özel okullarda okuyan 99 öğrenciyle (deney grubu n= 46, kontrol grubu n= 53) oluşturulmuştur. Deney grubuna haftada 1 saat olmak üzere 14 hafta süresince araştırmacı tarafından planlanan ve uygulanan piyano eğitimi dersi verilmiştir. Uygulama öncesi ve sonrasında deney ve kontrol grubunda yer alan tüm çocukların dikkat becerilerini ölçmek amacıyla Stroop Renk Kelime Testi yapılmıştır. Araştırmada nicel araştırma viii yöntemlerinden deneysel araştırma modeli kullanılmış, verilerinin istatiksel çözümleri için SPSS 23.0 paket programı 2x2 karışık ANOVA’lardan yararlanılmış karma faktöriyel desen kullanılarak çözümlenmiştir. Sağlıklı bireyler üzerinde yapılan bu çalışmada testin nöropsikolojik değerlendirme puanlaması yapılmamış sadece deney ve kontrol grubu arasındaki istatiksel farklar üzerinde durulmuştur. 4 kısımdan oluşan Stroop Renk-Kelime testinin okuma ve bilgi işleme hızının temel düzeyini belirleyen “Siyah Beyaz Okuma” bölümünde iki grubun okuma sürelerinin benzer şekilde kısaldığı ve anlamlı bir fark olmadığı görülmüştür. Testin kontrol amaçlı olup renk söyleme ve bilgi işleme hızını belirleyen “Kare Rengi Söyleme” bölümünde, her iki grubun da cevaplarında hızlanma olduğu ancak deney grubundaki hız artışının anlamlı derecede fazla olduğu tespit edilmiştir. Testin odaklanmış dikkatin yanı sıra seçici dikkati de belirleyen bölümlerden biri olan “Renkli Kelime Okuma” bölümünde de deney grubundaki çocukların cevaplama sürelerinde anlamlı derecede artış olduğu görülmüştür. Testin son aşaması bozucu etkiyi en çok ortaya koyan “Renkli Kelimelerin Rengini Söyleme” bölümünde okuma sürelerinin deney grubunun kontrol grubuna kıyasla daha fazla kısalmış olmasına rağmen bu farkın istatistik olarak anlamlı olmadığı tespit edilmiştir. Testin 3. ve 4. bölümleri arasında okuma hızı farkları dikkatin genel seviyesi ve odaklanma becerileri açısından bilgi vermektedir. Bu noktada araştırmada kontrol ve deney gruplarının her ikisinde de fark tespit edilmiş ancak bu farkın istatistiksel olarak anlamlı olmadığı görülmüştür. Ayrıca yanlış söyleme sayılarında gruplar arasında anlamlı fark bulunmazken, spontan düzeltme sayılarında deney grubunda kontrol grubuna göre istatiksel olarak anlamlı fark olduğu saptanmıştır. Sonuç olarak tüm test bölümlerinde piyano eğitimi verilen öğrencilerin okuma sürelerinin kısalmış olması, kontrol grubuna göre dikkat becerilerinin daha olumlu anlamda geliştiğini göstermektedir.
While studying the effects of instrument education, as a dimension of art education; piano education is thought to be effective on attention skills due to the qualities of the instrument. In the study which is planned from this point of view; it is aimed to present the effect of private piano education on the attention skills of 7- 12 year old children. In accordance with the purpose of the study, sampling group is determined by purposive and homogeneous sampling methods and consists of 99 students from private schools which are administered by Ministery of National Education in Bursa province (experimental group n=46, control group n=53). The experimental group has taken piano education one hour a week for 14 weeks which is planned and given by the researcher. Before and after the education, Stroop Colour Word Test was given in order to measure the attention skills of all of the children in x experimental and control groups. In the research; the experimental research model which is one of the quantitative research models is used through the help of SPSS 23.0 packaged software and 2x2 mixed ANOVA’s using mixed factorial design for statistical analysis of the data. In this study that is made on healthy members, no neuropsychological evaluation scores were given but focused on the statistical discrepancy between the experimental and control groups. In the Stroop Colour Word Test which has four stages; 'Black and White Reading' stage determining the fundamental level of reading and data processing speed, two groups are seen to get shorter reading time and no significant difference has occured. In ‘Name the Colour of Square Patches’ part of the test, which is for controlling the basic level of data processing speed; responses of both of the groups were improved, however it was stated that the increase in the speed of the experimental group was significantly higher. In the ‘Reading the Coloured Words’ section which was a fundamental stimulus and proving the aliasing effect in the test, improvement in the responsing time of the children in the experimental group was significantly higher. In the ‘Saying the colours of Coloured Words’ section, which had the most aliasing effect in the test; although reading time of the experimental group was improved more than the control group, no significant difference was stated between the groups. Differences between the 3rd and 4th sections of the test give information about the general attention level and focusing skills. At this point of the study, differences between experimental and control groups were found, however this was not significantly important. Additionally, while there was not a significant difference in wrong answers between the groups, the improvement in the number of spontaneous recovery in the experimental group was statistically higher than the control group. Consequently, it was stated that reading time of the students who were given piano education were improved in all sections of the test; and xi although there was not a significant difference in some of the sections, attention skills of the experimental group were found to be better.
While studying the effects of instrument education, as a dimension of art education; piano education is thought to be effective on attention skills due to the qualities of the instrument. In the study which is planned from this point of view; it is aimed to present the effect of private piano education on the attention skills of 7- 12 year old children. In accordance with the purpose of the study, sampling group is determined by purposive and homogeneous sampling methods and consists of 99 students from private schools which are administered by Ministery of National Education in Bursa province (experimental group n=46, control group n=53). The experimental group has taken piano education one hour a week for 14 weeks which is planned and given by the researcher. Before and after the education, Stroop Colour Word Test was given in order to measure the attention skills of all of the children in x experimental and control groups. In the research; the experimental research model which is one of the quantitative research models is used through the help of SPSS 23.0 packaged software and 2x2 mixed ANOVA’s using mixed factorial design for statistical analysis of the data. In this study that is made on healthy members, no neuropsychological evaluation scores were given but focused on the statistical discrepancy between the experimental and control groups. In the Stroop Colour Word Test which has four stages; 'Black and White Reading' stage determining the fundamental level of reading and data processing speed, two groups are seen to get shorter reading time and no significant difference has occured. In ‘Name the Colour of Square Patches’ part of the test, which is for controlling the basic level of data processing speed; responses of both of the groups were improved, however it was stated that the increase in the speed of the experimental group was significantly higher. In the ‘Reading the Coloured Words’ section which was a fundamental stimulus and proving the aliasing effect in the test, improvement in the responsing time of the children in the experimental group was significantly higher. In the ‘Saying the colours of Coloured Words’ section, which had the most aliasing effect in the test; although reading time of the experimental group was improved more than the control group, no significant difference was stated between the groups. Differences between the 3rd and 4th sections of the test give information about the general attention level and focusing skills. At this point of the study, differences between experimental and control groups were found, however this was not significantly important. Additionally, while there was not a significant difference in wrong answers between the groups, the improvement in the number of spontaneous recovery in the experimental group was statistically higher than the control group. Consequently, it was stated that reading time of the students who were given piano education were improved in all sections of the test; and xi although there was not a significant difference in some of the sections, attention skills of the experimental group were found to be better.
Description
Keywords
Dikkat becerisi, Attention skills, Piano education, Stroop colour-word test, Piyano eğitimi, Stroop Renk-Kelime Testi
Citation
Hüseynova, E. (2019). Özengen piyano eğitiminin 7-12 yaş grubu çocukların dikkat becerileri üzerine etkisi (Bursa ili örneği). Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.