Koro çalışmalarının ortaokul öğrencilerinin okul aidiyet düzeylerine etkisi
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Date
2021-06-21
Authors
Savaş, Bağde Yılmaz
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırmada ortaokullarda eğitim gören öğrencilerle gerçekleştirilen koro çalışmalarının öğrencilerin okul aidiyet düzeylerine katkısının değerlendirilmesi amaçlanmıştır. Araştırmada 2018-2019 eğitim-öğretim yılında Bursa’da yer alan, kolay ulaşılabilir örnekleme yöntemiyle seçilmiş ortaokul öğrencilerinden oluşan çalışma grubuyla öntest-sontest kontrol gruplu deneysel bir çalışma yürütülmüştür. Araştırmanın uygulama sürecinde kullanılacak olan koro repertuvarı hedeflenen yaş grubunun ses sınırları dikkate alınarak uzman görüşleri doğrultusunda oluşturulmuştur. Uygulamaya geçilmeden önce deney ve kontrol grubuna Goodenow (1993a) tarafından geliştirilen ve Sarı (2015) tarafından Türkçe’ye uyarlanan “Okula Aidiyet Duygusu Ölçeği” uygulanmış öntest puanları hesaplanmıştır. Daha sonra belirlenen repertuvar ile 12 hafta boyunca deney grubuyla çalışılmış ve konser verilmiştir. Uygulama sonrasında iki gruba tekrar aynı test uygulanarak sontest puanları belirlenmiştir. Öntest ve sontest arasındaki değişime ilişkin olarak Wilcoxon testi ve gruplar arasındaki farkların belirlenmesinde de Mann-Whitney U testi uygulanmıştır. Analizler sonucunda grupların alt boyutları ile toplam puanlarındaki gelişmeleri arasında deney grubu lehine anlamlı fark (p<.05) olduğu belirlenmiştir.
In this research, contribution of the choir work into the sense of school belonging among the secondary school students is aimed to be revised. Through the research, with a secondary school student group of convenience sampling from the city of Bursa in the educational year of 2018/19, an experimental research of pre and post-test control group was conducted. Repertoire to be used in the application process of the research had been formed by the experts’ opinions and by taking the voice limits of the target age group into consideration. Before the applicational process, “Sense of School Belonging Scale” developed by Goodenow (1993b) and adapted to Turkish by Sarı (2015), was applied to the experiment and control group and pre-test points were calculated. Afterwards, together with the aforementioned experimental group, there had been a collective work during 12 weeks and concerts. After the application, two groups had been given the same test and the post-test points were calculated. Wilcoxon Test was applied in relation to the change between the pre and post-tests, and also to specify the differences between the groups Mann-Whitney U test was applied. As a result of the analysis, between the sub-dimensions of the groups and the development of total points demonstrated that there was a meaningful difference (p<.05) for the benefit of experimental group.
In this research, contribution of the choir work into the sense of school belonging among the secondary school students is aimed to be revised. Through the research, with a secondary school student group of convenience sampling from the city of Bursa in the educational year of 2018/19, an experimental research of pre and post-test control group was conducted. Repertoire to be used in the application process of the research had been formed by the experts’ opinions and by taking the voice limits of the target age group into consideration. Before the applicational process, “Sense of School Belonging Scale” developed by Goodenow (1993b) and adapted to Turkish by Sarı (2015), was applied to the experiment and control group and pre-test points were calculated. Afterwards, together with the aforementioned experimental group, there had been a collective work during 12 weeks and concerts. After the application, two groups had been given the same test and the post-test points were calculated. Wilcoxon Test was applied in relation to the change between the pre and post-tests, and also to specify the differences between the groups Mann-Whitney U test was applied. As a result of the analysis, between the sub-dimensions of the groups and the development of total points demonstrated that there was a meaningful difference (p<.05) for the benefit of experimental group.
Description
Keywords
Aidiyet, Koro eğitimi, Müzik eğitimi, Okul aidiyeti, Ortaokul, Sense of belonging, Choir education, Music education, Belonging to school, Secondary school
Citation
Savaş, B. Y. (2021). Koro çalışmalarının ortaokul öğrencilerinin okul aidiyet düzeylerine etkisi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.