The Effect of Computer-Assisted Instruction on Piano Education: An Experimental Study with Pre-service Music Teachers

Abstract

This study investigated the effect of computer assisted teaching practices in piano courses in Department of Music Education of Faculty of Education on students’ success, piano playing skills and to what extent they provided permanent learning. The research was carried out with the pre-test/post-test research design with a control group, one of quasi experimental designs. In the study, the experimental group was provided computer-assisted piano instruction, while the control group received the regular curriculum instruction. There were 7 female and 6 male students in the control group and 6 male and 7 female students in the experimental group. A computer-assisted piano instruction program was developed for the experimental group. Instruction in the experimental and control groups lasted for 10 lessons. Piano Achievement Test and Piano Observation Form were used as data collection tools. Mann Whitney U test was used to test permanent learning and the success and piano skills of the groups. The results of the research show that computer assisted piano instruction applied in the experimental group is more effective than the regular curriculum instruction in increasing students’ course success and permanent learning. However, no significant difference was found between the post-test levels of the experimental and control groups in terms of piano skills.

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

“…It was found that there was difference in technological knowledge levels in favor of male participants and pedagogical knowledge levels in favor of females. When the literature is reviewed, it is seen that similar results were obtained as a result of comparing the level of technological pedagogical content knowledge based on the variable of gender (Bozkurt, 2016;Koh & Chai, 2011;Jacob, 2002;Jang & Tsai, 2012;Kaleli, 2020aKaleli, , 2020bMahmutoğlu 2019;Tuncer & Bahadır, 2016;Vasil, 1993). In the research conducted by Vasil (1993), it was found that research and technology self-efficacy and use differ in favor of male.…”

An Investigation of Visual Arts Teachers’ Attitudes towards Distance Education in the Time of COVID-19

“…In our age, the explosion of information and the accompanying rapid technological development offer new opportunities for all individuals and communities, and also give them many responsibilities. While it is possible to benefit from these opportunities by using technological opportunities, it is clearly seen that institutions or communities that do not use them will fall behind others (Aydoğmuş, 2019;Koyuncuoğlu, 2021;Kaleli, 2020;Sulak, 2009;Yıldız et al, 2004). In today's world, where we continually face a development, there are opportunities provided by distance education technologies for all areas of education.…”

An Investigation of Pre-service Music Teachers’ Attitudes towards Online Learning during the COVID-19 Pandemic

“…In this sense, they are utilized to complement each other by utilizing research data from the disciplines of learning psychology and communication sciences, thus increasing the efficiency in teaching-learning activities. It is important to determine the online competencies of pre-service music teachers and their attitudes towards this practice and the factors affecting them, and to make the necessary arrangements to increase the competencies of the students during the COVID-19 outbreak (Kaleli, 2020a;Kaleli, 2020b;Kibici & Sarıkaya, 2021;Koyuncuoğlu, 2021a;Thornton, 2020). Interruptions in learning endanger the educational careers of students, especially those at secondary and tertiary level.…”