Determining the Attitudes of Undergraduate Students Having Vocational Music Education towards Individual Instrument Course According to Different Variables

Abstract

This study was carried out in order to determine attitudes of undergraduate students who studied music vocationally towards the individual instrument course according to the variables of grade, gender, individual instrument and graduated high school type. The research data were obtained from 102 undergraduate students studying in Erzincan University, Faculty of Education, Fine Arts Education Department, Music Program. The research data were provided using 'Individual Instrument Attitude Scale' developed by Yalcinkaya and Eldemir. [1] The data collected using the scale were analyzed with SPSS 22 package software, and were tabulated. In the light of the data presented in the tables, the data were interpreted. At the end of the research, it was noticed that there was no significant difference between individual instrument course attitude scores of the students according to the level of grade; number of female students was more than the number of male students, and there was a significant difference between individual instrument course attitude scores according to gender. Although the number of participants was limited, it was concluded that individual instrument course scores of male students was more than the attitude scores of female students (LA: 59.23>45.97). It was also determined that there was a significant difference between the individual instrument course attitude scores according to the type of instrument, and the lowest score was noticed to be for violin instrument with the most number of students (LA: 41.97). In general, line average scores of Turkish music instruments were determined to be higher rather than the universal instrument scores. In the research, consequently, individual instrument course attitude scores were analyzed according to the type of graduated high school, and line averages of the pre-service music teachers graduated from fine arts high schools were noticed to be higher rather than the pre-service music teachers graduated from other high schools, and this difference was concluded to be significant (LA: 52.35 >48.00).