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ERIC Number: EJ1094428
Record Type: Journal
Publication Date: 2016-Apr-10
Pages: 6
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: EISSN-1990-3839
Effect of Daily Work on Student's Memorization Ability in Piano Education
Toptas, Baris
Educational Research and Reviews, v11 n7 p371-376 Apr 2016
It is very important for a student to study regularly so that the results of effective training given by the teacher can be positive. It is an inevitable fact that daily and regular work will bring success to students. Therefore, daily work is highly important in music education. Daily work in instrumental education, which is a part of music education, is important for students to get successful results. The purpose of this study, which was prepared on the basis of these considerations, is to investigate to a what extent a student that works every day in piano education has been able to memorize a piano he has worked on. The students of experimental and control groups, which were generated for this purpose, studied with different methods at different times. Students in the control group studied only for 60 min in one day. Students in the experimental group studied for 60 min in total of four consecutive days with a period of 15 min in a day. In this research, memorization levels of the experimental and control groups were measured. SPSS 17.00 package program was used for the measurements. A significant difference was determined between the pre-test and post-test scores of the control group students using the Wilcoxon Signed-Rank test. A significant difference was also determined between the pre-test and post-test scores of the experimental group students using the Wilcoxon Signed-Rank test. According to the results of the Mann-Whitney U test, a significant result (p= 0.004 >0.05 ) has emerged in favor of the experimental group students studying on a daily basis. Thus, it has been concluded that the study conducted is effective and applicable in the following studies.
Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A