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Your search keyword '"Umuzdas, Mehmet Serkan"' showing total 4 results
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4 results on '"Umuzdas, Mehmet Serkan"'

1. An Examination of the Performance Anxiety Levels of Undergraduate Music Teaching Students in the Instrument Exams According to Various Variables ('Case of Tokat Province')

Author

Umuzdas, Mehmet Serkan, Tök, Hatice, and Umuzdas, Serpil

Abstract

Quantitative descriptive method was used in order to examine the state-trait and total anxiety levels of the students in the Undergraduate Music Teaching Program by gender, instrument difference, school year and academic achievement scores of students. The study has been conducted in the fall semester of 2018-2019 academic year in Turkey with Tokat University Faculty of Education, Fine Arts Education Department Music Education Program students (n = 77). For data collection, "The State-Trait Anxiety Inventory" developed by Spielberg et al. (1964) and adopted to Turkish by Öner and Le Compte (1983). The trait anxiety inventory was applied in a time period when the students were away from exam stress. The state anxiety inventory, on the other hand, was conducted just before the final exams. According to the results of the study, when the state-trait and total anxiety of the students receiving musical instrument education in Music Teacher Education Program is examined, it was found that there is a significant difference between trait and state anxiety, that female students' trait and total anxiety levels are higher, and the male students' state anxiety is higher; when it is considered in terms of instrument differences, it was seen that students playing stringed instruments have higher anxiety than those who play bow and wind instruments, A significant difference was found in terms of academic achievement scores in undergraduate freshman and senior students who have higher anxiety.

Published
2019

2. Development of an Instrument to Measure Students' Attitudes towards Piano Practice

Author

Umuzdas, Mehmet Serkan

Abstract

Practicing the piano is a systematic part of the instrument-learning process. It contains all development practices from the analysis of the work to the improvement of performance. Students usually practice the piano as a preparation for performing in courses, exams, or on stage and they do it individually. The mentality which emerges during the piano practicing process can be a significant determinant on the result (performance). In this study, it is aimed to improve student mentality regarding piano practice. A draft scale which was made after the literature scanning was applied to 227 students by rearranging as a five point likert scale. As a result of the exploratory factor analysis, it was determined that the scale had a structure with three factors. To evaluate the validity and reliability of the survey after the data collection, calculations of Cronbach's Alpha and factor analysis measurements were made. KMO (Kaiser-Meyer-Olkin) and Barlett's tests were made to examine sample sufficiency and factorability levels of the used scale. KMO value was determined to be 0.837. Cronbach's alpha internal reliability coefficient for the whole scale was found as 0.956. The data which has been obtained after the study shows that the survey is valid and reliable.

Published
2015

4. An analysis of the student classroom teachers’ perceptions about the music course through metaphorsSınıf öğretmenliği öğrencilerinin müzik dersine ilişkin algılarının metaforlar yoluyla belirlenmesi

Author

Umuzdaş, Serpil and Umuzdas, Mehmet Serkan

Subjects
Metaphor, classroom teaching, music course, perception, student, metafor, sınıf öğretmenliği, müzik dersi, algı, öğrenci, Music Education
Abstract

The aim of this study is to reveal the student classroom teachers’ perceptions about the course of music through the metaphor analysis. For this aim, the metaphoric concepts developed by the participants were analysed in terms of their themes and their statistical significance was found. The study has a qualitative descriptive method of analysis. At the Faculty of Education at Gaziosmanpaşa University where the study was conducted a total of 200 student classroom teachers attend this course. All of these students participated in the study. However, 38 of the questionnaires were not suitable for the data collection. Thus, 162 forms were used. The findings of the study indicated that the student classroom teachers developed a total of 59 metaphorical concepts to describe the course of music. Then the themes were developed based on the answers of the participants regarding their justification for the metaphorical concept. A total of 18 themes were identified. The themes identified are as follows: “one with variety, joyful, exciting, formative/instructive, relaxing/peaceful, improving the awareness, reinforcing the skill of cooperation, interesting, pleasuring, one loved, one repeated and copied, need, happiness, freedom, motivating, reinforcing the expression, nuisance, opportunity”. A statistically significant difference was found among the themes. It is found that majority of the metaphorical concepts expressed by the participants about the course of music are positive. (58, 98.3%) The themes identified can be categorized into two major dimensions: those related to course content and those related to emotions triggered by the course. Therefore, it can be stated that the participants perceive the course in terms of cognitive and affective terms. ÖzetBu araştırmanın amacı, sınıf öğretmenliği öğrencilerinin müzik dersine ilişkin algılarını metaforlar aracılığıyla belirlemektir. Bu amaçla belirlenen metaforlar, oluşturdukları temalar ve bu temalar arasında anlamlı farklılık olup olmadığı bakımından incelenmiştir. Nitel veri toplama teknikleri kullanılan bu araştırmada katılımcıları, araştırmanın yapıldığı Gaziosmanpaşa Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği Anabilim Dalı programında müzik dersine devam eden 2. sınıf öğrenciler olmak üzere toplam 200 (%100) öğrenci oluşturmaktadır. 38 adet yanlış doldurulan form iptal edildikten sonra değerlendirilmeye alınan 162 verinin sonucuna göre; öğrencilerin müzik dersi algılarına ilişkin 59 adet metafor elde edilmiş ve bunlar 18 temaya ayrılmıştır. Bunlar: 1. çeşitlilik içeren, 2. eğlenceli, 3. heyecan verici, 4. geliştirici, 5. dinlendirici, 6. farkındalık arttırıcı, 7. işbirliği yapma becerisi kazandırıcı, 8. ilgi çekici, 9. zevk verici, 10. sevgi duyulan, 11. tekrar edilen, 12. ihtiyaç duyulan, 13. mutluluk verici, 14. özgürlük verici, 15. motive edici, 16. ifadeyi güçlendirici, 17. sıkıntı verici, 18. fırsat verici’dir. Belirlenen temalar arasında anlamlı fark bulunmuştur. Bu temaları iki ana boyutta toplamak mümkündür. Bunlardan ilki dersin içeriği ile, ikincisi ise dersin uyandırdığı maneviyatla ilgilidir. Belirlenen temaların %98.3’ünün olumlu olmasından hareketle; sınıf öğretmenliği öğrencilerinin müzik dersini daha çok bilişsel ve duyuşsal kazanımlar olarak algıladıkları söylenebilir.

Published
2013

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