The Effect of Project-Based Learning Approach on Lesson Outcomes, Attitudes and Retention of Learned in Secondary School Music

Yıl 2022, , 771 - 783, 10.10.2022

Volkan Burak Kibici

https://doi.org/10.26466/opusjsr.1128532

Öz

In this study, the effect of the project-based learning approach applied in the 6th grade music lessons of the secondary school on the students' learning outcomes and their attitudes towards the music lesson was examined. The study was carried out according to the pretest-posttest design with a control group, which is one of the semi-experimental models. The experimental and control groups of the study consisted of 44 (22+22) 6th grade students in secondary school. In the collection of study data, secondary school 6th grade music acquisition test and attitude scales towards music lesson were used. In the experimental group, the project-based learning approach was applied, and in the control group, experimental procedures were applied for 6 weeks in accordance with the instructions of the secondary school 6th grade music lesson curriculum of the Ministry of National Education. In the study, research measurement tools were applied to the experimental and control groups as pretest, posttest and retention test. According to the research findings, students in the experimental group to whom project-based learning approaches were applied achieved significantly higher music lesson achievements, attitudes and retention scores compared to their peers in the control groups.

Anahtar Kelimeler

Project-Based Learning, Music Lesson, Secondary School Students

Kaynakça

• Akın, D. (2016). 6. Sınıf Sosyal Bilgiler dersinde proje tabanlı öğrenmenin öğrencinin akademik başarısına ve derse karşı tutumuna etkisi. (Unpublished master’s dissertation). Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü.
• Alioğlu, A. (2014). Proje tabanlı öğrenme yaklaşımının ortaokul 6. sınıf görsel sanatlar dersi ebru ünitesinin öğrenci başarısına, tutumuna ve kalıcılığa etkisi. (Unpublished master’s dissertation). Dicle Üniversitesi Eğitim Bilimleri Enstitüsü.
• Aydoğmuş, M. & Sünbül, A.M. (2015). Analyzing the appropriate realization level of comenius projects in terms of some variables based on teachers’ perceptions. International Journal of Technical Research and Applications, 20, 01-03.
• Bağcı, U., Afyon, A., Sünbül, A.M., İlik, A& Çınar, D. (2005a). İlköğretim fen bilgisi eğitiminde kullanılan proje tabanlı öğrenme yöntemi uygulamalarında karşılaşılan güçlükler ve alınması gereken önlemler. I. Ulusal Fen ve Teknoloji Eğitiminde Çağdaş Yaklaşımlar Sempozyumu. 18 Kasım 2005, Ankara.
• Bağcı, U., Ilik, A., Sünbül, A.M., Yağız, D. & Afyon, A. (2005b). İlköğretim fen bilgisi öğretiminde uygulanan proje tabanlı öğrenme yönteminin öğrencilerin başarı düzeylerine etkisinin araştırılması. I. Ulusal Fen ve Teknoloji Eğitiminde Çağdaş Yaklaşımlar Sempozyumu. 18 Kasım 2005, Ankara.
• Bell, S. (2010). Project-based learning for the 21st Century: Skills for the future. Clear House, 83, 39–43.
• Belland, B. R., Glazewski, K. D., and Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. RMLE Online: Research in Middle Level Education, 32(9), 1-19.
• Campbell, S. A. (2012). The phenomenological study of ESL students in a project-based learning environment. International Journal of Interdisciplinary Social Sciences, 6(11), 139-152.
• Chen, C.H. & Yang, Y.C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26(2019), 71-81.
• Creghan, C., and Adair-Creghan, K. (2015). The positive impact of project-based learning on attendance of an economically disadvantaged student population: A multiyear study. Interdisciplinary Journal of Problem-Based Learning, 9(2), 7. http://dx.doi.org/10.7771/1541-5015.1496.
• Çalışkan, M., Sünbül, A.M., Güven, Z. & Kaya, İ. (2008). The views of the students about the comenius school projects. WCCI, (World Council for Curriculum and Instruction) 13th World Conference in Education, September 2nd-6th,2008.
• Çınar, D., Çelebi, K. Afyon, A., Sünbül, A.M. & Yağız, D. (2005). Fen ve teknoloji eğitiminde proje tabanlı öğrenme ve eleştirel düşünme. I. Ulusal Fen ve Teknoloji Eğitiminde Çağdaş Yaklaşımlar Sempozyumunda Sunulan Bildiri. 18 Kasım 2005, Ankara.
• Çiftçi, S. & Sünbül, A.M. (2006). Sosyal bilgiler öğretiminde proje tabanlı öğrenmeyi kullanmanın öğrencilere etkisinin çeşitli değişkenler açısından incelenmesi. Selçuk Üniversitesi, Eğitim Fakültesi Dergisi, 21, 309-326.
• Çiftçi, S. (2006). Sosyal bilgiler öğretiminde proje tabanlı öğrenmenin öğrencilerin akademik risk alma düzeylerine, problem çözme becerilerine, erişilerine, kalıcılığa ve tutumlarına etkisi. (Unpublished PhD dissertation). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü.
• Demirel, Ö. (2004). Eğitimde program geliştirme, (7. Baskı). Ankara: PegemA.
• Diffy, D. & Sassman, C. (2002). Project-based learning with young chıldren. USA: Heineman Publications.
• Erdem, M. & Akkoyunlu, B. (2002). İlköğretim sosyal bilgiler dersi kapsamında beşinci sınıf öğrencileriyle yürütülen ekiple proje tabanlı öğrenme üzerine bir çalışma. İlköğretim-Online, 1(1), 2-11.
• Gözüm, S., Bağcı, U., Sünbül, A.M., Yağız, D. & Afyon. A. (2005). Özel Konya Esentepe İlköğretim Okulunda yapılan bilim şenlikleri ve proje tabanlı öğrenme yöntemi uygulamalarına yönelik bir değerlendirme. I.Ulusal Fen ve Teknoloji Eğitiminde Çağdaş Yaklaşımlar Sempozyumunda Sunulan Bildiri. 18 Kasım 2005, Ankara.
• Grant, M. M., and Branch, R. B. (2005). Project-based learning in a secondary school: Tracing abilities through the artifacts of learning. Journal of Research on Technology in Education, 38(1), 65-98.
• Guo, P., Saab, N. & Post, L. & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 1-11.
• Helle, L., Tynjälä, P. & Olkinuora, E. (2006). Project-based learning in post-secondary education – theory, practice and rubber sling Shots. High Educ., 51, 287–314.
• Hmelo-Silver, C. E., Duncan, R. G., and Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
• Holmes, V.L. and Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(50), 449-463.
• Holubova, R. (2008). Effective teaching methods project-based learning in physics. US-China Educ. Rev., 5, 27-36.
• Hung, W. (2011). Theory to reality: A few issues in implementing problem-based learning. Educational Technology Research and Development, 59(4), 529-552.
• Kaldi, S., Filippatou, D., and Govaris, C. (2011). Project-based learning in primary schools: Effects on pupils’ learning and attitudes. International Journal of Primary, Elementary and Early Years Education, 39(1), 35-47.
• Kaşarcı, İ., Sünbül, A. M. (2011). The Effectiveness of project based learning on science education: A Meta-Analysis. Paper presented at the American Conference for Academic Disciplines at the American University of Rome. 31 October-3 November, Rome-Italy.
• Keser, N. & Narin, H. (2017). An art-based investigation method: A/r/tografi.humanitas, International Journal of Social Sciences, 5(10), 1-13. 193-203.
• Kokotsaki, D., Menzies, V., Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277.
• Korkmaz, H. & Kaptan. (2002). Fen eğitiminde proje tabanlı öğrenme yaklaşımının ilköğretim öğrencilerinin akademik başarı, akademik benlik kavramı ve çalışma sürelerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 91-97.
• Korkmaz, H. (2002). Fen eğitiminde proje tabanlı öğrenme yaklaşımının ilköğretim öğrencilerinin yaratıcı düşünme, problem çözme ve akademik risk alma düzeylerine etkisi. (Unpublished PhD dissertation). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• Krajcik, J.S. & Shin, N. (2014). Project-based learning. R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.), p. 275-297.
• Kucharskı, G. A., Rust, J. O. & Rıng, T. R. (2005) Evaluation of the ecological, futures, and Global (EFG) Curriculum: A Project Based Approach. Education, 125(4), 1-12.
• Kurnaz, A., Sünbül, A.M., Sulak, S. & Alan. S. (2005). Proje tabanlı öğrenme yöntemi ilkeleri açısından ilköğretim 4. ve 5. sınıf fen ve teknoloji dersi programının incelenmesi. I.Ulusal Fen ve Teknoloji Eğitiminde Çağdaş Yaklaşımlar Sempozyumunda Sunulan Bildiri. 18 Kasım 2005, Ankara.
• Küçükosman, A., Okkalı, İ. C., Çevik, S., Türkmen, M. & Aydın, S. (2021). A project experience on harmony of art, science and technology and innovative education. Art-e Art Magazine, 14(28), 775-802.
• Marx, R.W., Blumenfeld, P.C., Krajcik, J.S, Fishman, B. and Soloway, E. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. J. Res. Sci. Teac., 41, 1063-1080.
• Öztürk, Ö. & Kalyoncu, N. (2014). İlköğretim altıncı sınıf müzik dersi için bir tutum ölçeği geliştirme denemesi. The Journal of Academic Social Science Studies, 25(1), 235-248.
• Öztütüncü, S. (2016). Disiplinlerarası atölye dersleri üzerine bir değerlendirme. Akdeniz Sanat, 9(19), 15-28. Paul, R., Binker, A.J.A., Martin, D. & Adamson, K. (1995). Critical thinking handbook: High school. Santa Rosa, CA: The Fonudation for Critical Thinking.
• Petchamé, J., Iriondo, I., Riu, D., Masi, T., Almajano, A., Fonseca, D. (2020). Project based learning or the rethinking of an engineering subject: measuring motivation; proceedings of the TEEM’20. Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality; Salamanca, Spain. 21–23 October 2020, p.267–272.
• Philips, S. L. (2003). Contributing factors to music attitude in sixth-, seventh-, and eighth-grade students. University of Iowa, USA.
• Phyllis, C. & Blumenfeld, E., Marx, R.W., Krajcik, J.S., Guzdial, M. & Palincsar, A. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398.
• Preuss, D. A. (2002). Creating a project-based curriculum. Tech Directions, 62(3), 16-18.
• Ralph, R.A. (2015). Post-secondary project-based learning in science, technology, engineering and mathematics. Journal of Technology and Science Education, 6(1), 26-35.
• Reis, A. C. B., Barbalho, S. C. M. and Zanette, A. C. (2017). A bibliometric and classification study of Project-based Learning in Engineering Education. Production [online]. 27(1), 1-15.
• Sezgin, F. (2008). Proje tabanlı öğrenme ve portfolyo değerlendirmenin öğrenci başarısına ve tutum düzeylerine etkisi. (Unpublished master’s dissertation). Zonguldak Karaelmas Üniversitesi, Zonguldak.
• Shafaei, A. and Rahim, H.A. (2015). Does project-based learning enhance Iranian EFL learners’ vocabulary recall and retention? Iranian Journal of Language Teaching Research, 3(2), 83-99.
• Summers, E. J., and Dickinson, G. (2012). A longitudinal investigation of project-based instruction and student achievement in high school social studies. Interdisciplinary Journal of Problem-Based Learning, 6(1), 82-103.
• Sünbül, A. M. (2010). Öğretim ilke ve yöntemleri. Konya: Çizgi Yayınevi.
• Toci, M. J. (2000) The Effect of a technology-supported, project-based learning environment on ıntrinsic and extrinsic motivational orientation. (Unpublished PhD dissertation). Pennsylvania State University.
• Uzun, C. (2007). İlköğretim 4. ve 5. sınıf fen ve teknoloji dersi, canlılar dünyasını gezelim tanıyalım Ünitesinde proje tabanlı öğrenmenin akademik başarı ve kalıcılığa etkisi. Yüksek Lisans Tezi. Afyon Kocatepe Üniversitesi, Afyonkarahisar.
• Valls Pou, A., Canaleta, X., & Fonseca, D. (2022). Computational thinking and educational robotics ıntegrated into project-based learning. Sensors, 22(10), 3746. https://doi.org/10.3390/s22103746.
• Wirkala, C. and Kuhn, D. (2011). Problem-based learning in K-12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48(5), 1157-1186.
• Yağışan, N. and Sünbül, A. M. (2009). Türkiye’de müzik eğitiminin sorunları ve çözüm önerileri. 8.Ulusal Müzik Eğitimi Sempozyumunda Sunulan Bildiri, 23-25 Eylül, Samsun.
• Yılmaz, E. & Sünbül, A.M. (2000). Öğretimde planlama ve değerlendirme. Konya: Mikro Yayınları.