THE EFFECTS OF COOPERATIVE LEARNING ON CONTINUAL AND STATE ANXIETY AND MUSICAL PERFORMANCE IN TEACHING MUSIC

Abstract

Students’ learning is affected negatively by anxiety. The most important variable that affects performance & academic success of a student in a field like music which requires performance is the level of anxiety. Anxiety is defined as a reaction that occurs against a special danger whose source is unknown. In music education, whatever the methods are, learning is an individual activity that should be done and evaluated by playing and singing personally and this causes anxiety that affects the success negatively. The aim of this research is to determine if there are significant differences between anxiety level of the students who are learning through cooperative learning method and those learning through whole classroom teaching method (Teacher-centered method). The sample of the research consist of second year students at the Departmant of Class-Teacher Training at Buca Faculty of Education who are taking Music lesson. The research was experimental and conducted with an experimental group and control group. There were 104 students in experimental group and 106 students in control group. Anxiety Scale, which was developed by Spielberger and his colleques and adapted in Turkish by Necla Öner & Ayhan Le Comte, was used to collect data. Observation form was used which was developed by Kocabaş (1998) for playing ınstrument skills and ıt’s correlation coefficient was to be found as 0.92. In statistical analysis mean, t-test,variance analyses, correlation were used. According to findings, before performance examination the state anxiety level increased in the control group; it decreased just before performance examination in the experimantel group.

Keywords: Cooperative learning, continual and state anxiety, music education.

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