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This study aims to examine the relationship between the talent exam grades (2016) of 2 voice hearing, 3 voice hearing, 4 voice hearing, melody repetition, rythym repetition, dictation and solfege and the implementation exam grades which is a part of final exam (2018) of second class undergraduate music education students of a University located in Blacksea reagion. The same questions were directed to the students both in talent exam and the final exam of Musical Hearing, Reading and Writing lesson at the end of the second semester of the second year, and the corelation among two exam scores are examined. The data is obtained from the talent exam  and implementation exam. In 2016, 44 of 50 students who became successfull in talent exam of the related university Fine Arts Faculty Fine Arts Education Branch Music Education Department registered to the school.  The study group consists of the same 44 students who were 2nd class students in 2016. The talent exam grades and implementation exam grades which was held at the end of the second year are analysed and compared by using statistical analysis programs that frequently used in social sciences. The relationship between the grades is measured with Pearson Correlation Coefficient.. As the result of the study, it’s understood that there low relationship, which is not meaningful, between talent exam grades and implementation exam grades of two voice hearing, three voice hearing, four voice hearing, melody repetition, rythym repetition, dictation and solfege. Dictation grades are higher in implementation exam.

Examining The Relationshıp Between The Talent Grades and The Final Grades of Second Class Students