Students' Self-assessments Regarding the Effects of Flip Learning Practice in Mu

In the teacher-centered classroom model, learning takes place in the classroom with the teacher’s explanation and reinforced by homework. In the flipped learning model, information and comprehension stages of learning are aimed to move out of the classroom environment by using technological tools. In this way, students become familiar with the topic of class, and it is possible to advance to learning stages such as analysis, synthesis and evaluation in the classroom environment. In this research the learning objectives and elements of the flipped learning application were determined and ranked according to difficulty levels that is necessary to build the concrete infrastructure required for students to self-evaluate their playing skills. Since the piano field requires the use of both visual and auditory material, instructional videos are used in flipped learning practice. The purpose of this research is to determine the improvement of students’ self awareness on accurately playing piano in two different teaching methods. To achieve this goal, a single-group pretest-posttest research design was used. A total of 98 students from Ankara University Primary School Teaching and Preschool Teacher Education Division participated in the research. To assess students’ progress more accurately, a rubric with four criterias: tempo, rhythmic accuracy, melodic accuracy, and fingering developed by three field specialists, used for self-assessment and expert assessments of the performances was applied on the basic skills of learning piano. After the flip learning application, the difference between students’ own scores and the performance evaluation scores of the experts significantly decreased. It emerged that flipped learning has increased selfassessment levels by providing performance awareness to students. * Supported by the Ankara University, Scientific Research Fund BAP Project No. 15B0630002. ** Doç. Dr. Ankara Ünv. Eğitim Bilimleri Fakültesi Temel Eğitim Bölümü, El-mek: salimsvr@gmail.com Arş. Gör. Dr. Gazi Ünv. Güzel Sanatlar Eğitimi Bölümü, El-mek: gulsah.sever@gmail.com 506 Salim SEVER Gülşah SEVER Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/18 STRUCTURED ABSTRACT Learning is an enduring change in behavior or a skill to behave in a given fashion, which results from practice or other forms of experiences. There is a need for intensive, multi-faceted, planned interactions to ensure effective and sustainable learning. Different kinds of active learning practices are emerging in the field of scientific research in recent years regarding the nature of learning that aim to increase interaction in education. One of these approaches is the Flipped Learning Classroom. In the flipped learning model, in contrast to the traditional classroom model, information and comprehension stages of learning are aimed to move out of the classroom environment by using technological tools. The purpose of this approach is to transform information obtained in-class time into a higher level learning environment where analysis, synthesis and evaluation are done In the field of music, performance skills are exhibited at each lesson. Thus, it is expected that the student will have to make an accurate assessment between his / her performance and expected performance. A student who can assess himself correctly will have performance awareness during his own individual working time and will have a faster development than students with a low level of musical playing awareness. In other words, the students will be their own teachers. The purpose of this research is to determine the improvement of students’ self awareness on accurately playing piano in two different teaching methods. Whether there is a significant difference between the self-assessment and the expert assessment scores on the traditional teacher oriented teaching method and the flipped learning application were aimed to be investigated. To achieve this goal and to assess students’ progress more accurately, a rubric with four criterias: tempo, rhythmic accuracy, melodic accuracy, and fingering is used. Flipped learning has implementations in areas of science for a few years. But it is new at skill oriented fields such as music education. This research is important in terms of testing the effectiveness of the flipped learning approach by transferring it into the music field. In the learning process, higher level learning stages such as analysis, synthesis, and evaluation can be reached by the flipped learning approach. This study is crucial in terms of using cognitive strategies both for transforming knowledge into skills and transforming skills into a performance. This study is a pre-experimental design conducted within a single group pre-test-post-test model. In a single group pre-test-post-test model, the independent variable is applied to a randomly selected group. Both pre-test and post-test measurements are applied. In this study, whether there was a difference between the traditional teaching method and the flipped learning model in terms of students’ self-assessment scores and expert evaluations was examined. In order to achieve this aim, a teacher-centered music lesson was delivered to 98 students and self-assessment forms were taken as pretest. Then flipped learning model was applied to the same students. After Students’ Self-assessments Regarding the Effects of Flip Learning... 507 Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/18 this flipped learning practice self-assessment forms of the students were taken as a post-test. For the expert evaluation, the student performances were recorded with a video camera. Three field experts examined the records and evaluated them with the rubric. It was determined whether there was a difference between students’ and the expert’s self-assessment scores obtained on both measures. The study group of this research is composed of 98 pre-service teachers studying in their 2nd and 3rd years in the departments of Early Childhood and Elementary Education at Ankara University, Faculty of Educational Sciences. During the selection of the songs used in the research, a song repertoire was formed based on school songs that can be played at the beginner level of the piano education. Among the school songs that preservice teachers in the departments of early childhood and elementary school can use in their professional lives, “postacı” and “yaşasın okulumuz” were selected for this research. Considering the maturation situation, slightly higher pieces were selected for each application. In this study, a rubric, developed by three field specialists, used for self-assessment and expert assessments of the performances of early childhood and elementary school pre-service teachers was applied on the basic skills of learning piano. The four basic skill areas aimed to be measured by the rubric were tempo, rhythm, melody and finger technique. All the students scored between 0 and 4 points in each category according to their performances. In all categories, the total score of the best performance is 16. In the flipped classroom there were 20 instruments available for piano practicing at the same time. Students have found the opportunity to practice songs in the classroom with their headphones on. At that time, the teacher observed the students' work by walking among them and gave feedback. In addition, students have the opportunity to interact with each other and work on their pieces. Following the interactive in-class time, every student played the piece separately. Their performance was recorded as well. After performance, they were asked to assess themselves with the same rubric presented before. In this research, traditional classroom system and flipped learning approach were applied during music courses of pre-service teachers registered at Ankara University, Faculty of Educational Sciences, Departments of Elementary Education and Early Childhood Education. Selected pieces were studied according to these two methods and at the end of the study students’ performances were recorded. Scoring rubric was used to measure the effects of flipped learning on students’ selfassessment levels. Scores of students and field experts were evaluated through the same rubric. The results obtained from the measurements were in accordance with the purpose of the study. After the traditional classroom model and flipped learning sessions have been implemented, the difference between expert and students’ evaluations has been closed in favor of flipped learning in terms of the tempo, rhythm, melody and finger technique sub-dimensions of the 508 Salim SEVER Gülşah SEVER Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/18 rubric. In other words, after the flip application, the difference between students’ own scores and the performance evaluation scores of the experts significantly decreased. This result showed that with the application of flipped learning model, students have developed a higher level of awareness regarding their playing performance. Although there is a wide range of separate resources on selfassessment and flip learning in related literature, no publication has been found on the effect of flipped learning on self-assessment. In order for the self-assessment process to be successful, it is necessary to state the expected performance from students and sub-dimensions of the performance clearly. In this way, students can better assess their own performances. The instructional videos prepared within the scope of this research were delivered to the students one week before. The content of the videos includes both theoretical and practical information. The last part of the video shows the final expected performance from the students. In this context, it can be said that fli