The Effect of Individualized Online Instruction on TPACK Skills and Achievement in Piano Lessons

Yavuz Selim Kaleli
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Abstract


This study investigated the effect of online teaching and individualized instruction in piano lessons of the department of music teaching on students’ TPACK skills and achievements. The research was conducted on the basis of a pretest-posttest control group design. In the experimental group of the study, piano education was carried out with online learning and face-to-face individualized instruction, and in the control group, activities were carried out using the current distance learning method. Teaching activities lasted 20 lesson hours in the experimental and control groups. Piano Lesson Achievement Test and TPACK scale were used as data collection tools in the study. The Mann Whitney U test was used on the achievement and TPACK skills of the groups on the pretest and posttest scores. The findings of the research showed that the online learning and individualized instruction applied in the experimental group were more effective in the piano lesson achievement and some dimensions of the TPACK scale than the current curriculum. 

The Effect of Individualized Online Instruction on TPACK Skills and Achievement in Piano Lessons


Keywords


Piano lesson, Music education, Online learning, Distance education, Individualized instruction

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References


Kaleli, Y. S. (2021). The effect of individualized online instruction on TPACK skills and achievement in piano lessons. International Journal of Technology in Education (IJTE), 4(3), 399-412. https://doi.org/10.46328/ijte.143




DOI: https://doi.org/10.46328/ijte.143

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International Journal of Technology in Education (IJTE) - ISSN:2689-2758

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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.