Rhythmic Reading Performance Evaluation Scale in Music Education: Validity and Reliability Study

Özge Gençel Ataman

Makale detayları

Rhythmic Reading Performance Evaluation Scale in Music Education: Validity and Reliability Study

Yazarlar:

Özge Gençel Ataman

Yayıncı:

Ataturk University

Ana Başlıklar:

Performans Sanatları (Diğer)

Dergi:

Turcology Research Issue 81, pp.575-584

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327839

pISSN:

2822-2725

Anahtar kelimeler:

Özet:

 The purpose of this study, which aims to measure rhythmic reading behaviors in music education; It aims to create a rhythmic reading measurement tool that is valid and reliable in music education. The working group of this research consists of 124 people, including 42 music educators who are experts in their fields and 82 musiciansartists working in various music communities. During the development of the scale, 13 items that were thought to enable the measurement of rhythmic reading behaviors in music education were determined in line with expert opinions. In order to evaluate validity and reliability during the analysis process, item analysis and Exploratory Factor Analysis were used. As a result of the item analysis applied to the scale, there was no need to remove any items from the scale. Factor analysis revealed that items 3, 7, and 9 were unnecessary, and these 3 items were removed from the scale. According to the results of the re-exploratory factor analysis, it was determined that the scale consisting of 10 items was grouped under 3 factors and the factors explained 76.854 of the total variance. Based on the items loaded under the factors, the factors were named Attention, Tempo and Time Use. The Cronbach Alpha reliability coefficient of the 10-item scale consisting of 3 factors was found to be 0.865. Given the performance evaluation scales capacity to measure and assess specific behaviors, it is likely that a valid and reliable tool has been developed to assess the rhythmic reading skills of individuals undergoing music education.

 The purpose of this study, which aims to measure rhythmic reading behaviors in music education; It aims to create a rhythmic reading measurement tool that is valid and reliable in music education. The working group of this research consists of 124 people, including 42 music educators who are experts in their fields and 82 musiciansartists working in various music communities. During the development of the scale, 13 items that were thought to enable the measurement of rhythmic reading behaviors in music education were determined in line with expert opinions. In order to evaluate validity and reliability during the analysis process, item analysis and Exploratory Factor Analysis were used. As a result of the item analysis applied to the scale, there was no need to remove any items from the scale. Factor analysis revealed that items 3, 7, and 9 were unnecessary, and these 3 items were removed from the scale. According to the results of the re-exploratory factor analysis, it was determined that the scale consisting of 10 items was grouped under 3 factors and the factors explained 76.854 of the total variance. Based on the items loaded under the factors, the factors were named Attention, Tempo and Time Use. The Cronbach Alpha reliability coefficient of the 10-item scale consisting of 3 factors was found to be 0.865. Given the performance evaluation scales capacity to measure and assess specific behaviors, it is likely that a valid and reliable tool has been developed to assess the rhythmic reading skills of individuals undergoing music education.

 The purpose of this study, which aims to measure rhythmic reading behaviors in music education; It aims to create a rhythmic reading measurement tool that is valid and reliable in music education. The working group of this research consists of 124 people, including 42 music educators who are experts in their fields and 82 musiciansartists working in various music communities. During the development of the scale, 13 items that were thought to enable the measurement of rhythmic reading behaviors in music education were determined in line with expert opinions. In order to evaluate validity and reliability during the analysis process, item analysis and Exploratory Factor Analysis were used. As a result of the item analysis applied to the scale, there was no need to remove any items from the scale. Factor analysis revealed that items 3, 7, and 9 were unnecessary, and these 3 items were removed from the scale. According to the results of the re-exploratory factor analysis, it was determined that the scale consisting of 10 items was grouped under 3 factors and the factors explained 76.854 of the total variance. Based on the items loaded under the factors, the factors were named Attention, Tempo and Time Use. The Cronbach Alpha reliability coefficient of the 10-item scale consisting of 3 factors was found to be 0.865. Given the performance evaluation scales capacity to measure and assess specific behaviors, it is likely that a valid and reliable tool has been developed to assess the rhythmic reading skills of individuals undergoing music education.

 Müzik eğitiminde ritmik okuma davranışlarının ölçülmesine olanak sağlamayı hedefleyen bu çalışmanın amacı; müzik eğitiminde geçerliği ve güvenirliği sağlanmış bir ritmik okuma ölçme aracının oluşturulmasına yöneliktir. Bu araştırmanın çalışma grubu, alanında uzman 42 müzik eğitimcisi ve çeşitli müzik topluluklarında görev yapan 82 müzisyensanatçı olmak üzere 124 kişiden oluşmaktadır. Ölçeğin geliştirilmesi aşamasında uzman görüşleri doğrultusunda müzik eğitiminde ritmik okuma davranışlarının ölçülmesine olanak sağladığı düşünülen 13 madde belirlenmiştir. Geçerlik ve güvenirlik açısından analiz sürecinde madde analizi ve Açımlayıcı Faktör Analizinden faydalanılmıştır. Madde Analizi sonucunda, ölçekten herhangi bir maddenin çıkarılması gerekmemiştir. Faktör Analizi sonucunda 3., 7. ve 9. maddelerin binişik maddeler olduğu saptanmış ve bu 3 madde ölçek dışı bırakılmıştır. Yeniden yapılan açımlayıcı faktör analizinde, 10 maddeden oluşan ölçeğin 3 farklı faktör altında gruplandığı tespit edilmiş ve bu faktörlerin toplam varyansın 76,854ünü açıkladığı ortaya konmuştur. Faktörler altına yüklenen maddelerden yola çıkılarak faktörler; Dikkat, Tempo ve Zaman Kullanımı olarak adlandırılmıştır. 3 faktörden oluşan 10 maddelik ölçeğin Cronbach Alfa güvenirlik katsayısı 0,865 bulunmuştur. Performans değerlendirme ölçeğinin hedeflenen davranışları ölçme ve değerlendirme durumu dikkate alındığında, müzik eğitimi almakta olan bireylerin ritmik okuma performanslarını değerlendirmek için geçerli ve güvenilir bir ölçüm aracının tasarlanmış olabileceği düşünülmektedir.

Makale detayları

Rhythmic Reading Performance Evaluation Scale in Music Education: Validity and Reliability Study

Yazarlar:

Özge Gençel Ataman

Yayıncı:

Ataturk University

Ana Başlıklar:

Performans Sanatları (Diğer)

Dergi:

Turcology Research Issue 81, pp.575-584

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327839

pISSN:

2822-2725

Music education

rhythmic reading

performance

evaluation scale.Müzik eğitimi

ritmik okuma

performans

değerlendirme ölçeği.

Sayı

Makale detayları

Yazarlar: Özge Gençel Ataman

Yayıncı: Ataturk University

Ana Başlıklar: Performans Sanatları (Diğer)

Dergi: Turcology Research Issue 81, pp.575-584

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001327839

pISSN: 2822-2725

Sayı

Yazarlar:

Özge Gençel Ataman

Yayıncı:

Ataturk University

Ana Başlıklar:

Performans Sanatları (Diğer)

Dergi:

Turcology Research Issue 81, pp.575-584

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327839

pISSN:

2822-2725