Before the application, students held moderately positive attitudes to music lessons, with lowest points on items about teacher instrument use and technology¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pretest means were highest for items 5 and 6 and lowest for items 4, 14 and 15, and students generally showed moderately positive attitudes toward music lessons. → Gökhan Özdemir and M. Can Çiftçibaşı 2017

Evidence¶

Gökhan Özdemir and M. Can Çiftçibaşı 2017¶

Gökhan Özdemir and M. Can Çiftçibaşı. (2017). Effect of pop music on students’ attitudes to music lessons. Educational Research and Reviews. https://doi.org/10.5897/ERR2017.3321

q2 · i? · causal · r2

Descriptive pretest analysis across both groups before application: highest means were items 5 and 6 (e.g. 3.67, 3.74) and lowest were items 4, 14 and 15 (e.g. 1.97, 1.96, 1.86, 1.91). The article reports students "stated that the music teachers do not use instruments in lessons and do not benefit from technological facilities."

"When the attitude points of all items are examined, students generally can be said to have moderately positive attitude toward music lessons."

Discussion¶

Related Claims¶

• The largest attitude increase in the experimental group was on the item about use of technological facilities in music lessons, attributed to karaoke recordings — related
• In the experimental group, no significant pretest-posttest difference appeared on items 4, 7, 8 and 15, including the item about teachers' use of instruments — related
• Traditional song teaching with educational music repertoire produced significant attitude increases only on performance-related items and no significant change on other items — related
• Using Turkish pop music samples with karaoke recordings in song learning produced significant pretest-posttest increases in middle school students' attitudes to music lessons on most scale items — related