Abstract

This study was conducted to examine the effect

of the use of systematic teaching method in fine

arts high school violoncello education lessons

on students’ academic success in terms of

cognitive and psychomotor skills. In this study,

the pretest-posttest control group experimental

pattern was used. The study was carried out

with a sample of 14 violoncello students

studying at Bursa Zeki Müren Fine Arts High

School, 7 in the experimental group and 7 in

the control group. In the scope of this study, a

syllabus for 8 weeks (16 hours) was prepared

based on systematic teaching method so as to

improve the cognitive and psychomotor

learning levels of the students. In order to gain

the data, two scales were developed by the

researcher aimed at cognitive field and

psychomotor field. Whereas the experimental

group was applied a syllabus based on

systematic teaching for 8 weeks, the control

group was applied the traditional method which

was being used at school. The data obtained

from pretest and posttest were analyzed with

statistical methods. In accordance with the data

gained from the research, the findings can be

summarized as the following: A meaningful

difference in favour of the experimental group

was found between experimental group to

which systematic teaching method was applied

and the control group to which traditional

method was applied in terms of both the

knowledge level and the skill level of

performance.

Keywords: Fine arts high school; instrument

education; violoncello education; systematic

teaching; success; performance; skill.