Iteration strategy in violin education and its effect on learning

The purpose of this study is to reveal the Effect of Iteration Strategy in Violin Education on Learning. 3 studies applied in pretest and posttest, 1 study applied in equivalence test, observation form used in pretest, posttest and equivalence test scoring, and performance record were used to collect data related to the study. In the study, a total of 10 violin students selected from each grade level in the Department of Music Education in Ağrı İbrahim Çeçen University Education Faculty in the 2019-2020 academic year, 5 of whom were in the experimental group and 5 were in the control group. Lessons were conducted with the experimental group by applying iteration strategies, and lessons were conducted with the control group using ongoing methods. After the lessons, a performance record was made for the students in the groups and again the data were scored by 3 experts. The averages of these scores formed the posttest scores of the students. Afterwards, Wilcoxon ordinal signs test was used to compare the pre-test and post-test scores of the control and experimental group students to determine their own development, and the Mann Whitney-U test was used to compare the post-test scores of the control and experimental group students. According to the results obtained from the study, it was determined that the average posttest scores of the experimental group, who were taught by applying iteration strategies, were higher than the average pretest scores and this difference of scores was statistically significant. Then, the difference between the posttest scores of the control and experimental groups was found to be statistically significant. The fact that this increase in average scores was statistically significant revealed that the lessons made by applying the iteration strategy had a positive and high level of effect on the learning of the students.