| Abstract [eng] |
Spranaitytė S. Possibilities of Promoting Teaching Motivation in the Process of Distance Music Education: an Analysis of Adolescents` Atitudes / supervisor prof. dr. D. Strakšienė; Institute of Education, Šiauliai Academy Vilnius University, - Šiauliai, 2022. - 95p. SUMMARY The thesis discusses the attitude of adolescents to the possibilities of promoting learning motivation in the process of distance music education. The aim of the final thesis is to explore the attitude of adolescents to the possibilities of promoting learning motivation in the process of music education. To achieve the goal of the thesis, the following tasks have been set: to discuss the concept and content of music education in middle classes; to review the peculiarities of distance education; to analyse the stage of adolescent psychophysical development; to carry out an empirical quantitative study in order to find out the attitudes of adolescents towards the factors that promote learning motivation in distance education; to carry out a qualitative study to find out the attitude of teachers to the process of distance education. The object of the research is the possibilities of promoting the motivation of music learning in the process of distance education. Research methods: analysis of educational documents, scientific and methodological literature, empirical research based on the methodological principle of triangulation, combining quantitative and qualitative research: quantitative research - questionnaire survey of students; qualitative research - interviews with music teachers. Quantitative research took place in Šiauliai Romuva Progymnasium in April 2022. 176 students of Šiauliai Romuva Progymnasium, grades 5 - 8, participated in the quantitative study. A qualitative study was conducted in April 2022. Five Šiauliai city music teachers from different educational institutions participated in the qualitative research. After analysing the scientific literature and conducting a quantitative and qualitative research, the following conclusions were reached: during adolescence, it is very important that the curriculum itself is focused on the needs and interests of the adolescent, motivates and promotes higher learning outcomes. The curriculum should not be based on any one type of musical activity, but on a complex of all of them (singing, listening to music, solfeggio, rhythm, playing, creative tasks). Each activity is important, forms the teen's skills in a different way, conveys knowledge. Distance education provides opportunities for some teachers to organize activities creatively, to look for new, innovative methods, for others virtual teaching is more difficult psychologically. In distance learning, in order to organize a music lesson that is interesting, meaningful and creative, it is necessary to master at least a little bit of ICT skills, use various apps, and allow children to consolidate their knowledge through games or virtual exercises. The age of adolescents is called difficult, problematic, conflicting, so family, peers and teachers have a special significance at this age. The importance of a teacher’s personality in motivating music learning is very important. Educators at this age need to help the student understand and get to know themselves, increase their self-confidence, maintain a friendly relationship with students, and listen to and care for them. Quantitative research data revealed that a teacher’s personal characteristics, relationships with the class, and each student individually are one of the most important determinants of adolescent learning motivation. |
