An Examination of Conservatory Students’ Piano Lesson Self-Efficiency and Computer Literacy: The Case of Trabzon University State Conservatory

In this study, the self-efficacy of conservatory students was determined in piano lessons. The piano lesson self-efficacy scale developed by Kurtuldu (2017) was used. The scale was applied to 55 students studying at the Musicology and Music Theory departments at Trabzon University State Conservatory in the academic year of 2020-2021. The result of this research revealed that significant differences were found only at the grade level between the piano lesson self-efficacy of the conservatory students. There was no significant difference in variables such as gender, the program attended at the conservatory, the type of high school graduated, the status of receiving piano education before undergraduate education, and the presence of a piano at the students’ houses. As a result, several suggestions were put forward by evaluating the emerging differences in the context of computer literacy and distance education.

As it can be understood from the definitions and explanations, self-efficacy, which is a factor that can affect people significantly, is important in terms of conveying ideas or feeling or making the other person feel it, as well as the individual's belief in his own ability. At this point, self-efficacy is expressed together with the feeling of competence. The sense of efficacy is also important in the field of teaching as it can affect both the expression, the quality of teaching, and learners. The teacher's feeling of self-efficacy is important in a wide range from his own teaching to the learner's perception (Kurtuldu 2017, p. 69).
Academic self-efficacy is one of the most important factors that determine the success of individuals in the educational environment. In this case, determining the self-efficacy proficiency levels of pre-service teachers can demonstrate how much effort they can put into performing teaching tasks and raising their students, and how long they can endure the difficulties they may encounter (Yalmancı & Aydın, 2014).
The area where the self-efficacy perception can be observed at the highest level is the field of music education. An individual who has to stand out in exams, lessons and various activities and to perform collectively or individually will need a sense of self-efficacy. Feeling self-sufficient is also important in terms of being more confident in the music education process and being able to control his performance. At this point, there are some interdisciplinary studies on self-efficacy and music in the literature.
Piano education is one of the courses which is commonly delivered in music education programs in higher education. Piano lessons are also present in faculties of education that train teachers in the field of music, conservatories that train performance artists, theorists, and music departments of faculties of fine arts. Piano lesson is a basic instrument lesson given to students who are interested in the instrument as a branch and students who are interested in other instruments as an elective course. The reason why the piano instrument is so widespread is that it is an important element in the maturation of the musical life of people who take art education as it is an instrument which is widely taught throughout the world in many different music education programs.
Today, societies need people who have lifelong learning skills, in other words, who can constantly renew their knowledge, keep up with change, follow developments and produce knowledge as well as being a conscious information consumer (Akkoyunlu & Kurbanoğlu, 2003). In this direction, education and computer technologies are advancing at a remarkable pace. Now, the teacher is in a guiding and guiding position to the students in their learning, rather than transferring information in the learning-teaching processes. Students also try to construct their own knowledge in learning environments, in a sense, they learn to learn. Teaching is moving in a student-centered direction. The use of computer-based technologies in the creation of student-centered teaching environments has brought the concept of computer literacy to the agenda for both students and teachers (Kolburan and Geçer 2010, p. 21).
Computer literacy is defined in various ways in the literature. Knowing the basic information about the computer and using it as a source of information can be defined as computer literacy (Caspo, 2002).Computer literacy can be defined as understanding the basic concepts of informatics and using basic computer programs in one's own profession (Lupo, 2001;Childers, 2003).Although computer literacy is briefly defined as the ability to use a computer, "the ability to control the computer and programs to achieve various purposes"; "the ability to use the computer to obtain information, communicate and solve problems." such definitions are also encountered in the literature (Dinçer, 2011, p. 132).
Based on the above explanations, a computer literate person can be defined as an individual who can use the programs on the computer, access the information he/she needs in the computer or internet environment, and solve the problems related to these environments effectively on his/her own.Many educational institutions in the world, especially universities, are working to create more effective and creative educational environments by using information and communication technologies (Akteke et al., 2008). Computer technologies are used for different purposes in the educational process. Computer-based word processors, spreadsheets, databases, as well as cd-rom, dvd-rom, hypertext, hypermedia and multimedia tools are some of these technologies.Besides; Graphic and desktop broadcasting software used in the presentation of course materials, audio conferencing and video conferencing applications that enable virtual classroom environments to be created within the scope of communication technologies allow faculty members, students and experts from different parts of the world to exchange views. (Kolburan and Geçer 2010, pp. 21-22) The aim of this study is to determine the piano lesson self-efficacy perceptions of conservatory students, and to make various suggestions on distance education and computer literacy.

OBJECTIVES
The aim of the research is to determine the self-efficacy levels of the students studying at the conservatory in the piano lessons and to make various suggestions in this direction. In this study, answers to the following questions were sought: 1. Do the piano lesson self-efficacy perceptions of conservatory students differ according to their gender? 2. Do the piano lesson self-efficacy perceptions of conservatory students differ according to their departments? 3. Do the piano lesson self-efficacy perceptions of conservatory students differ according to their grade levels? 3.1. Do the piano lesson self-efficacy perceptions of the students studying in the music theory department differ according to the class they study? 3.2. Do the piano lesson self-efficacy perceptions of the students studying in the musicology department differ according to their grade levels? 4. Do the piano lesson self-efficacy perceptions of conservatory students differ according to the type of high school they graduated from? 5. Do conservatory students' perceptions of piano lesson self-efficacy differ according to their status of having a piano at home? 6. Do the piano lesson self-efficacy perceptions of conservatory students differ according to their piano learning experience before undergraduate education?

METHODOLOGY
The research is a quantitative study with a survey model. The self-efficacy levels of conservatory students for piano lesson were determined according to various variables with the scale scanning. The screening model is a type of research that aims to reveal a past or present situation as it is (Karasar, 2008, p. 86). The study can be characterized as a relational survey study based on comparison, which is one of the quantitative survey types. This model is a research model that aims to determine the existence or degree of change among many variables (Karasar, 2017, p. 114).

Limitations
The research is limited to musicology and music theory students studying at Trabzon University State Conservatory in 2020-2021 academic year. The conservatory has 56 registered students and the study was conducted with 55 students attending the school during the research process.

Sample
Trabzon University State Conservatory has two departments in 2020-2021. It consists of 55 students studying in the departments of Musicology and Music Theory in 2020-2021 academic year. There are 56 students in total at Trabzon University State Conservatory. The scale was applied to the students after the courses were completed at the end of the spring semester of 2021. The students (n=55) studying at the conservatory were reached and the scale was applied (Table 1).

Data Collection
In this current research, the demographic information form created by the researcher and the self-efficacy scale for piano education developed by Kurtuldu (2017) were used. In the demographic information form, there are questions about the gender of the participants, the type of high school they graduated from, the availability of a piano at home, and their classes and departments. The self-efficacy scale for piano education consists of 32 items and the items are grouped under two factors. For the scale, KMO (Kaiser-Meyer-Olkin) sample fit test, Bartlett's test to determine the factorability level for the scale, principal component factor analysis measurements for the items that make up the scale, item-total correlations were determined and correlation measurements were made between the sub-factors and the total scores of the scale. Cronbach's Alpha coefficient, which is the reliability coefficient, was calculated to determine the reliability of the scale. In determining the internal consistency coefficients of the scale, Alpha test was performed for the factors. In addition to these, retest reliability and cross-validation studies were also conducted to test the validity and reliability of the scale. As a result of the measurement, factor loads were found to be high, the KMO value was measured as 0.92, and the total variance explanation rate was determined as 56.62%. The Alpha level of the scale was found to be 0.92, and the correlation level between the factors was also found to be positive and high.

Data Analysis
SPSS 24.0 was used for coding and statistical analysis of the data collected in this study. Descriptive statistics were expressed as frequency, percentage, mean, standard deviation, minimum, maximum, and median values. Normality of sample scores was confirmed using the Kolmogorov Smirnov test. Statistical analyses were performed using Mann-Whitney U-test and Kruskal Wallis tests for unpaired groups. The results were evaluated with 95.0% confidence interval and p <0.05 significance. Bonferroni correction was made for multivariable tests (Table 2).

Students' Gender and Piano Lesson Self-Efficacy Perception
In Table 3, the scores of the conservatory students' genders from the piano lesson self-efficacy scale are given. As seen in Table 3, there is no significant difference in the Mann Whitney U test results between the total scores of the piano lesson self-efficacy perception scale and subscale scores according to gender (p>.05).

Students' Departments and Piano Lesson Self-efficacy Perception
In Table 4, the differentiation of the scale scores according to the program in which the students studied at the conservatory is given.
As can be seen in Table 4, no significant difference was found as a result of the Mann-Whitney U test conducted between the total scores of the piano lesson self-efficacy perception scale and the subscale scores of the students according to the program they studied (p>.05). Table 5 demonstrates the findings regarding the differentiation of the scale scores of the conservatory students according to their grade levels.

Students' Grade Levels and Piano Lesson Self-efficacy Perception
As can be seen in Table 5, as a result of the Kruskal Wallis test conducted between the grade they study and the piano lesson self-efficacy scale scores of the conservatory students, there is a significant difference between the 1 st and 4 th Grades, 2 nd and 4 th Grades, and 3 rd and 4 th Grades in favor of the 4 th Grades(p<.05).

Grade Levels and Piano Lesson Self-efficacy Perception of Students Studying in the Music Theory Department of the Conservatory
In Table 6, the differentiation of the scale scores of the students studying in the music theory department of the conservatory according to the year they study is given.
As seen in Table 6, as a result of the Kruskal Wallis test, which was conducted to determine the relationship between the scores of the students studying in the music theory department according to their grade levels, it was revealed that there IQR=25 th -75 th percentile. **Sub-dimension 1: Self-efficacy related to skills proficiency. **Sub-dimension 2: Self-efficacy related to the level of knowledge and cognition  IQR=25 th -75 th percentile. *Sub-dimension 1: Self-efficacy related to skills proficiency. **Sub-dimension 2: Self-efficacy related to the level of knowledge and cognition. There is a difference between 1 st and 4 th year students (p<.001). There is a difference between 2 nd and 4 th year students (p<.05).  There is a difference between 3rd and 4 th year students (p<.01) was no significant difference according to their grade levels (p>.05).

Grade Levels and Piano Lesson Self-efficacy Perception of Students Studying in the Conservatory Musicology Department
In Table 7, the differentiation of the scale scores of the students studying in the conservatory musicology department according to the years they study is given. As can be seen in Table 7, it has been revealed that the scores of the students studying in the musicology department from the piano lesson self-efficacy scale show a significant difference according to the Kruskal Wallis test. It is seen that the difference shows a significant difference between 1 st and 4 th grades and between 3 rd and 4 th grades in favor of 4 th grades (p<.05). Table 8 shows the differentiation of the scale scores according to the high schools in which the students studied at the conservatory attended.

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As seen in Table 8, in the Mann-Whitney U Test conducted,it was found that there was no significant difference between the conservatory students' scores from the piano lesson self-efficacy scale according to the type of high school they graduated from (p>.05). Table 9 shows the differentiation of the scale scores according to the availability of a piano at students' houses.

Conservatory Students' Piano Lesson Self-efficacy Perception Scale Scores According to the Availability of a Piano at Home
As can be seen in Table 9, it has been revealed that the scores of the conservatory students from the piano lesson self-efficacy scale do not show a significant difference according to whether they have a piano at home (p>.05).

Students' Piano Education Before their Undergraduate Years and their Piano Lesson Self-efficacy Perception
As can be seen in Table 10, it has been revealed that the scores obtained from the piano lesson self-efficacy scale do not differ according to the status of conservatory students taking piano lessons before their undergraduate education (p>.05).

DISCCUSSION
The results of the research revealed that the scores obtained from the piano lesson self-efficacy scale of the conservatory students differ only according to their grade levels. In addition, when we examine the programs in the conservatory in itself, it has emerged that only the musicology department differs within itself according to the grade levels of the students. The difference in both directions is only in favor of the 4 th Grades. The reason for this may be because the fourth-grade students took the piano lessons delivered in the conservatory face-to-face without being affected by the Covid-19 pandemic process all over the world. The first-and second-year students did not take face-to-face piano lessons, while the third-year students took face-to-face piano lessons for one and a half semesters and received online training for one semester. The digital literacy levels of these students may be low regarding art education, especially piano education. Factors such as the use of the distance education tools, technical difficulties and lack of online materials, teachers' ability to master the online platform and the course itself may have caused the 1 st , 2 nd and 3 rd year students to have a lower sense of self-efficacy when compared to the 4 th grade students. These results show parallelism with the results obtained in Sevinç (2010)'s study. In his study, Sevinç examined whether the music teaching self-efficacy beliefs of the IQR=25 th -75 th percentile. *Sub-dimension 1: Self-efficacy related to skills proficiency. **Sub-dimension 2: Self-efficacy related to the level of knowledge and cognition IQR=25 th -75 th percentile. *Sub-dimension 1: Self-efficacy related to skills proficiency. **Sub-dimension 2: Self-efficacy related to the level of knowledge and cognition. *** There are no 2 nd -year students in Musicology Department. There is a difference between 1 st and 4 th year students (p<.001). There is a difference between 3 rd and 4 th year students (p<0.05).
An Examination of Conservatory Students' Piano Lesson Self-Efficiency and Computer Literacy: The Case of Trabzon University State Conservatory 129 music teacher candidates differ according to the level of their education, and as a result, he concluded that the self-efficacy levels of the 4 th grade students were at the highest level.
There is no significant difference found according to the other defining characteristics of the group, such as gender, type of high school they graduated from, whether or not they took piano lessons before undergraduate education, and whether they had a piano at home. From this point of view, the study of Otacıoğlu (2008) comparing the self-efficacy and self-esteem levels of conservatory and education faculty students could not find a significant difference regarding the gender variable. Again, Kurtuldu (2017) concluded that the self-efficacy levels of the students who took piano lessons in the music teaching departments of the faculty of education did not differ according to gender. In their research, Çoşgun and Ilgar (2004) concluded that there was no change in the self-efficacy perceptions of students according to their gender, according to their participation in guidance and psychological counseling activities. In the study of Keskin and Orgun (2006), they could not find a significant relationship between the gender of the students and the scores they got from the self-efficacy perception scale. In their study, Karakuş and Ocak (2019) examined pre-service teachers' skills related to digital literacy and self-efficacy in terms of gender, department they are studying at, educational status of parents, type of school they graduated from, and computer access opportunities. The scale they used consists of four sub-dimensions. These are production, resource availability, application availability, and support dimensions, respectively. In the study, the sub-dimensions of the gender variable scale, the sub-dimensions of using the application differed in terms of gender, and no gender difference was revealed in the other dimensions.
In his study, Gün (2014) concluded that the perceptions of the performance levels of music teacher candidates do not differ according to the type of high school they attended before their undergraduate education. In their study, Babacan and Babacan (2017) concluded that the piano lesson self-efficacy perceptions of music teacher candidates do not differ according to the type of high school they graduated from. The results of this current research show parallelism with these two studies.

CONCLUSION
The Covid-19 Outbreak process, which has affected the world as of 2020, has brought about several changes in the field of education. These processes of change have shown themselves in the field of art education. Art education, which has been based on traditional methods for many years, had to adapt quickly to the distance education process. In this process, academicians, students and administrators, who are the stakeholders of the system, are trying to adapt to this period with great self-sacrifice. On the other hand, the new process brings change and new ideas in its wake for the future. In the field of art education, educators, academicians and students, who are fed by tradition, have to carry out education with a completely digital system in the process of transferring knowledge. For this reason, especially in the art education processes in our country, digitalization, which has progressed at a slow pace in the last twenty years, and the inclusion of technology -75 th percentile. *Sub-dimension 1: Self-efficacy related to skills proficiency. **Sub-dimension 2: Self-efficacy related to the level of knowledge and cognition