Predictors of Sight-Singing Skills: An Investigation with Preservice Music Teachers

This study aims to reveal the factors associated with sight-singing skills. A correlational research model was used in this research. The sample of the research consists of 41 music teacher candidates. The second- and third-grade students were given 30 seconds before tonal and rhythm sight-singing tests and then asked to do the first performances. Immediately after the first attempt, students were given another 10 seconds and then asked to do their second trial. The behaviors and performances of the students before and during singing were evaluated with the obtained video recordings by experts. As a result of the Kolmogorov-Smirnov test performed on performance scores, it was seen that group distribution was not normal. Since the distribution was not normal, the nonparametric tests--Spearman's rank correlation and Wilcoxon signed-rank test--were preferred in this study. The results from the study show that the greatest predictor of pitch and rhythm sight-singing skill was the piano education experience. In addition, it was discovered that there is a moderate relationship between pitch sight-singing skill and rhythm sight-singing. Academic success, piano education, instrument education, music education, choir, orchestra, and voice education experience are also associated with pitch-rhythm sight-singing. In addition, the variable of age is not related to sight-singing skills. While there was no significant difference in the second trial performance scores compared to the first one in the study, the students with high scores were able to evaluate the 10-second period given more effectively than others when the students were divided into low, medium, and high scores. In the preparation section, the students who could examine the full melody were successful in pitch sight-singing, and there was a significant relationship between the ability to hit the beat and the success of rhythm sight-singing.