Abstract:

The purpose of this study is to examine the effect of Orff-Schulwerk-based practices on the emotional and psychological well-being levels of gifted students. The study was designed with a mixed research method in which quantitative and qualitative research methods were used together. In the quantitative dimension of the study, a quasi-experimental design with pretest-posttest control group was used. In the qualitative dimension, a case study from qualitative research methods was used. The study group of the research consists of support education group students studying in two Science and Art Centers in Istanbul in the 2022-2023 academic year. The study was conducted with a total of 50 students, 25 in the experimental group and 25 in the control group. During the experimental period of 7 weeks, Orff-Schulwerk activities were carried out with the students in the experimental group, while the existing support education program was continued with the students in the control group. In order to measure the emotional and psychological well-being levels of the students in the experimental and control groups, the "Stirling Emotional and Psychological Well-Being Scale for Children" was applied as a pre-test and post-test. The quantitative data obtained in the study were analyzed with descriptive statistics, dependent samples t-test, independent samples t-test. Qualitative data obtained from semi-structured interview forms were analyzed by content analysis. As a result of the study, it was found that activities based on the Orff-Schulwerk approach were highly effective on the emotional and psychological well-being levels of gifted students and that these activities significantly increased the emotional and psychological well-being levels of students.

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