Page 124 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 13, zvezek 27 / Year 13, Issue 27, 2017
P. 124
SBENOPEDAGOŠKI ZBORNIK, 27. zvezek
The presented results confirm hypothesis 1 by which it was assumed that students,
regardless of the county they come from, consider the introduction of the regional idiom
into the educational process as useful, since students estimate as very important the
knowledge of local traditional customs (M = 3.83) and the introduction of elements into
the educational process (M = 3.76). The use of dialects (M = 3.54) and the knowledge of
regional musicians (M = 3.04) are considered important (Table 3).
It has been mentioned earlier in the paper that almost all examinees (93.7%) speak a
dialect. The knowledge and use of dialects in their speech can be connected with the use of
dialects in songs.
Table 4: The importance of regional cultural heritage according to the examinee’s dialect
Chakavian Introducing Knowledge of Knowledge of Use of dialects
Kajkavian regional regional traditional
Shtokavian musicians customs M SD
Istro-Venetian elements into 3.63 0.972
Does not speak the educational M SD M SD 3.34 1.039
any dialects 2.84 0.837 3.77 0.828 3.28 1.040
process 2.93 0.877 3.73 0.742 3.25 0.957
M SD 2.91 0.949 3.61 0.977 2.94 0.966
3.62 0.853 2.75 1.500 4.00 0.816
3.56 0.838 3.35 0.862 4.12 1.054
3.49 0.838
3.50 1.732
3.47 0.800
Legend: the highest value; the lowest value
Table 4 shows the extent to which the knowledge of a certain dialect influences regional
awareness through giving attention to certain elements of cultural heritage. The results
indicate that all examinees, even those who do not know any dialect, consider cherishing
regional values and education in the spirit of tradition as important or very important.
Comparing the results obtained by the ANOVA method, significant differences in
attitudes about the importance of introducing elements into the educational process for
students who use a dialect in the communication inside the family (F = 2.446; p = 0.047)
and for students who use the dialect in communication with their friends (F = 2.507;
p = 0.042). There are also significant differences in attitudes about the importance of using
the dialect for students who use a dialect in the communication inside the family
(Fi= 9.180; p = 0.000), for students who use a dialect in communication with their friends
(F = 6.989; p = 0.000) and for students who use a dialect in their general communication
(Fi= 5.165; p = 0.001) who also show a significant difference in the attitude about the
importance of knowing local traditional customs (F = 3.013; p = 0.019).
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The presented results confirm hypothesis 1 by which it was assumed that students,
regardless of the county they come from, consider the introduction of the regional idiom
into the educational process as useful, since students estimate as very important the
knowledge of local traditional customs (M = 3.83) and the introduction of elements into
the educational process (M = 3.76). The use of dialects (M = 3.54) and the knowledge of
regional musicians (M = 3.04) are considered important (Table 3).
It has been mentioned earlier in the paper that almost all examinees (93.7%) speak a
dialect. The knowledge and use of dialects in their speech can be connected with the use of
dialects in songs.
Table 4: The importance of regional cultural heritage according to the examinee’s dialect
Chakavian Introducing Knowledge of Knowledge of Use of dialects
Kajkavian regional regional traditional
Shtokavian musicians customs M SD
Istro-Venetian elements into 3.63 0.972
Does not speak the educational M SD M SD 3.34 1.039
any dialects 2.84 0.837 3.77 0.828 3.28 1.040
process 2.93 0.877 3.73 0.742 3.25 0.957
M SD 2.91 0.949 3.61 0.977 2.94 0.966
3.62 0.853 2.75 1.500 4.00 0.816
3.56 0.838 3.35 0.862 4.12 1.054
3.49 0.838
3.50 1.732
3.47 0.800
Legend: the highest value; the lowest value
Table 4 shows the extent to which the knowledge of a certain dialect influences regional
awareness through giving attention to certain elements of cultural heritage. The results
indicate that all examinees, even those who do not know any dialect, consider cherishing
regional values and education in the spirit of tradition as important or very important.
Comparing the results obtained by the ANOVA method, significant differences in
attitudes about the importance of introducing elements into the educational process for
students who use a dialect in the communication inside the family (F = 2.446; p = 0.047)
and for students who use the dialect in communication with their friends (F = 2.507;
p = 0.042). There are also significant differences in attitudes about the importance of using
the dialect for students who use a dialect in the communication inside the family
(Fi= 9.180; p = 0.000), for students who use a dialect in communication with their friends
(F = 6.989; p = 0.000) and for students who use a dialect in their general communication
(Fi= 5.165; p = 0.001) who also show a significant difference in the attitude about the
importance of knowing local traditional customs (F = 3.013; p = 0.019).
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