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|Title:||Investigation of the effect of teacher-developed computer-based music instruction on elementary education majors|
|Doctoral Committee Chair(s):||Peters, G. David|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Teacher Training
Education, Technology of
|Abstract:||The purpose of this research was to investigate the effectiveness of computer-based music instruction (CBMI) materials developed by a teacher-researcher as compared to published CBMI materials. Specifically, the problem was to determine the extent to which a four-week treatment period of computer-assisted hypermedia instruction would affect the achievement of elementary education students in musical instrument aural identification.
The research design for the study consisted of a sample population of 45 students in a quasi-experimental posttest model with four treatment conditions. Both quantitative and qualitative data were collected. Quantitative data included a post-treatment aural instrument identification test and a post-treatment student evaluation questionnaire. Qualitative data were gathered through mid-point- and after-treatment interviews and were analyzed using case-study methodology.
All four treatment groups obtained high scores on the test. Group D, receiving the two versions of teacher-developed hypermedia instruction for treatment, scored slightly higher than all the other groups. However, no significant differences were found between groups in the post-treatment testing measure.
Significant differences in preferences and attitudes were identified between groups: hypermedia groups and the control group. Specifically, hypermedia groups demonstrated a more positive attitude toward their treatment; a computer-controlled laserdisc format was preferred to a computer-controlled CD audio format; a self-explanatory hypermedia platform was more appreciated than an open-ended one. Qualitative analysis revealed that hypermedia instruction was evaluated favorally because it facilitates the simultaneous presentation of multiple modes, with each sensory mode reinforcing rather than hindering each other. Students were more comfortable operating at a higher level of cognitive activities such as analysis or synthesis with the aid of such a controlled temporal-spatio design. Student attention was also drawn to details that have never been accessible to music novices.
The researcher concluded that a teacher-developed application of CBMI is feasible. Based on results of this study, it appears that college nonmusic students will not only increase their aural recognition ability using hypermedia as a mode of instruction, but also demonstrate a positive attitude toward treatment programs.
|Rights Information:||Copyright 1994 Lin, Sheau-Yuh|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9503257|