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The effect of flexible practice comp...

Perry, Peter J.

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The effect of flexible practice computer-assisted instruction and cognitive style on the development of music performance skills of high school instrumental students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of flexible practice computer-assisted instruction and cognitive style on the development of music performance skills of high school instrumental students./
Author:	Perry, Peter J.
Description:	196 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680791
ISBN:	9781321531381

The effect of flexible practice computer-assisted instruction and cognitive style on the development of music performance skills of high school instrumental students.
Perry, Peter J.

The effect of flexible practice computer-assisted instruction and cognitive style on the development of music performance skills of high school instrumental students. - 196 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (D.M.A.)--Shenandoah University, 2014.

The purpose of this research was to investigate the effect Flexible--Practice computer-assisted instruction software (specifically SmartMusic(TM)) and cognitive style (field-dependence and field-independence) had on the development of music performance skills in high school instrumental music students. Eighty high school students (N = 80) participated in the four-week study. Subjects completed the Group Embedded Figures Test (GEFT) to assess their cognitive style. Following this, the researcher randomly assigned the population to control and treatment groups. Control group subjects practiced in a traditional rehearsal setting, while the treatment group worked with SmartMusic(TM) exclusively for the study period. The researcher used a pretest to establish a baseline for skills, and a posttest to assess musical performance skill development.

ISBN: 9781321531381Subjects--Topical Terms:

3168367
Music education.

The effect of flexible practice computer-assisted instruction and cognitive style on the development of music performance skills of high school instrumental students.
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245 1 4 $a The effect of flexible practice computer-assisted instruction and cognitive style on the development of music performance skills of high school instrumental students.
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500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
500 $a Adviser: David Zerull.
502 $a Thesis (D.M.A.)--Shenandoah University, 2014.
520 $a The purpose of this research was to investigate the effect Flexible--Practice computer-assisted instruction software (specifically SmartMusic(TM)) and cognitive style (field-dependence and field-independence) had on the development of music performance skills in high school instrumental music students. Eighty high school students (N = 80) participated in the four-week study. Subjects completed the Group Embedded Figures Test (GEFT) to assess their cognitive style. Following this, the researcher randomly assigned the population to control and treatment groups. Control group subjects practiced in a traditional rehearsal setting, while the treatment group worked with SmartMusic(TM) exclusively for the study period. The researcher used a pretest to establish a baseline for skills, and a posttest to assess musical performance skill development.
520 $a Performance skills improved for the entire population, regardless of the instructional method used. In analyzing comparisons of total score means, subjects displayed typical field dependent and field independent characteristics in the performance of pretests and posttests for both control and treatment groups. Field dependent subjects demonstrated success in the traditional rehearsal method, while field independent subjects demonstrated success using SmartMusic(TM). A factorial 2 X 2 ANOVA revealed significant interaction between CAI usage and cognitive style (p < .05). There were no other significant relationships. SmartMusic(TM) was effective for assisting the development of music performance skills for both field independent and field dependent subjects. Field independent subjects, however, found more success with this method than field dependent subjects did. Recommendations for future study are discussed.
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