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The Effects of Peer-Assisted Learnin...

Graham, Marie Frances.

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The Effects of Peer-Assisted Learning on Rhythmic and Melodic Sight-Reading in a Middle School Chorus.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Peer-Assisted Learning on Rhythmic and Melodic Sight-Reading in a Middle School Chorus./
Author:	Graham, Marie Frances.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	132 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27955005
ISBN:	9798617024823

The Effects of Peer-Assisted Learning on Rhythmic and Melodic Sight-Reading in a Middle School Chorus.
Graham, Marie Frances.

The Effects of Peer-Assisted Learning on Rhythmic and Melodic Sight-Reading in a Middle School Chorus. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 132 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (D.M.A.)--Boston University, 2020.

This item must not be sold to any third party vendors.

In this research, I investigated the ways that children engaged in collaborative processes with adults and their peers and music sight-reading skill acquisition. Using a quasi-experimental pretest/posttest non-equivalent control group design, I assessed melodic and rhythmic sight-reading among intact groups of sixth-, seventh-, and eighth-grade choruses at a North Carolina middle school. The purpose of the study was to compare the effectiveness of a teacher-only and two types of peer-assisted learning models on rhythmic and melodic sight-reading in middle school choral students. The instruments I used to evaluate melodic and rhythmic sight-reading included an adapted version of the Vocal Sight-Reading Inventory and a researcher-developed Rhythmic Skills Hierarchy. Composite scores were analyzed using analyses of covariance to compare differences between groups on adjusted posttest scores and to examine the potential benefits of peer-assisted learning (PAL) treatment types. There were significant differences between the teacher-only (T-O) and the symmetrical peer-assisted learning (SPAL) groups when compared to the asymmetrical peer-assisted learning group (APAL). The T-O and SPAL treatment types were both effective learning models for melodic sight-reading achievement but with nonsignificant results on rhythmic sight-reading. Collaborative learning models are not new in the field of education; however, in the field of music education, traditional teacher-directed instruction is predominant. I conclude that teacher modeling encourages the internal music representations necessary for sight-reading in choral students. Also, symmetrical peer-assisted learning strategies improve melodic sight-reading skills and are a suggested practice as a complement to teacher-directed instruction. Furthermore, symmetrical peer-assisted learning is effective in supporting melodic sight-reading. This study contributes to the body of research in music education, rhythmic and melodic sight-reading, and peer-assisted learning strategies in a chorus.

ISBN: 9798617024823Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Rhythmic and melodic sight-reading

The Effects of Peer-Assisted Learning on Rhythmic and Melodic Sight-Reading in a Middle School Chorus.
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520 $a In this research, I investigated the ways that children engaged in collaborative processes with adults and their peers and music sight-reading skill acquisition. Using a quasi-experimental pretest/posttest non-equivalent control group design, I assessed melodic and rhythmic sight-reading among intact groups of sixth-, seventh-, and eighth-grade choruses at a North Carolina middle school. The purpose of the study was to compare the effectiveness of a teacher-only and two types of peer-assisted learning models on rhythmic and melodic sight-reading in middle school choral students. The instruments I used to evaluate melodic and rhythmic sight-reading included an adapted version of the Vocal Sight-Reading Inventory and a researcher-developed Rhythmic Skills Hierarchy. Composite scores were analyzed using analyses of covariance to compare differences between groups on adjusted posttest scores and to examine the potential benefits of peer-assisted learning (PAL) treatment types. There were significant differences between the teacher-only (T-O) and the symmetrical peer-assisted learning (SPAL) groups when compared to the asymmetrical peer-assisted learning group (APAL). The T-O and SPAL treatment types were both effective learning models for melodic sight-reading achievement but with nonsignificant results on rhythmic sight-reading. Collaborative learning models are not new in the field of education; however, in the field of music education, traditional teacher-directed instruction is predominant. I conclude that teacher modeling encourages the internal music representations necessary for sight-reading in choral students. Also, symmetrical peer-assisted learning strategies improve melodic sight-reading skills and are a suggested practice as a complement to teacher-directed instruction. Furthermore, symmetrical peer-assisted learning is effective in supporting melodic sight-reading. This study contributes to the body of research in music education, rhythmic and melodic sight-reading, and peer-assisted learning strategies in a chorus.
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