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The effect of two instructional appr...

The University of North Carolina at Greensboro.

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The effect of two instructional approaches on fourth-grade students' preferences for indigenous folk music of Ghana.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of two instructional approaches on fourth-grade students' preferences for indigenous folk music of Ghana./
Author:	McKoy, Constance L.
Description:	124 p.
Notes:	Director: James Sherbon.
Contained By:	Dissertation Abstracts International60-02A.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9919185
ISBN:	9780599182387

The effect of two instructional approaches on fourth-grade students' preferences for indigenous folk music of Ghana.
McKoy, Constance L.

The effect of two instructional approaches on fourth-grade students' preferences for indigenous folk music of Ghana. - 124 p.

Director: James Sherbon.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1998.

A three-way ANOVA and ANCOVA, oneway ANOVAs, t tests for independent samples, and Pearson Product-Moment correlations were used to analyze music preference data. An alpha level of .05 was established for all statistical and inferential analyses.

ISBN: 9780599182387Subjects--Topical Terms:

516171
Education, Elementary.

The effect of two instructional approaches on fourth-grade students' preferences for indigenous folk music of Ghana.
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008 101007s1998 ||||||||||||||||| ||eng d
020 $a 9780599182387
035 $a (UMI)AAI9919185
035 $a AAI9919185
040 $a UMI $c UMI
100 1 $a McKoy, Constance L. $3 1058169
245 1 4 $a The effect of two instructional approaches on fourth-grade students' preferences for indigenous folk music of Ghana.
300 $a 124 p.
500 $a Director: James Sherbon.
500 $a Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 0372.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1998.
520 $a A three-way ANOVA and ANCOVA, oneway ANOVAs, t tests for independent samples, and Pearson Product-Moment correlations were used to analyze music preference data. An alpha level of .05 was established for all statistical and inferential analyses.
520 $a The purpose of the study was to investigate the effect of an Orff-Schulwerk-based and a traditional instructional approach on fourth-grade students' preferences for an untaught selection of indigenous folk music of Ghana. The effects of race and gender on preferences for this music style also were examined. Secondary research focuses included an examination of relationships between verbally-reported preference, and both verbally-reported behavioral intention and verbally-reported listening frequency for indigenous Ghanaian folk, Western European classical, and current popular music styles.
520 $a Subjects were students in two intact fourth-grade classes in a North Carolina public elementary school (n = 39). Each intact class was assigned randomly to receive music instruction based on Orff-Schulwerk pedagogy (n = 18), or instruction predicated on traditional methodologies (n = 21). The researcher instructed both treatment groups. Verbal music preference was determined via a preference inventory consisting of five bi-polar semantic differential scales with descriptive word pairs anchoring seven-point continua.
520 $a Results of the study revealed no significant main effect of instructional treatment, race, and gender on the dependent variable. A significant two-way interaction effect was found, however, for treatment and race. Correlations between preference and both behavioral intention, and listening frequency were significant across the three music styles featured in the preference inventory. Behavioral intention was more closely related to music preference than listening frequency except in the case of popular music. The relationships between preference and both behavioral intention and listening frequency were strong and significant for the popular music style.
520 $a The following conclusions were drawn from the results of the study: (a) music educators should be cognizant of the influence of race on children's music preferences, (b) children's music preference decisions for styles other than popular music may be influenced by factors other than listening frequency, and (c) verbally-reported intention to purchase a recording of a specific music style is strongly associated with verbally-reported preference for that style, and the inclusion of behavioral intention items can strengthen the accuracy of verbal self-report scales. Avenues to providing authentic world music experiences for students in the general music classroom should continue to be explored for the benefit of teachers and learners.
590 $a School code: 0154.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Music. $3 1017808
690 $a 0522
690 $a 0524
710 2 $a The University of North Carolina at Greensboro. $3 1029687
773 0 $t Dissertation Abstracts International $g 60-02A.
790 $a 0154
790 1 0 $a Sherbon, James, $e advisor
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9919185