Music Computer Drill and Learning Styles at the Fourth-Grade Level

Bibliographic Data

ID10199367
AuthorsBarbara E Willett (Lytton, Iowa, corresponding author), Anton J Netusil (Iowa State University)
Year1989
Volume37
Issue3
Pages219-229
Publication date1989-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Music Education (JOURNAL)
Journal identifiersISSN: 0022-4294 • E-ISSN: 1945-0095
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2307/3344671
OpenAlexW2079300008
LanguageEN
Citations received2
References cited9

In this study, the author investigated the effectiveness and efficiency of computer drill versus classroom drill for learning bass clef notes. The scores of students classified as field dependent (F/D) and field independent (F/I) were grouped to study student responsiveness to computer drill versus classroom drill. Seventy-five fourth-grade students were administered the Group Embedded Figures Test. The 18 who scored highest were classified as F/I; the 18 lowest as F/D. The remaining students were not classified. The students in the three groups were equally and randomly assigned to the computer group, which used the program Clef Notes, and to the classroom group, which received drill by a teacher. The results of a posttest revealed that (a) the computer group scored significantly higher than the classroom group, (b) the F/I students scored significantly higher than the FID students on one part of the test, and (c) there was no interaction between F/I, F/D, and mode of instruction. An attitudinal questionnaire produced significantly positive responses toward using the computer and this program

Clef · Computer-Assisted Instruction · Drill · Mathematics education · Test (biology · Diverse Music Education Insights · Education Methods and Practices · Engineering · Neuroscience and Music Perception · Psychology

Tools

Open DOISci-Hub