The effect of computer-assisted instruction and field independence on the development of rhythm sight-reading skills of middle school instrumental students

Abstract

This study investigated how the effectiveness of computer-assisted instruction (CAI) to teach rhythm reading skills may be influenced by subjects' level of field dependence/independence. The subjects for the study consisted of 120 middle school instrumental music students divided into four groups based on scores from the Group Embedded Figures Test. Each was randomly divided in half. Half were assigned to the experimental group receiving CAI using Music Ace 2 software, and the control group received no CAI treatment. This CAI was administered half an hour a week for eight weeks. A pre- and post-test of subjects' abilities to read and perform rhythms were measured using the Rhythm Performance Scale. No significant difference was found between test score improvements of the experimental and control groups. However, significant findings were found to show that field-independent subjects overall performed better on the rhythm performance test than field dependent subjects.

Experiential (informal/non-formal) practice does not improve sight-reading skills

“…The participants’ sight-reading was tested on three unfamiliar stimulus pieces, each one-page long and of intermediate difficulty, before and after a 10-week training program. The same test pieces were used for pre- and post-tests, a procedure employed in previous research (Betts & Cassidy, 2000; Smith, 2009). None of the participants recognised the repeated materials during post-tests, confirming that participation in the training programs and the amount of music generally encountered during the 10 weeks between the tests were sufficient to prevent recall.…”

Uso de plataformas virtuales de aprendizaje en la formación de profesores de música en la Universidad Nacional de Asunción, años 2015 a 2018

“…Burns (2006) agrega que la tecnología aplicada a la música en el salón de clases apoya al docente en la diferenciación de los estudiantes, reforzando las destrezas y conceptos musicales de acuerdo con los modelos de aprendizaje de cada cual. Smith (2009) considera que "es deseable que exista un balance entre las estrategias de aprendizaje que se utilicen para la instrucción musical" (p. 97).…”

Introducing the Interpretation Switcher Interface to Music Education

“…Even though computer-based methods and interfaces are ubiquitously used for music synthesis, there is still a reluctance in using computers for music analysis and music education. Research in computer-assisted music education already started at the end of the 1960s mainly in the USA and the United Kingdom (Brown, 2007;Kiraly, 2003;Smith, 2009;Stevens, 1991;Guetl and Parncutt, 2008). For example, computers have served as a tool for creative musicmaking.…”

“…Furthermore, the method of ComputerAssisted-Instruction (CAI), where students are taught a particular skill by a computer, has been applied in areas like music theory or aural training. Various studies have been conducted to investigate the effect of CAI-based methods within music education (Smith, 2009;Kiraly, 2003), and the usefulness of such methods seems to be a controversial issue.…”