Date of Award
6-2001
Culminating Project Type
Thesis
Degree Name
Music - Education: M.M.
College
College of Liberal Arts
First Advisor
Marcelyn Smale
Second Advisor
Margaret Schmidt
Third Advisor
Fred Hill
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.
Keywords and Subject Headings
self-evaluation, software, rhythm reading, elementary band
Abstract
In this study, I investigated using a tool to help my sixth grade band students improve their rhythm reading skills to achieve a content standard concerning reading musical notation. I chose self-evaluation for that tool, and the multimedia computer software Grady Profile to teach the students self-evaluation skills. I investigated the effect of the multimedia computer software as a tool for student self-evaluation on rhythm reading scores.
The students in the study were divided into an experimental group and a control. All students recorded a pretest and a posttest onto the computer using Grady Profile, and recorded an assigned selection at their weekly band lesson during the fourteen-week treatment period. Those students in the experimental group listened to their recording, self-evaluated using a checklist, received my evaluation, and participated in a discussion with me about their performance. The students in the control group listened to their recordings and received my verbal evaluation. Two elementary band instructors were selected to evaluate the recorded tests.
The judges reevaluated the test of the first three students after evaluating all tests to determine intra-reliability. The correlation coefficient for these scores was r = .85. I compared the scores of the two judges to determine interreliability. The correlation was r = .95 on the pretest. The correlation coefficient for the posttest was r = .85.
Because of the size of the sample, non-parametric tests were used to compare scores. The Wilcoxon Matched Pairs Test showed a significant difference in all students from pretest to posttest (Z=3.5, p =.001). The Kruskal-Wallace ANOVA by ranks showed a significant difference between the scores of the control and experimental groups on the pretest (H = 3.9, p = .047). It did not show a significant difference in the scores between the two groups on the posttest (H = 3.6, p = .054).
Analysis of the scores determined that the use of the self-evaluation and the multimedia computer software did not have a statistically significant effect on the student's rhythm reading scores. While a statistical difference was not shown, anecdotal evidence suggested a positive effect in the students overall performance and understanding of musical performance. Analysis of attendance records demonstrated that use of the Grady Profile and self-evaluation had a significant positive effect on student lesson attendance (X2 = 8.6, p = .004).
Recommended Citation
Salo, Kimberly K., "The Effect of Student Self-Evaluation Using Multimedia Computer Software to Improve Rhythm Performance Skills in Elementary Band" (2001). Culminating Projects in Music. 2.
https://repository.stcloudstate.edu/music_etds/2
