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.

L'effet d'une instruction assistée par ordinateur et la dépendance du champ sur le développement des habiletés de lecture à vue auprès d'élèves de la fin du primaire et du début du secondaire d'un programme de musique instrumentale Cette étude examine comment l'efficacité d'une instruction assistée par ordinateur (IAO) à enseigner des habiletés de lecture rythmique peut être influencée par le niveau de dépendance/indépendance du champ des sujets. Les participants de cette recherche sont 120 élèves de la fin du primaire et du début du secondaire d'un programme de musique instrumentale qui ont formé quatre groupes selon leurs résultats obtenus au Group Embedded Figures Test. Chacun de ces groupes fut, au hasard, séparé en deux moitiés. Une moitié des groupes ont constitué le groupe expérimental en prenant part à l'instruction assistée par ordinateur (IAO) Music Ace 2, alors que le groupe contrôle ne reçut aucun traitement IAO. Le IAO a été offert une heure et demie hebdomadairement pendant huit semaines. Au prétest et au post-test, les habiletés des sujets à lire et à reproduire des rythmes ont été évaluées à l'aide de l'épreuve Rhythm Performance Scale. Aucune différence significative n'a été notée entre les améliorations des résultats des groupes expérimental et contrôle. Toutefois, des améliorations significatives ont été observées démontrant que les sujets indépendants du champ réussissent mieux, dans l'ensemble, au test de performance rythmique que les sujets dépendants du champ.

Keywords

field dependent field independent technology

Get full access to this article

View all access options for this article.

References

Alvira, J.R. (n.d.) Teoría: Music theory web. Retrieved 22 October 2008 from http://www.teoria.com

Arms-Gilbert, L. (1997). The effects of computer-assisted keyboard instruction on meter discrimination and rhythm discrimination of general music education students in the elementary school. Dissertation Abstracts International, 58, 08A. (UMI No. AAG98-06336).

Berz, W.L. , & Bowman, J. (1995). An historical perspective on research cycles in music computer-based technology. Bulletin of the Council for Research in Music Education, 126, 15-28.

Bostic, J.Q. , & Tallent-Runnels, M.K. (1991). Cognitive styles: A factor analysis of six dimensions with implications for consolidation. Perceptual and Motor Skills, 72, 1299-1306.

Buck, B. (1991). An experimental study using the Pitch Master and Tap Master systems to improve music literacy and singing skills. Dissertation Abstracts International, 52, 06A. (UMI No. AAG91-23956).

Bush, J.E. (2000). The effects of a hypermedia program, cognitive style, and gender on middle school students' music achievement. Contributions to Music Education, 27(1), 9-26.

Choi, E. (1996). The development and implementation of an interactive multimedia instrumental discrimination skills training courseware for beginning clarinet students. Dissertation Abstracts International, 57, 57-06A. (UMI No. AAG96-35496).

Christmann, E.P. (1995). A meta-analysis of the effect of computer-assisted instruction on the academic achievement of students in grades 6 through 12: A comparison of urban, suburban, and rural educational settings. Dissertation Abstracts International, 56, 08A. (UMI No. AAI95-30676).

Ester, D.P. (1997). Teaching vocal anatomy and function via Hypercard technology. Contributions to Music Education, 24(1), 91-99.

10.

Goodson, C.A. (1993). Intelligent music listening: An interactive hypermedia program for basic music listening skills. Dissertation Abstracts International, 53, 11A. (UMI No. AAG93-07303).

11.

Heitland, K.W. (1982). Cognitive styles and musical aptitudes: An exploratory study. Dissertation Abstracts International, 43, 08A. (UMI No. AAI83-01108).

12.

Higgins, W. (1992). Technology. In R. Colwell (Ed.), Handbook of research on music teaching and learning: A project of the Music Educators National Conference (pp. 480-497). New York: Schirmer Books.

13.

Kassner, K. (1992). Effects of computer-assisted instruction in a master learning/cooperative learning setting on the playing abilities and attitudes of beginning band students. Dissertation Abstracts International, 53, 08A. (UMI No. AAG92-38934).

14.

King, D.W. (1983). Field-dependence/field-independence and achievement in music reading. Dissertation Abstracts International, 44(13), 20A. (UMI No. AAI83-16216).

15.

Messick, S. (1993). The matter of style: Manifestations of personality in cognition, learning, and teaching (Report No. QAT24225). Princeton, NJ: Educational Testing Service. (ERIC Document Reproduction Service No. ED 386 486).

16.

Oltman, P.K. , Raskin, E. , & Witkin, H.E. (1971). Group Embedded Figures Test. Palo Alto, CA: Consulting Psychologists Press.

17.

Orman, E.K. (1995). Effect of development and implementation of an interactive multimedia computer program on beginning saxophonists' attitude and achievement. Dissertation Abstracts International, 56, 10A. (UMI No. AAI96-04783).

18.

Schmidt, C.P. , & Lewis, B.E. (1987). Field-dependence/independence, movement-based instruction and fourth graders' achievement in selected musical tasks. Psychology of Music, 15, 117-127.

19.

Terelak, J. (1990). Field dependence/independence and eye-hands-legs coordination. Perceptual and Motor Skills, 71, 947-950.

20.

Watkins, J.G. , & Farnum, S.E. (1954). The Watkins-Farnum Performance Scale. Winona, MN: Hal Leonard Music.

21.

Webster, P. (2002). Computer-based technology and music teaching and learning. In R. Colwell & C. Richardson (Eds.), Handbook of research on music teaching and learning: A project of the Music Educators National Conference (pp. 416-439.). New York: Schirmer Books.

22.

Witkin, H.A. , Moore, C.A. , Goodenough, D.R. , & Cox, P.W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research 47(1), 1-64.

23.

Witkin, H.A. , Oltman, P.K. , Raskin, E. , & Karp, S.S. (1971). A manual for the Embedded Figures Test. Palo Alto, CA: Consulting Psychologists Press.