Effect of Differential Teaching Techniques on Achievement,Attitude,and Teaching Skills

Abstract

This study was designed to investigate the effect of differential teaching techniques on achievement, attitude, and teaching skills of 125 college students enrolled in elementary music education classes. Five teaching techniques included contingency-managed instruction (CMI), independent study, CMI-lecture discussion, contact control, and delay contact control groups. The five treatment groups were taught the same instructional materials, pretested, and posttested on modular units pertainingto the elementary music education competencies and teaching skills. Analyses of the data showed no significant differences among groups on pretests, while CMI groups performed better on posttests and the CMI-lecture discussion group best on teaching skills. CMI groups generally demonstrated higher attitude responses. It was concluded that CMI is effective in teaching elementary music education concepts and skills, and that the combination CMI-lecture discussion method includes the benefits of CMI while adding teacher modeling by way of class lectures. It was conjectured that this teacher modeling perhaps provided the basis for higher scores in actual teaching skills.

Keywords

elementary schools methodology courses music teacher teacher training teaching methods testing

Get full access to this article

View all access options for this article.

References

Cayton, T. G., “ A Comparison of Methods of Teaching Undergraduate Psychology”, unpublished manuscript (Florida State University, 1973).

Dorow, L. G. , “The Effect of Teacher Approval/ Disapproval Ratios on Student Music Selection Behavior and Concert Attentiveness” (Paper presented at the meeting of the Music Educators National Conference, Anaheim, California, March, 1974).

Greer, R. D. , A. Randall , and C. Timberlake , “The Discriminate Use Music Listening as a Contingency for Improvement in Vocal Pitch Acuity and Attending Behavior”, Council for Research in Music Education Bulletin, No. 26 (Fall 1971), pp. 10–18.

Keller, F. S. , “Good-bye, Teacher … ”, Journal of Applied Behavior Analysis, Vol. 1 (1968), pp. 79–89.

Kuhn, T. L. , “The Effect of Teacher Approval and Disapproval on Attentiveness, Musical Achievement and Attitude of Fifth Grade Students”, In Madsen, C. K. , Greer, R. D. , & Madsen, C. H., Jr. (Eds.) Research in Music Behavior: Modifying Music Behavior in the Class-room (New York: Teachers College Press, 1975).

Kulik, J. A. , C. L. Kulik , and K. Carmichael , “The Keller Plan in Science Teaching”, Science, Vol. 183, No. 4123 (1974), pp. 379–383.

Madsen, C. K. and J. L. Forsythe , “Effect of Contingent Music Listening on Increases of Mathematical Responses”, Journal of Research in Music Education, Vol. 21, No. 2 (Summer 1973), pp. 176–181.

Madsen, C. K. and C. H. Madsen, Jr. , “Selection of Music Listening or Candy as a function of Contingent Versus Noncontingent Payoff and Scale Singing”, Journal of Music Therapy, Vol. 9, No. 4 (1972), pp. 190–198.

Madsen, C. K. and C. H. Madsen, Jr. , Teaching/ Discipline: Positive Approach for Educational Development-Expanded 2nd Edition for Professionals (Boston, Allyn & Bacon, 1974).

10.

Madsen, C. K. , D. E. Wolfe , and C. H. Madsen, Jr. , “The Effect of Rein-forcement and Directional Scalar Methodology in Intonational Improvement”, Council for Research in Music Education Bulletin, Vol. 18, No. 1 (1969), pp. 22–23.

11.

Womble, J., “ The Effect of Differential Teaching Techniques on Achievement, Attitudes, and Teaching Skills in Elementary Music Education-Extension and Replication”, unpublished thesis (Florida State University, 1974).

12.

Yarbrough, M. C. , “The Effect of Magnitude of Conductor Behavior on Performance, Attentiveness, and Attitude of Students in Selected Mixed Choruses” (Paper presented at the meeting of the National Association for Music Therapy, Athens, Georgia, 1973).