The effects of peer-assisted learning on rhythmic and melodic sight-reading in a middle school chorus

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-10-08 DOI:10.1177/02557614241288957

Marie F Graham

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引用次数: 0

Abstract

The purpose of this study was to investigate the ways that children engage in collaborative processes with adults and their peers in music sight-reading skill acquisition in a middle school chorus in the Southeastern United States. Intact groups of sixth-, seventh-, and eighth-grade choruses were assessed on melodic and rhythmic sight-reading using a quasi-experimental pretest/posttest non-equivalent control group design. The instruments to evaluate melodic and rhythmic sight-reading included an adapted version of the Vocal Sight-Reading Inventory and a researcher-developed Rhythmic Skills Hierarchy. A comparison of the effectiveness of three learning models on rhythmic and melodic sight-reading achievement occurred: teacher-only and two types of peer-assisted learning. Three Analyses of Covariance (ANCOVAs) compared differences between groups on adjusted posttest scores. There were significant differences between the teacher-only (T-O) and the symmetrical peer-assisted learning (SPAL) groups when compared to the asymmetrical peer-assisted learning group (APAL). The T-O and SPAL treatment types were effective learning models for melodic sight-reading achievement but with nonsignificant results on rhythmic sight-reading. Symmetrical peer-assisted learning strategies are a suggested practice as a complement to teacher-directed instruction.

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同伴互助学习对中学合唱团节奏和旋律视唱的影响

本研究的目的是调查美国东南部一所中学合唱团的孩子们在学习音乐视唱技巧时与成人和同伴合作的方式。研究采用准实验性的前测/后测非等效对照组设计，对六年级、七年级和八年级合唱团的完整小组进行了旋律和节奏视唱评估。评估旋律和节奏视唱的工具包括改编版的声乐视唱量表和研究人员开发的节奏技能层次表。比较了三种学习模式对节奏和旋律视唱成绩的影响：教师辅助学习和两种同伴辅助学习。三项协方差分析（ANCOVA）比较了各组在调整后测验分数上的差异。与不对称同伴辅助学习组（APAL）相比，纯教师（T-O）组和对称同伴辅助学习（SPAL）组之间存在明显差异。T-O和SPAL处理类型对旋律视读成绩是有效的学习模式，但对节奏视读成绩的影响并不显著。建议将对称同伴辅助学习策略作为教师指导教学的补充。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.