Spaced Versus Massed Scheduling of Music Instruction of First and Second Grade Children
Boone, Nancy Rives
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https://hdl.handle.net/2142/70862
Description
Title
Spaced Versus Massed Scheduling of Music Instruction of First and Second Grade Children
Author(s)
Boone, Nancy Rives
Issue Date
1988
Doctoral Committee Chair(s)
Colwell, Richard,
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Abstract
The purpose of this research was to determine the effects of spaced scheduling versus massed scheduling on singing skills, music achievement scores, and attitude towards music of first and second grade students.
Subjects were first and second grade students at Middle Tennessee State University Homer Pittard Campus School. One first grade and one second grade class were assigned the spaced instructional format (15-minute, four class sessions per week) and the other first and second grade classes were assigned massed instructional format (30 minute classes, two sessions per week).
An aptitude test (PMMA) was administered to all students. The data obtained were used in a factorial design at the completion of the instructional treatment to determine what influence the independent variable had on music achievement, singing achievement, and attitude toward music class.
Instruction for the 12-weeks was based on existing instructional objectives that were central to the school's music curriculum. The investigator taught all classes.
Students were administered an investigator constructed singing test, the Silver Burdett Competency Test and an investigator constructed attitude scale.
Results of the singing test found no significant differences between the two instructional formats.
The Primary Measures of Music Audiation scores for both first and second grade spaced format classes were higher than the first and second grade massed format classes but there were no significant differences between instructional format scores on any of the three SBCT test scores.
The attitude toward music class scores was generally so high so that there was not an adequate spread to conduct a meaningful correlation.
Analysis of scores by subgroups provided hypothesis about the probable greater achievement with practice for many students.
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