The Effectiveness of Computer -Assisted Instruction on the Development of Rhythm Reading Skills Among Middle School Instrumental Students
Smith, Kenneth Harold
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https://hdl.handle.net/2142/79687
Description
Title
The Effectiveness of Computer -Assisted Instruction on the Development of Rhythm Reading Skills Among Middle School Instrumental Students
Author(s)
Smith, Kenneth Harold
Issue Date
2002
Doctoral Committee Chair(s)
Sam Reese
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Technology of
Language
eng
Abstract
Subjects' abilities to read and perform rhythms were measured using a test instrument developed by the researcher. This measure was given to participants in the study as a pretest and posttest. Results from these measurements were analyzed using a repeated measures ANOVA. Scores on the RPS were found to be significantly higher on the posttest than the pretest for the entire sample (N = 120) including experimental and control subjects. This indicates that students' abilities to read and perform rhythms improved over the course of the semester during which the study was conducted, but no significant evidence was found to show that the experimental group improved more than the control group. Significant findings were found to show that field independent subjects performed better on the rhythm performance test than field dependent subjects. Findings of a post-experimental survey indicated that student attitudes toward the software and toward participation in the study may have influenced the findings of the study.
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