| Summary: | The purpose of this study was to investigate the comparative effects of computer-mediated interactive instruction and traditional instruction on music achievement in guitar performance. The researcher examined practical and pedagogical issues involved in learning to play the guitar within both Computer-assisted instruction (CAI) and traditional learning environments. Specifically, the researcher examined 1) the effects of two types of instructional methodologies on guitar tonal, rhythm, harmonic, and melodic performance skills of eighth grade students who possess higher or lower audiation abilities, and 2) the effects of two types of instructional methodologies on general music achievement of eighth grade students who possess higher or lower audiation abilities. Fifty-three eighth-grade students were taught to play the guitar using either computer-assisted guitar instruction or traditional face-to-face instruction. The instructional content of the "Interactive Guitar" software (Gouzouasis, 1996b) was used for both treatment groups. The instructional sequence was based on the development of audiation-based singing, tonal and rhythm skills, and on the development of executive guitar techniques. All participants followed a set of routines organized in lesson format and participated by watching, listening, and echoing. Student guitar performance and music achievement were assessed after five weeks of instruction. Results of the post treatment measures identified that the type of instruction (traditional or CAI) does not affect guitar performance or music achievement. Also, regardless of the type of instruction, students who possess higher musical aptitude achieve higher levels of guitar tonal, harmonic, and melodic performance skills than students who possess lower musical aptitude. The results demonstrated no difference in the effectiveness of CAI instruction or traditional instruction on guitar performance. Furthermore, as the capability of CAI software designers to adapt to individual learner needs increases, one might anticipate a parallel increase in the effectiveness in music learning.
|
|---|
