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The use of cooperative action learni...

Holloway, Martha Snead.

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The use of cooperative action learning to increase music appreciation students' listening skills.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The use of cooperative action learning to increase music appreciation students' listening skills./
Author:	Holloway, Martha Snead.
Description:	147 p.
Notes:	Adviser: Mark Ely.
Contained By:	Dissertation Abstracts International61-12A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9998928
ISBN:	9780493069135

The use of cooperative action learning to increase music appreciation students' listening skills.
Holloway, Martha Snead.

The use of cooperative action learning to increase music appreciation students' listening skills. - 147 p.

Adviser: Mark Ely.

Thesis (Ph.D.)--The University of Utah, 2001.

This investigation compared the effectiveness of cooperative action learning and the traditional lecture method in a college music appreciation course. Effects of the two methods on the acquisition of listening skills that include melody, form, meter, timbre, and modality were compared. Similarity of musical background and student response to cooperative action learning were also examined.

ISBN: 9780493069135Subjects--Topical Terms:

1017808
Education, Music.

The use of cooperative action learning to increase music appreciation students' listening skills.
LDR:03270nam 2200313 a 45 001 946159
005 20110523
008 110523s2001 eng d
020 $a 9780493069135
035 $a (UMI)AAI9998928
035 $a AAI9998928
040 $a UMI $c UMI
100 1 $a Holloway, Martha Snead. $3 1269568
245 1 4 $a The use of cooperative action learning to increase music appreciation students' listening skills.
300 $a 147 p.
500 $a Adviser: Mark Ely.
500 $a Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4714.
502 $a Thesis (Ph.D.)--The University of Utah, 2001.
520 $a This investigation compared the effectiveness of cooperative action learning and the traditional lecture method in a college music appreciation course. Effects of the two methods on the acquisition of listening skills that include melody, form, meter, timbre, and modality were compared. Similarity of musical background and student response to cooperative action learning were also examined.
520 $a Cooperative action learning is a student-centered method. Small teams of students construct knowledge through discovery learning, problem-solving, and decision making. The analyzing-synthesizing process integrates critical thinking and social skills with academic content.
520 $a The experimental method, cooperative action learning, was used with 44 students for a full 15-week semester. The control group consisted of 44 students who were taught for a 15-week semester with the traditional lecture method. The experimental design was pre-posttest control group.
520 $a The independent variables were the two teaching methods, cooperative action learning and the traditional lecture. The dependent variables included the achievement measures for listening to melody, form, meter, timbre, and modality. A single Multivariate Repeated Measures Analysis of Variance (RMANOVA) with the listening achievement scores as dependent variables, pre-posttest scores as the repeated measure, and teaching method as the independent measure was performed. Measurement instruments included the Hevner Test for Musical Concepts, a Musical Background Questionnaire, and a Cooperative Action Learning Questionnaire.
520 $a A significant difference (p < .001) was found favoring cooperative action learning. Three of the five dependent variables produced significant effects for cooperative action learning. Cooperative action learning increased the listening achievement of melody significantly more than the lecture method (p < .009). Student listening achievement of meter was significantly increased by cooperative action learning ( p < .001). There was also a significant increase in student listening achievement of timbre as a result of cooperative action learning ( p < .001). College music appreciation instructors wishing to improve students' listening skills should consider cooperative action learning which was found to significantly increase listening skills.
590 $a School code: 0240.
650 4 $a Education, Music. $3 1017808
690 $a 0522
710 2 0 $a The University of Utah. $3 1017410
773 0 $t Dissertation Abstracts International $g 61-12A.
790 $a 0240
790 1 0 $a Ely, Mark, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9998928