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Differences and interactions among cognitive style, gender, achievement, and mode of instruction of middle school music students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differences and interactions among cognitive style, gender, achievement, and mode of instruction of middle school music students./
Author:	Bush, Jeffrey Earl.
Description:	156 p.
Notes:	Director: John R. Fitch.
Contained By:	Dissertation Abstracts International57-11A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9713360
ISBN:	9780591210019

Differences and interactions among cognitive style, gender, achievement, and mode of instruction of middle school music students.
Bush, Jeffrey Earl.

Differences and interactions among cognitive style, gender, achievement, and mode of instruction of middle school music students. - 156 p.

Director: John R. Fitch.

Thesis (Ph.D.)--The University of Arizona, 1996.

The purpose of this study was to investigate the interaction of select variables (cognitive style, gender, and achievement) when middle school students are involved in learning about music through two different instructional modes. The two modes of instruction explored were a researcher-designed interactive hypermedia program and an expository teaching method.

ISBN: 9780591210019Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Differences and interactions among cognitive style, gender, achievement, and mode of instruction of middle school music students.
LDR:03126nmm 2200313 a 45 001 886462
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008 101007s1996 ||||||||||||||||| ||eng d
020 $a 9780591210019
035 $a (UMI)AAI9713360
035 $a AAI9713360
040 $a UMI $c UMI
100 1 $a Bush, Jeffrey Earl. $3 1058159
245 1 0 $a Differences and interactions among cognitive style, gender, achievement, and mode of instruction of middle school music students.
300 $a 156 p.
500 $a Director: John R. Fitch.
500 $a Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4681.
502 $a Thesis (Ph.D.)--The University of Arizona, 1996.
520 $a The purpose of this study was to investigate the interaction of select variables (cognitive style, gender, and achievement) when middle school students are involved in learning about music through two different instructional modes. The two modes of instruction explored were a researcher-designed interactive hypermedia program and an expository teaching method.
520 $a The sample consisted of the entire grade six and seven population of one public elementary school in a western Canadian city. A researcher-designed preknowledge test was administered to determine if any of the potential subjects had previous information about the lesson material--the steel band orchestras of Trinidad. To test for cognitive style, the Group Embedded Figures Test was administered to all potential subjects. Based on the results of these two tests, four groups were created: field dependent males, field dependent females, field independent males, field independent females. Half of the Ss from each of the four classifications were randomly assigned to the hypermedia instruction (experimental) group and the other half to the expository teaching (control) group. All Ss completed an achievement posttest immediately after treatment and a delayed posttest approximately six weeks later to test for long term retention.
520 $a Results suggest that cognitive style, mode of instruction, and gender do not, either alone or in combination, affect long term retention of information by middle school music students. Irregardless of instructional mode, girls and boys in this project achieved similar results when measured using an achievement posttest. However, it was also found that field dependent female students using the hypermedia program achieved significantly lower posttest scores than any other combination of Ss' cognitive style, gender, and the mode of instruction being used. Contrary to previous studies, it was found that Ss receiving hypermedia-assisted instruction achieved significantly lower scores on the initial posttest than those experiencing an expository teaching lesson. Based upon these findings, recommendations for future research were made.
590 $a School code: 0009.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Technology. $3 1017498
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710 2 $a The University of Arizona. $3 1017508
773 0 $t Dissertation Abstracts International $g 57-11A.
790 $a 0009
790 1 0 $a Fitch, John R., $e advisor
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9713360