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The effects of Web-based music appre...

The University of North Carolina at Greensboro.

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The effects of Web-based music appreciation instruction on students' attitudes toward Western art music.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of Web-based music appreciation instruction on students' attitudes toward Western art music./
作者:	Hinson, Amalie Walker.
面頁冊數:	133 p.
附註:	Directors: James W. Sherbon; Jack A. Taylor.
Contained By:	Dissertation Abstracts International65-08A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3142432
ISBN:	9780496000913

The effects of Web-based music appreciation instruction on students' attitudes toward Western art music.
Hinson, Amalie Walker.

The effects of Web-based music appreciation instruction on students' attitudes toward Western art music. - 133 p.

Directors: James W. Sherbon; Jack A. Taylor.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2004.

The purpose of this study was to determine if there were significant differences in music appreciation students' attitudes toward Western art music resulting from traditional or Web-based instruction. Additional objectives included examining relationships between students' attitudes toward Western art music, and gender, age, prior music training, grade point average, and styles of Western art music as represented by selected music excerpts.

ISBN: 9780496000913Subjects--Topical Terms:

1017808
Education, Music.

The effects of Web-based music appreciation instruction on students' attitudes toward Western art music.
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245 1 4 $a The effects of Web-based music appreciation instruction on students' attitudes toward Western art music.
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500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2826.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2004.
520 $a The purpose of this study was to determine if there were significant differences in music appreciation students' attitudes toward Western art music resulting from traditional or Web-based instruction. Additional objectives included examining relationships between students' attitudes toward Western art music, and gender, age, prior music training, grade point average, and styles of Western art music as represented by selected music excerpts.
520 $a Subjects were students from one intact traditional music appreciation class (n = 18) and one intact Web-based music appreciation class (n = 24) at Catawba Valley Community College in Hickory, North Carolina. All subjects were administered a pretest using the Continuous Response Digital Interface, Version 1.0.7 for Windows to measure attitudes toward music excerpts presented on an audiotape. The range for attitude scores was 0 = maximum negative attitude to 256 = maximum positive attitude. Subjects also completed a survey to provide information about gender, age, prior music training, and grade point average.
520 $a A t test of pretest attitude means revealed no significant differences between the attitude levels of the two groups (p = .61). Following a 14-week period of music appreciation instruction, posttest data were collected in the same manner as the pretest. A multiple regression and correlation analysis revealed no significant differences between students' attitudes toward Western art music resulting from mode of instructional delivery. No significant relationships between attitudes and gender, age, prior music training, and grade point average were found; however significant relationships (R2 = .895) between posttest attitudes and a Gregorian Chant (p = .037), an aria by Mozart ( p = .017), and a lied by Schubert (p = .040) were revealed. Significant differences also were revealed by t tests of paired means between pre- and posttest grand means and between pre- and posttest means for some excerpts for each group, and both groups combined (p < .05).
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