Abstract

The purpose of this study was to investigate the effectiveness of three practice methods, specifically two different computer-assisted methods and the traditional classroom method, on the ability to sight play at the piano in second-year group piano classes at Florida State University. Investigations were also made regarding the effects of cognitive style and gender on the ability to sight play. Questions of interest involved the main effects for, and interactions among, practice methods, field dependence/independence (FDI), and gender. Other variables included the subjects' history of piano lessons and their experiences in accompanying. Subjects (N = 40) were asked to rank their sight-playing ability and the importance of sight playing to their future work. Subjects in the computer groups were surveyed for attitude and experience as well as their beliefs about the efficacy of the computer programs used in the study. Both quantitative and qualitative examinations of preview protocols were also undertaken to explore possible connections between how subjects prepared to sight play and their sight-playing scores.

The full factorial model did not reveal any significant differences; however, a t-test revealed a significant amount of growth across the sample, regardless of practice method or cognitive style from pretest to posttest.

Finale© by Coda and Harmony © by MusicLab were used to test accompanying and chord drill practice methods. “Proceduralization” took place across all groups in the form of a weekly checklist and a “tips” handout. Significant differences were not found among the practice methods. Significant differences were not found for FDI in this study; however, the Finale© group was significantly different in a method/style model showing nearly equal benefits for both FD and FI learners. The other two methods were not as successful for FD learners. The Finale© group also had the highest mean composite posttest scores and reported the highest confidence ratings. The computer groups significantly outperformed the classroom for note accuracy but the classroom significantly outperformed the computer groups for rhythm accuracy. Two-thirds of the subjects believed the computer improved sight playing. The results regarding remaining variables, protocol analysis, as well as suggestions for future research and pedagogy was discussed.

Citation

Hagen, S.L. The effects of computer-assisted instruction and cognitive style on sight playing among university group piano students. Ph.D. thesis, The Florida State University. Retrieved August 10, 2024 from https://www.learntechlib.org/p/123467/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords

• Cognitive Psychology
• Music Education
• Technology of Education