Seeking alternatives in music education: The effects of mobile technologies on students’ achievement in basic music theory

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Music Education Pub Date : 2023-08-17 DOI:10.1177/02557614231196972

Ali Korkut Uludag, Ugur Kartal Satir

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引用次数: 1

Abstract

This study aimed to investigate the effect of mobile technology with music education content that supports basic music theory teaching on secondary school students’ achievement levels and learning. The study was carried out using a mixed-methods sequential explanatory design on sixth-grade secondary school students studying in Turkey (experimental group n = 43 and control group n = 40). The experimental group students attended an 8-week music lesson prepared through mobile technologies called NoteWorks (the names of the tunes, the letter notation, and their positions on the piano), Rhythm Cat (rhythm studies), GarageBand (arrangement studies), and Kids Piano (playing the melody by remembering). Basic music theory subjects were taught to the control group using traditional music teaching methods. Quantitative data showed that the music lesson activities developed and enriched with mobile technologies created a significant difference in the students in the experimental group’s basic music theory subjects’ achievement test scores. Post-intervention assessments (semi-structured interviews) increased students’ motivation levels, willingness to study outside the classroom, communication, musical development, and willingness to participate in the lesson. The research concludes with several recommendations and highlights points that need further attention in mobile technology research.

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在音乐教育中寻求替代:移动技术对学生基础音乐理论成绩的影响

本研究旨在调查移动技术与支持基础音乐理论教学的音乐教育内容对中学生成绩水平和学习的影响。本研究采用混合方法对在土耳其学习的六年级中学生（实验组n）进行了顺序解释设计 = 43和对照组n = 40）。实验组的学生参加了一堂为期8周的音乐课，该课是通过名为NoteWorks（曲调名称、字母符号及其在钢琴上的位置）、Rhythm Cat（节奏研究）、GarageBand（编曲研究）和Kids piano（通过记忆演奏旋律）的移动技术准备的。对照组采用传统的音乐教学方法进行音乐理论基础课的教学。定量数据显示，移动技术发展和丰富的音乐课活动使实验组学生在音乐理论基础科目的成绩测试成绩上存在显著差异。干预后评估（半结构化访谈）提高了学生的动机水平、课外学习意愿、沟通、音乐发展和参与课堂的意愿。该研究最后提出了一些建议，并强调了在移动技术研究中需要进一步关注的要点。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.