An exploratory study of the relationship between perceptual modality strength and music achievement among fifth-grade students [electronic resource]
說明
162 p
附註
Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4258
Major Professor: Roger R. Rideout
Thesis (Ph.D.)--The University of Oklahoma, 1991
In the past two decades, numerous studies have focused on the learning style dimension known as perceptual modality. Although several music education researchers have examined the relationship of musical traits and abilities to perceptual modality, none have focused on the relationship of perceptual modality strength and music achievement. This study examines the strength of that relationship for a group of 135 fifth-grade students from three public schools in Wisconsin. Measurement instruments employed were Music Achievement Tests 1 and 2 and the Swassing-Barbe Modality Index, an individually-administered test designed to determine the subject's dominant perceptual modality--auditory, visual, kinesthetic or mixed
Analysis of data included correlation procedures and analysis of variance (ANOVA). Thirty-two significant correlations were reported between music achievement raw scores and perceptual modality raw scores. The ANOVAs revealed significant differences between male and female subjects and among the subjects at the three schools. However, differences among modality groups were non-significant in all cases except one
The results of this study suggest that perceptual modality is related to basic musical skills such as pitch and meter discrimination. However, the ANOVA results do not support the expectation that auditory learners would achieve significantly higher music achievement scores than visual, kinesthetic or mixed modality learners
