The effects of an individualised ICT-based music education programme on primary school students' musical competence and grades. (2nd April 2016)

• Record Type: Journal Article
• Authors: Hernández-Bravo, Juan R.; Cardona-Moltó, M. Cristina; Hernández-Bravo, José A.
• Is Part Of: Music education research. Volume 18:Number 2(2016)
• Page Start: 176
• Page End: 194
• Publication Date: 2016-04-02
• Subjects: individualised music instruction -- primary school -- ICT -- musical competence -- Spain; Music -- Instruction and study -- Periodicals; Music -- Instruction and study -- Research -- Periodicals; Musique -- Étude et enseignement -- Périodiques; Musique -- Étude et enseignement -- Recherche -- Périodiques; 780.72
• DOI: 10.1080/14613808.2015.1049255
• Languages: English
• ISSNs: 1461-3808

Abstract

Abstract : The purpose of this study was to examine the effect of an information and communications technology (ICT)-based individualised music education programme on primary students' musical competence. A 2 × 3 aptitude treatment interaction factorial design was used to assess the impact of the programme as a function of students' musical aptitude (MA) (low–average–high) and type of intervention (experimental vs. control). Participants were a convenient sample of 90 fifth- and sixth-grade students drawn from one public primary school in Albacete, Spain. Results indicated that average and high musically able participants developed a significantly higher competence in audition, vocal expression, instrumental expression, musical language, movement and dance, as well as in arts and culture in the ICT-based than in the non-ICT-based programme, while those with low MA appeared to benefit more from the non-ICT-based programme suggesting that students responded differently to the two types of interventions. Results are discussed in terms of implications to better adapt music teaching for student diversity.