The Effect of a Guided Aural Reinforcement Model on Perceived Improvement in Intonation of Middle School Trombone Players

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dc.contributor.author Gross, Gene F.
dc.date.accessioned 2006-12-12T19:26:53Z
dc.date.available 2006-12-12T19:26:53Z
dc.date.issued 1998-07
dc.identifier.other 1998 .G914
dc.identifier.uri http://hdl.handle.net/2092/476
dc.description vii, 80 leaves. Advisor: C. David Harris en
dc.description.abstract The purpose of this study was to examine the effect of a guided aural reinforcement model on perceived improvement in intonation of middle school trombone players. Based on their responses to the Watkins-Farnum performance test and a questionnaire, subjects were matched by grade-level equivalent-pairs and then assigned by rank-order to control and experimental groups. All subjects taking part in the investigation were given a researcher-designed pretest to determine initial skill level of intonation performance. Following the pretest, all subjects received nine periods of instruction on trombone. The experimental group practiced with a pre-recorded guided aural intonation component as a part of each lesson instruction period. The control group received instruction which included, for this school district, a traditional method of learning intonation rather than the prerecorded guided aural intonation component. A researcher-designed posttest was administered to all subjects following the nine periods of instruction. Pretests and posttests were recorded and later evaluated by a panel of experts. Reliability of coefficient tests and ANOVAs were used to determine inter-evaluator reliability. Results yielded a high degree of reliability among evaluators. Statistical t-tests were used to determine significant (p=.05) differences between the gain scores of students in the control and experimental groups. Results indicated no significant gain score differences between the control and experimental groups on part I (unison test). Analysis of gain scores for part II (interval test) and part III (melodic test) portions of the pretests/posttests revealed significant differences between the control and experimental groups with regard to improvement in intonation performance. As a result of practice with the guided aural reinforcement model, the experimental group demonstrated improvement in intonation performance which was significantly greater than the control group. Additional research possibilities and educational implications have been included. en
dc.format.extent 2912758 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.publisher Drake University en
dc.relation.ispartofseries Drake University Theses, College of Arts and Sciences;1998
dc.subject Middle school students en
dc.subject Trombone--Instruction and study en
dc.subject Musical temperament--Evaluation en
dc.subject Tuning--Evaluation en
dc.title The Effect of a Guided Aural Reinforcement Model on Perceived Improvement in Intonation of Middle School Trombone Players en
dc.type Thesis en


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