Dissertation Index



Author: Cathey, Sheila C.

Title: Profiles, Perceptions, and Practices Related to Customizable Computer-Aided Instruction (MacGAMUT) Among Postsecondary Aural-Training Instructors

Institution: Boston University

Begun: September 2009

Completed: May 2014

Abstract:

The purpose of this study was to examine relationships between demographic and educational characteristics of postsecondary aural-training instructors and their practices using CAI (here, MacGAMUT). Instructors who use MacGAMUT (N = 278) were surveyed about their profiles, perceptions, and practices using a pilot-tested, researcher-designed online questionnaire.

Two separate four-way MANOVAs were chosen to simultaneously analyze whether respondents differed on eight dependent variables. Significant main effects were found for the whole model (p = .010), gender (p = .018), and years using MacGAMUT (p = .006) in MANOVA 1; and the whole model (p = .022), years teaching aural skills (p = .015), and years using MacGAMUT (p = .001) in MANOVA 2. Significant interaction effects included the influence of gender on monitoring student usages of MacGAMUT (p = .017), years using MacGAMUT on the impact of CAI on learning dictation skills (p < .0001), years using MacGAMUT on the impact of instructors’ interactions and involvement with MacGAMUT on learning dictation skills (p < .0001), and years using MacGAMUT on the impact of customization on learning dictation skills (p = .004) in MANOVA 1; and the influence of years using MacGAMUT on the importance of requiring students to use MacGAMUT in Mastery Mode (p = .005), and years using MacGAMUT on how often students are required to submit MacGAMUT assignments (p = .011) in MANOVA 2.

Conclusions focus on the instructional uses of MacGAMUT as having a positive impact on student learning of dictation, thus placing a greater responsibility on the instructor to coordinate their uses of CAI thoughtfully with the curriculum. Suggestions for further research include gender differences using more complex types of music technology, in-class practices of aural training, reasons for default changes, user-friendliness, reasons for discontinued use, professional development, graduate training in technology, foundational assumptions among Digital Natives, and a replication of the study.

Keywords: CAI, Aural Skills, MacGAMUT, Aural-Training Instructors, Postsecondary Level, TPACK, Software Evaluation

TOC:

CHAPTER 1: INTRODUCTION
Background
Rationale for the Study
Purpose of the Study
Research Questions.
Procedures
Limitations and Delimitations
Theoretical Framework
Koehler and Mishra’s TPACK
Mayer’s Multimedia Learning
Objectivism in Aural Training and its CAI
Summary

CHAPTER 2: REVIEW OF LITERATURE
Introduction
Development of Aural-Training Technology
Programmed Instruction
Early CAI Systems
The Stanford Project
GUIDO
AMUS
MEDICI
CAI for Personal Computers
Mastery-Based CAI
Summary of Aural-Training Technology
Software Evaluation Models
How MacGAMUT is Situated
Instructors in Technologically-Enhanced Environments
Instructors’ Attitudes and Fears
Instructors’ Practices with Technology
Non-Music Instructors
Music Instructors
Summary of Instructors’ Practices with Technology
Demographic Characteristics and Educational Backgrounds
Independent Variables
Gender
Technology differences related to gender
Gender differences in leadership style
Highest Degree Obtained
Years Teaching Aural Skills
Textbooks, Materials, and CAI used in Aural Skills
Sight-Singing Textbooks
Dictation Textbooks and Materials
CAI used for Dictation
Specific Software Used in Research Studies
MusiCard and MECCA’s Music Theory
DART, Practica Musica, and Key Signatures
CAI for Fundamentals of Music
Freestyle, Making Music, Professor Piccolo, Musicus, Tap It
Music Ace 2
SmartMusic
Sibelius
Finale
Summary that Frames the Current Study in the Existing Literature

CHAPTER 3: METHODOLOGY
Purpose of the Study
Research Questions
Design
MacGAMUT as a Representative Piece of Software
Population
Sampling Procedures
Instrument Design
Development of the Instrument
Instrument Validity
Expert Panel
Pilot Phase
Instrument Reliability
Main Data Collection Phase
Summary of Ethical Treatment of Human Subjects
Data Analysis
Descriptive Statistics
Inferential Statistics
Post Hoc Analyses
Research Validity
Threats to Internal Validity
Threats to External Validity
Treatment of Missing Data
Researcher Biases

CHAPTER 4: DATA ANALYSIS
Preparing the Data
Missing Data
Variables
Methods of Analysis
Research Findings
Comparison to the CMS Database
Descriptive Statistics: Instructors Profiles
Research Question 1 — Instructor Profiles
Primary Area of Teaching Responsibility
Years Teaching Aural Skills
Gender and Age of the Respondents
Primary Instrument of Respondents
Educational Backgrounds of the Respondents
Position or Rank of Respondents
Years Using MacGAMUT in Teaching
Type of Institution where CAI is Most-Frequently Used
Respondent’s CAI Experience
Descriptive Statistics: Instructor Perceptions
Perceived Effectiveness of Dictation Teaching by Respondents
Perceived Most Helpful Training
Pedagogical Techniques Used in Conjunction with MacGAMUT
Perceived Impact of Software and Instructors’ Interactions
Perceived Improvement by Using MacGAMUT
Descriptive Statistics: Instructor Practices
Research Question 2 — Instructor Practices
Current Use of MacGAMUT
Importance of MacGAMUT’s Modes
Required Submission of MacGAMUT Assignments
MacGAMUT Assignments’ Contribution to Overall Grade
Checking Students’ Statistics on MacGAMUT
Ways MacGAMUT is Used
Most Frequently-Used Textbooks
Customization of MacGAMUT
Use and Customization of Presets and Libraries in MacGAMUT
Making Presets Easier or More Difficult
Changes Made to Default Settings in MacGAMUT
Modifying, Deleting, or Adding Exercises in MacGAMUT
Creating New Levels in MacGAMUT
Inferential Statistics
Research Question 3 — Influences on Instructors’ Practices
MANOVA 1
MANOVA 2
Additional Post Hoc Analyses

CHAPTER 5: CONCLUSIONS
Purpose of the Study
Research Questions
Summary of Variables and Statistical Significance
Responses to Research Questions
Research Question 1
Research Question 2
Research Question 3
Theoretical Framework Revisited
Generalizability
Confounding Factors of the Sample
Discussion
Gender
Graduate Assistants
Years Teaching Aural Skills
Lack of Accessible Training
Software Usage Practices
Primary Instrument
Implications and Curricular Suggestions for Music Education
Graduate Pedagogy and Technology Preparation
Pedagogical Practices with CAI
Software Designs
Recommendations for Further Research
Gender
Sight Singing and Dictation
Harmonic Dictation
Graduate Training in Technology
Foundational Assumptions Regarding Technology among Digital Natives
Replication of Study
Using Other Software Tools
Using Pre-College (K-12) Teachers
Reflections and Limitations
Summary




Contact:

sheila.cathey@tulsacc.edu

Date Listed: 10/06/2014


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