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 |