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The Effect of Various Instructional Modes on Children's Performance of Music Concept Tasks.

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Title: The Effect of Various Instructional Modes on Children's Performance of Music Concept Tasks.
Authors: Taebel, Donald K., Concordia Teachers Coll., Seward, NE.
Peer Reviewed: N
Page Count: 112
Publication Date: 1971
Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.
Contract Number: OEG-6-70-0038(509)
Descriptors: Age Differences, Children, Cognitive Development, Concept Formation, Elementary School Students, Individual Differences, Kindergarten Children, Measurement Instruments, Music Education, Objectives, Private Schools, Public Schools, Research, Stimulus Devices, Student Evaluation, Task Performance, Teacher Effectiveness, Teaching Methods, Tests
Abstract: The development of certain concepts of music in kindergarten, first, and second grade children was researched. Objectives of the study were: (1) To measure the effect of four instructional modes on the performance of tasks which embodied certain musical concepts; (2) To measure the performance differences between age levels; and (3) To measure and evaluate young children's concepts of louder, faster, higher, and shorter as elicited by the measuring instrument. Two forms of a measuring instrument were developed. Each form contained several tests which measured a specific concept. Each test consisted of 20 items or tasks with each task displaying positive and negative instances of the concept. The subject was asked to identify the "different," i.e. negative, instance of each set. Two independent samples were drawn from public and parochial schools of Lincoln, Nebraska, and the surrounding region. Instructional modes used were designated discovery, verbal cue, verbal response, and motor response. There were significant differences in performance between tests which embodied different concepts. It was concluded that the level of performance is a function of the stimulus features of the task and the accessibility of the concept. Other conclusions are: (1) Performance on tasks is partly a function of age; and (2) There is usually no significant effect of the instructional mode when a concept is not readily available as in the case of higher. Further research is recommended. (Author/CK)
Journal Code: RIEJUN1972
Entry Date: 1972
Accession Number: ED059795
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED059795
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of Various Instructional Modes on Children's Performance of Music Concept Tasks.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Taebel%2C+Donald+K%2E%22">Taebel, Donald K.</searchLink><br /><searchLink fieldCode="AR" term="%22Concordia+Teachers+Coll%2E%2C+Seward%2C+NE%2E%22">Concordia Teachers Coll., Seward, NE.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 112
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1971
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Education (DHEW), Washington, DC. Bureau of Research.
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: OEG-6-70-0038(509)
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten+Children%22">Kindergarten Children</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+Instruments%22">Measurement Instruments</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Objectives%22">Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Stimulus+Devices%22">Stimulus Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Performance%22">Task Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The development of certain concepts of music in kindergarten, first, and second grade children was researched. Objectives of the study were: (1) To measure the effect of four instructional modes on the performance of tasks which embodied certain musical concepts; (2) To measure the performance differences between age levels; and (3) To measure and evaluate young children's concepts of louder, faster, higher, and shorter as elicited by the measuring instrument. Two forms of a measuring instrument were developed. Each form contained several tests which measured a specific concept. Each test consisted of 20 items or tasks with each task displaying positive and negative instances of the concept. The subject was asked to identify the "different," i.e. negative, instance of each set. Two independent samples were drawn from public and parochial schools of Lincoln, Nebraska, and the surrounding region. Instructional modes used were designated discovery, verbal cue, verbal response, and motor response. There were significant differences in performance between tests which embodied different concepts. It was concluded that the level of performance is a function of the stimulus features of the task and the accessibility of the concept. Other conclusions are: (1) Performance on tasks is partly a function of age; and (2) There is usually no significant effect of the instructional mode when a concept is not readily available as in the case of higher. Further research is recommended. (Author/CK)
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  Label: Journal Code
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  Data: <searchLink fieldCode="JC" term="%22RIEJUN1972%22">RIEJUN1972</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1972
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED059795
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED059795
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 112
    Subjects:
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Kindergarten Children
        Type: general
      – SubjectFull: Measurement Instruments
        Type: general
      – SubjectFull: Music Education
        Type: general
      – SubjectFull: Objectives
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Stimulus Devices
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Task Performance
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Tests
        Type: general
    Titles:
      – TitleFull: The Effect of Various Instructional Modes on Children's Performance of Music Concept Tasks.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Concordia Teachers Coll., Seward, NE.
      – PersonEntity:
          Name:
            NameFull: Taebel, Donald K.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 1971
ResultId 1