Evaluation of three types of Instructional Strategy for Learner Acquisition of Intervals

Abstract

The current study examined the question of what type of instructional strategy most effectively facilitates the learning of music intervals for beginning music majors. The three types of instructional strategy were programmed instruction in the form of a linear programmed text, mastery learning using computer-assisted instruction (CAI), and self-practice using a textbook-study approach. This study also explored the variable of information retention over time. The delayed-retention test was given 48 hours after the test of immediate retention. Results on the dependent measure of retention indicated that mastery leaming-CAl was a significantly better instructional strategy for learning music intervals than programmed instruction or self-practice. The results indicated a significantly higher performance score for mastery leaming-CAl and programmed instruction over self-practice. The self-practice condition was left at a disadvantage in this regard because the learner had to decide what was relevant and what must be learned from what should be ignored. The attitude measure result indicated that learners prefer instructional information to be well organized.