The Effects of Computer-Based Expository and Discovery Methods of Instruction on Aural Recognition of Music Concepts

Abstract

This study presents a comparison of the effectiveness of computer-based expository and discovery methods of instruction for fostering the aural recognition of selected musical concepts. The expository method (EM) contained the instructional sequence (a) definition of the concept, (b) examples, (c) practice exercises. The discovery method (DM) contained the instructional sequence (a) examples, (b) practice exercises, (c) opportunity to verbalize discovery, (d) definition of the concept. The DM group spent more time than the EM group working with the software (p = .03). The groups did not differ significantly on total time spent in instruction (p = .19). No significant differences were found between treatments on the posttest or retention test. Both groups improved from pretest to posttest and declined from posttest to retention test (p < .01). A relationship was found between subjects' ability to define the concepts verbally and their ability to recognize aurally examples of the musical concepts. Greater variance was found among DM subjects.