The Effects of Conducting Experience and Programmed Materials on Error-Detection Scores of College Conducting Students

Abstract

The purpose of this study was to (1) design two different approaches, using the same content, that would provide training in error-detection skills for college undergraduate instrumental students; (2) administer the materials to a sample of these students under experimental conditions; and (3) evaluate the effectiveness of the two formats in developing error-detection skills. In one group, students received instruction in conducting experience for 16 class sessions; in another group students received instruction in programmed materials for 16 class sessions. The effects of teaching method were measured by a conducting test and a written test. Results indicated that the conducting experience group scored significantly higher on the conducting test than the programmed materials group. There was no significant difference between the groups on the written test.