The Effect of Perceptual Mode Preferences and Other Selected Variables on Upper Elementary School Students' Responses to Conservation-Type Rhythmic and Melodic Tasks

Abstract

This study examined eight through 12-year-olds' (grades three through six) ability to perform the conservation-type tasks in music developed by Webster and Zimmerman (1983). The learning styles of the students, specifically their perceptual mode preferences, were determined by the Dunn, Dunn and Price Learning Style Inventory (1986). Students with visual, tactile, and kinesthetic preferences were chosen for the study. Specific reinforcement (graphic notation; clapping rhythm and shaping melodies) was given to the experimental groups during the musical testing. The dependent variables of rhythmic conservation and melodic conservation were analysed separately using a 4x3x2 ANOVA design. Conservation scores were evaluated with preference group (control tactile-kinesthetic, control visual, experimental tactile-kinesthetic, and experimental visual), grade (3-4, 5 and 6) and gender as independent variables. Significant effects were found for group but not for grade level or gender when melodic conservation scores were analysed. The rhythmic conservation analysis revealed significant main effects for group and grade level, as well as a significant three-way interaction.