Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05) AN ACTION RESEARCH: USING MUSIC ACE IN TEACHING MUSIC NOTE-NAMES

LIM ZEK CHEW Maktab Perguruan Tengku Ampuan Afzan, Kuala Lipis ABSTRACT The purpose of this action research study is to examine if Music Ace, a computer assisted instruction software (CAI) is effective in increasing trainee teachers achievement level on note-names identification. The study also sought to ascertain the attitudes of the trainee teacher towards learning music using CAI. This study was undertaken as the result of the survey conducted to look into the perceptions of the trainee teachers in the learning of music in the teacher training college. The participants of this study were KDPM semester 5 trainee teachers from a music elective study group. Thirty eight participants involved sat for a pre-test which involved the reading of notes from one note in 5 seconds to five notes in 5 seconds. From the pre-test, trainee teachers achievement level in note-names identification were identified, and treatment in the form of tutorial and games exercises using Music Ace were given to all teacher trainees. After the7 hour treatment, the participants sat for a post-test, which again involved the reading of notes. Questionnaire on the perception towards CAI learning was also conducted. Results of this study indicated an increase in the ability on reading note-names where the results of the post-test (M=305.6) was higher than the pre-test (M=166.0). This positive finding favouring computer application was also supported by questionnaires and reflections by the participants. Hence, the using of Music Ace as an alternative tool in teaching notenames could be shared with other music lecturers in the teacher training colleges.

What is my concern? Children can make beautiful music and music can make children beautiful! As a music lecturer in a teacher trainee college, I am very concerned with the ability of my students in reading note-names. When I am asked to teach a group of 38 trainee teachers at the beginning of this semester, the first thing I did was to enquire from them their perception of learning music generally and their ability in reading note-names particularly. This was told to me by one of the trainee teachers.
I dont like to learn how to read notes because I cant master them well. It is difficult to understand and memorize (them).

I have heard of this expression many times but this time I decided to pursue the issue. Hence, this semester I planned to try out a different teaching 1

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05) method that might be able to make learning note-names interesting and more manageable. I wanted my students to take away from my lessons positive attitudes about music and an enjoyment of the experiences presented in the class. How can I present lessons that will develop interest as well as improve knowledge and skills on reading note-names? Can computer assisted instruction (CAI) software help me overcome this problem? According to Robyler and Edwards (2000), computer software such as drill and practice and tutorial software are best to replace on-paper exercises because they provide immediate feedback, motivation and have multimedia features. Immediate feedback on the correctness while doing exercises allows students to get actively involved and provide better motivation (Mc Cord, 2001; Slavin, 1994). The graphic, sound effects, visual and aural presentations help to make the learning of music more effective (Moreno and Mayer, 2000). Computer software also allows students to work at their own pace according to Monaghan (1993). Exercises provided in the software can be attempted in different ways according to the students capability. Furthermore, sophisticated equipment such as computers and LCD projectors has been supplied to my college with the hope that it will be able to augment students academic performance and consequently make them computer literate teachers. With that I have chosen Music Ace, a tutorial software, as a teaching tool in this action research with the hope that it will motivate the trainee teachers into learning note-names and hence improve their notereading ability.

Statement of the problem

In an effort to improve music education and to overcome the problems arising from note-names identification ability in trainee teacher, I felt that with the accessibility of technology and the availability of music education software, there should not be any hesitation towards the use of computer as a musicteaching aid. The inability to read note-names could be partly due to a lack of interest from the trainee teachers and lack of support from their lecturers. Thus, I felt that there was indeed a need to find a way to improve the teaching of reading note-names in the classroom.

Purpose of the study

This action research aims to examine the effectiveness of using computer music education software, which is Music Ace, to improve the trainee teachers abilities on note-names identification.

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05) What others said? Students in fundamental music class need to be provided with tremendous stimuli and reinforcement in order to produce positive results. Computers interactivity motivate learner and allows learners to have control over the learning process (Hill, 2000). Likewise, Eardley (2001) found that the majority of students in the treatment group of 30 samples favoured the tutorials available in the music education software because the students enjoyed the interactivity of the software. Williams & Webster, (1999) also reported that computer software has the ability to grab and hold students attention. In short, multimedia presentations are inherently motivating. Parrish (1997) found that the using of music education software reduces class time spent on learning theory music. She said that using the software has helped to assist music theory teaching and learning. Davis (2001) used CAI software to supplement aural lessons taught at a university level course. He found that there was an increase of 5% in the overall score sight singing and 9% in the dictation result in the final exams. Pan (2001) conducted a study using Music Ace and found that students demonstrated a significant improvement in achievement in the written test of note-reading. Hence, CAI has brought significant positive benefits to students. On the other hand, Baker (2000) investigated the effects of using Music Ace as a teaching tool. Results obtained from the written test showed no statistical difference in significance between the experimental group and the control group.

What did I do first?

The research approach

The methodology chosen for this research was action research. The particular model used was that designed by Zuber-Skermitt (1995) where the cyclical process of acting, observing, reflecting and planning was adopted. This methodology allowed me to construct a plan of 2 cycles within the program. This plan was flexible and reflective. At the end of each of the cycles, changes and improvement can be made in light of the findings of the previous cycle.

Instruments
The voices of the trainee teachers involved in the project were considered important. Trainee teachers were given open-ended questionnaire to complete and I kept a journal of my observation for the reflective process. However, the findings from the journal and questionnaire will not be discussed in this paper. There were also pre-test and post-test conducted at the beginning and the end of the study. Both of these tests were similar. This researcher-designed 3

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05) test of note-names identification looked into trainee teachers ability to identify note-names on treble and bass staff. The whole test consisted of 115 items and it was divided into five sections of 23 questions written in semibreves with black heads. In each section, 15 items were questions on note-names in the treble clef and the remaining 8 were on note-names in the bass clef. This test was piloted and the result of Pearson Correlation Coefficient was .860 (Lim, 2003).

Participants
As this was an action research, I did not select and divide the trainee teachers. All the trainee teachers from the class were automatically chosen to be the sampling in this study. The respondents were 38 trainee teachers from a teacher training college. They were enrolled in the semester 5 KDPM music studies elective course and have completed 7 credit hours of music lessons which include note-reading. Consent was obtained from the trainee teachers and they were informed that their results would be used for the purpose of research to improve the teaching of music in the classroom.

Data collection
Data collection involved questionnaires, pre-test, post-test and journals. Questionnaires where given to trainee teachers at the beginning of the research (Questionnaire A), after 5 hours of interaction (Questionnaire B) and also at the end of the study (Questionnaire C). Pre-test was conducted at the beginning of the research and post-test was given at the end of this 7-hour study.

Data Analysis
Pre-test and post-test results were analysed descriptively. Mean score from both tests were looked into. A mean score of the response value for each item yielded a representation of each participants achievement towards notenames identification on the staff. Thus, the higher mean score generally would have a higher achievement towards reading of note-names than those with lower scores. The higher the mean score shows the trainee teachers have better ability to read note-names.

Limitations
There were not enough computers for everyone; hence I randomly assigned a computer to each pair of trainee teachers. This can be a limitation in the sense that trainee teachers were unable to use the software on their own and self-paced learning was hence affected. However, this has enabled the trainee teachers to interact with each other while working with the software. 4

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05) How did I carry out my study?

Section 1 preliminary research

All the trainee teachers in this study were given Questionnaire A to answer before the commencement of the action research project. I wanted to discover trainee teachers perception toward their learning of music during the last 4 semester. I enquired about their favourite topics, topics that they found difficult to master and also their perception on how they want their music lessons to be carried out. Suggestions to improve the teaching of music were asked. The questionnaires focused on issues which provide the necessary information for the planning of the action research. From the questionnaire, it was found that the trainee teachers prefer to have hands-on lessons and instruments playing. They revealed that they were weak at reading of notes. They found reading note-names very dry and uninteresting. But reading note-names is important in music literacy and it is essential to have this knowledge in order to master any musical instrument. Hence, I decided to test trainee teachers ability in reading note-names to look into their level of achievement. The data from the pre-test of note-names identification test revealed that trainee teachers were still weak in their ability to read notes in a fast speed. The mean score of reading one note-name in 5 seconds was M=14.08 (68%), reading two note-names in 5 seconds was M=26.63 (54%), three note-names in 5 seconds was M=34.13 (49%), four note-names in 5 seconds was M=43.18 (47%) and five note-names in 5 seconds was M=49.97 (43%). This shows that trainee teachers need to have more practice in note-reading.

Section 2 The action research project

This action research project comprised 2 cycles with four phases each. The four phases are discussed under the headings of planning, acting, observing and reflecting. I constructed a plan for each cycle. This strategic plan was then implemented where ideas were put into practice. I then documented my observations and reflections in the journals. I then reflected and drew conclusions. This data was then used in my planning for the next cycle. However, the journals and questionnaires were not discussed in this paper.

CYCLE 1 The project begins. Planning I planned the topics to be covered within these 2 weeks (two hour a week). I wanted to build on the trainee teachers ability to read note-names in treble clef first. I believe that trainee teachers should be actively engaged and 5

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05) making music in each lesson. Using data gained from the Questionnaire A and pre-test, I decided that by using Music Ace, a computer music education software, it might help to bring back the joy of learning reading notes. I instructed the trainee teachers to go through session 1, 2, 4, 7 and 8. Acting In the first lesson, the trainee teachers were very excited when they were told that they will be learning from a computer software. Due to the large number of trainee teachers, I have to randomly assign trainee teachers to work in pairs. Each pair learnt at one computer. The maestro in the tutorial lessons acted as the tutor and I was the facilitator. Observing My observations of the action in this first cycle were positive. The trainee teachers responded in an interested manner and were especially keen to work out the games sections. Unfortunately, problems occurred when there were not enough computers in good condition for all trainee teachers to use and the demands placed on the teacher were extreme when there were 38 trainee teachers in the room and some trainee teachers needed individual technical assistance. I was observing W. Keong, a trainee teacher who could not concentrate on my lessons previously. W. Keong was assigned to a computer with a nonfunctioning speaker. Instead of losing interest, he promptly fixed the wiring and got on with the lessons. This showed that he has taken a keen interest in learning using software. At least some individual transformation had occurred. During the entire lessons, no one was moving around the room wanting to chat or annoy someone or to go to the toilet. The room was abuzz with energy and for many trainee teachers this was what they would like to learn. Reflecting I believe the using of Music Ace is working well and the content of each lesson was learnt effectively. It was like 2 music teachers in the room. Trainee teachers were on task and were able to complete the sessions given. None of the trainee teachers came to me to ask questions about the lessons but some did require technical assistance.

CYCLE 2 The key areas that had been developed in cycle 1 were the trainee teachers ability to read note on the treble clef. In cycle 2, I expended their content to reading of notes above the treble staff and notes in bass clef. I chose to use the same method and strategy because from my observation and also feedback from Questionnaire B, trainee teachers would like to carry on with the software. All of the trainee teachers were able to finish all the sessions as required in cycle 1. But some of them requested more time so that they could repeat some of the sessions in order to improve on the scores. 6

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05)

Planning Cycle 2 primarily focused on bass clef where trainee teachers were required to complete session 11, 13 and 17 of Music Ace. At the same time trainee teachers were allowed to repeat some of the sessions from cycle 1 where they had low scores. Acting Trainee teachers learnt the same way as in cycle 1. They use back the same program, same computer and learnt in the same pair. The maestro in the program still acted as the tutor and I was the facilitator. Observing I still find that the action in this second cycle to be positive. The trainee teachers responded in an interested manner. Generally trainee teachers still found the software appealing. They were concentrating and working hard to score marks. I noticed that each pair began to work at different pace. Some pairs completed all the sessions earlier and began to repeat sessions that they have low scores. Other trainee teachers were taking turns to complete the games sessions individually. This had become individual learning instead of working in pairs. The trainee teachers were busily practicing the games trying to answer them and the room was full of excitement when I informed them that they did not have much time left. Reflecting If only all lessons could bring this much intensity and interest, then trainee teachers would be more motivated to learn note-reading. W. Keong was certainly drawn into the process of learning. He managed to completed all the session even though at times I found him staring at the computer screen not doing anything. All of the trainee teachers were able to complete all the lessons and games. I felt that by now, the trainee teachers ability to read notes has increased. I then decided to give them the post-test.

Section 3 - further outcomes of the research

Post-test I conducted the post-test at the end of cycle 2. Trainee teachers were asked to answer the same questions as in the pre-test. Table 1 below displays the percentage of trainee teachers achievement in each subsection. Tests 1 notename 61.22% 97.26% 2 notenames 53.54% 91.76% Percentage 3 note4 notenames names 49.46% 46.93% 91.04% 87.04%

Pre-test Post-test

5 notenames 43.45% 85.03%

Overall 48.12% 88.48%

Table 1: percentage of subsection of the pre-test and post-test.

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05)

Table 2 presents the mean score of the pre-test and post-test results

Tests 1 notename 14.08 22.37 2 notenames 24.63 42.21

Pre-test Post-test

Mean scores 3 note4 notenames names 34.13 43.18 62.82 80.08

5 notenames 49.97 97.79

Overall 166.00 305.26

Table 2: Mean scores of subsection of the pre-test and post-test.

The percentages and mean scores of all the subsections in the post-test were higher than the mean score of the pre-test. This showed that the results obtained were in favour of using Music Ace as a teaching tool. It is interesting to note that the mean difference between the two tests consistently favoured the post-test. It is also worth noting that the value of the mean differences increases as the number of note-names in the items increases.

What will I do with my findings? From the findings, I discovered that Music Ace can help to improve trainee teachers achievement in reading notes. This positive finding favouring computer application was also supported by questionnaires and reflections by the participants. In future I am definitely going to use Music Ace as a teaching tool in the classroom to teach note-reading. Hence, the using of Music Ace as an alternative tool in teaching note-names could be shared with other music lecturers in the teacher training colleges.

References Baker, B. S. (2000). A comparison of a traditional music teaching method with Music Ace (Report No. 2000-04-00). Knox Country, Tennessee, United States: Johnson Bible College. (Eric Document Reproduction Service No. ED422729) Davis, J. (2001). CAI: Does It Have an Effect on Aural Skills Performances? Retrieved November, 2001, from http://music.utsa.edu/tdml/. Eardley, J. A. (2002). A study of the effects of gender and different instructional media (computer assisted instruction tutorials vs. textbook) on student attitudes and achievement in a team-taught integrated science class, (Doctoral dissertation, Florida Institute of Technology, 2001). Dissertation Abstracts International, 62/09, 3005. (UMI No. 3027829)

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05) Hill, R. (2000). Managing a multimedia classroom. Computers in New Zealand Schools, 12(2), 13-19. Lim, Z.C. (2003). The effect of computer-based music education software on the identification of note-names. Master thesis, Universiti Putra Malaysia. Kuala Lumpur: Universiti Putra Malaysia. McCord, K. (2001). Music software for special needs. Music Educators Journal, 87(4), 30-35. Monaghan, P. (1993). The latest in technology brings fresh tone to teaching and learning in music. Chronicle of Higher Education, 40(3), 23-24. Moreno, R. & Mayer, R. E. (2000). A Learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic journal of Computer Enhanced Learning, Wake Forest University. Retrieved August 27, 2002, from: http://imej.Wfu.edu/ articles /2000/2/05/printver.asp. Pan, K. C. (2001). The effect of computer based music education software with MIDI versus virtual keyboard use on student achievement and opinion (Doctoral dissertation, University of Alabama, 2001). Dissertation Abstracts International, 62/09, 2998. (UMI No. 3027369) Parrish, R. T. (1997). Development and testing of a computer-assisted instructional program to teach music to adult nonmusicians. Journal of Research in Music Education, 45, 90-102. Robyler, M. D., & Edwards, J. (2000). Integrating educational technology into teaching. (2nd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. Salvin, R. E. (1994). Educational psychology: Theory and practice. (4th ed.). Massacusetts: Allyn and Bacon. Williams, D. B., & Webster, P. R. (1999). Experiencing music technology: Software, data and hardware (2nd ed.). New York: Schirmer Books. Zuber-Skermitt, O. (1995). Models for action research in Pinchen. S. & Passfield, R. (eds) Moving On creative applications of action learning and action research. Upper Mt. Gravatt: ALARPM, p. 2-29.

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