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Abstract

Peer tutoring in music education is a growing field of study that remains largely underexplored. This study investigates the effects of symmetrical and asymmetrical peer-assisted learning on students’ rhythm performance, retention, and perception. Intact groups of second-year students in compulsory secondary education were evaluated on their rhythm performance using a quasi-experimental design that included a pretest, posttest, and follow-up assessment. The treatment condition consisted of two PAL groups: symmetrical, with students of similar abilities paired together, and asymmetrical, with students of divergent abilities paired together. Students in the control group were taught using whole-class instruction. After a three-week intervention period, the results showed that all groups had improved rhythm learning. Regarding retention, only symmetrical PAL demonstrated significantly higher levels. Students’ perception of their active learning strategies was measured in the PAL groups. Findings suggest that both PAL arrangements have a positive effect on students’ rhythm performance and retention. Implications derived from this study indicate that this strategy can be effectively utilized by teachers across diverse content areas, providing a broad range of applications in various educational contexts in music classroom.

Keywords

music education peer-assisted learning retention rhythm performance secondary school

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The effects of symmetrical and asymmetrical peer-assisted learning on students’ rhythm performance,retention,and perception in secondary music classrooms

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