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Abstract

The purpose of this study was to determine which factors contribute to the competency of string teachers’ diagnostic skills. Participants were 49 pre-service and in-service orchestra/string music teachers from three geographical divisions as defined by MENC (1984): Eastern (Massachusetts), Southern (Louisiana), and Western (Arizona and California). A researcher-developed survey was organized in three sections: General Information, the Questionnaire, and the Diagnostic Test. Eleven possible contributing factors were examined. Participants’ diagnostic skills were assessed through a researcher-developed diagnostic test. Eleven Two-Way ANOVAs with repeated measures were computed for data analysis. Significant differences were found among subjects by analysis situation, by degree, and between in-service and pre-service teachers.

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Factors Contributing to Diagnostic Skill Competency of String Teachers

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