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Abstract

In this study, the author investigated the effectiveness and efficiency of computer drill versus classroom drill for learning bass clef notes. The scores of students classified as field dependent (F/D) and field independent (F/I) were grouped to study student responsiveness to computer drill versus classroom drill. Seventy-five fourth-grade students were administered the Group Embedded Figures Test. The 18 who scored highest were classified as F/I; the 18 lowest as F/D. The remaining students were not classified. The students in the three groups were equally and randomly assigned to the computer group, which used the program Clef Notes, and to the classroom group, which received drill by a teacher. The results of a posttest revealed that (a) the computer group scored significantly higher than the classroom group, (b) the F/I students scored significantly higher than the FID students on one part of the test, and (c) there was no interaction between F/I, F/D, and mode of instruction. An attitudinal questionnaire produced significantly positive responses toward using the computer and this program.

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Music Computer Drill and Learning Styles at the Fourth-Grade Level

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