The purpose of this research was to determine if there are statistically significant differences in individual achievement within large and small beginning piano classes. Recent trends towards class piano have indicated the need for creditable program organization. A total of 44 preschool, elementary, high school, and college students were taught in groups of two, four, six, and eight. The evaluation consisted of 15 basic keyboard skills. Results from t tests for combined groups and for individual groups of different age levels revealed no statistically significant differences in individual achievement.
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