Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Scalise FULL Thesis v5.pdf (636.4 KB)

ETD Abstract Container

Abstract Header

THE EFFECTS OF LEARNING PRACTICES ON MOTIVATION AND ENGAGEMENT AMONG HIGH SCHOOL INSTRUMENTALISTS

Scalise, David
http://rave.ohiolink.edu/etdc/view?acc_num=case1433543547

Abstract Details

2015, Master of Arts, Case Western Reserve University, Music Education.
The purpose of this study was to compare student motivation and student engagement in music making across two groups of high school students. The first group of students (n = 27) was enrolled exclusively in a curricular band ensemble that primarily uses traditional, teacher-centered learning practices (TCLP). The second group (n = 16) was from the same school and enrolled in an extra-curricular orchestral ensemble that incorporates informal learning practices (ILP; Green, 2006) into the experience. Student surveys, the Music Self-Determination Scale (MacIntyre & Potter, 2014), and the Willingness to Play Scale (MacIntyre & Potter, 2014) were used to capture student motivation and musical engagement. T-tests were used to determine whether statistically significant and meaningful differences existed between groups; multivariate regressions were used to predict student engagement in music making activities based on the interaction between learning practice (TCLP vs. ILP) and motivation type (intrinsic, integrated, introjected, and extrinsic regulation). Results suggested several benefits to student participation in groups that emphasize informal learning, including a statistically significant increase in student- reported desire to engage in music making outside the classroom for students enrolled in the ILP group relative to students enrolled in the TCLP group. In addition, participation in the ILP group (as opposed to the TCLP group) was particularly beneficial in fostering a desire to engage in music making activities for students who reported low levels of intrinsic or integrated regulation; these findings were also significant, yielding p-values of less than 0.05. Finally, participation in the ILP group was found to significantly increase student willingness to perform musically, so long as the student reported high levels of integrated motivation. However, students who participated in the ILP group and reported low levels of integrated motivation were significantly less willing to perform musically, compared to both high-integrated motivation students enrolled in the ILP group and low-integrated motivation students enrolled in the TCLP group. I hope that the current study fosters future research on the role of music teaching style and student motivation across various behavioral, cognitive, and emotional outcomes relevant to the field of music education.
Lisa Koops (Advisor)
Nathan Kruse (Committee Member)
Matthew Garrett (Committee Member)
107 p.
Education; Music; Music Education

Recommended Citations

Citations

  • Scalise, D. (2015). THE EFFECTS OF LEARNING PRACTICES ON MOTIVATION AND ENGAGEMENT AMONG HIGH SCHOOL INSTRUMENTALISTS [Master's thesis, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1433543547

    APA Style (7th edition)

  • Scalise, David. THE EFFECTS OF LEARNING PRACTICES ON MOTIVATION AND ENGAGEMENT AMONG HIGH SCHOOL INSTRUMENTALISTS. 2015. Case Western Reserve University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1433543547.

    MLA Style (8th edition)

  • Scalise, David. "THE EFFECTS OF LEARNING PRACTICES ON MOTIVATION AND ENGAGEMENT AMONG HIGH SCHOOL INSTRUMENTALISTS." Master's thesis, Case Western Reserve University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1433543547

    Chicago Manual of Style (17th edition)

case1433543547
1,441
© 2015, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.