CAMI produces significantly higher learning achievement than traditional narrative teaching in a Chinese musical instruments appreciation course¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Post-test scores of the CAMI experimental group were significantly superior to those of the traditional narrative teaching control group after ANCOVA adjustment for pre-test scores. → Lou 2011

Evidence¶

Lou 2011¶

Lou, S.-J., Guo, Y.-C., Zhu, Y.-Z., Shih, R.-C., & Dzan, W.-Y. (2011). Applying computer-assisted musical instruction to music appreciation course: An example with Chinese musical instruments. The Turkish Online Journal of Educational Technology, 10(1). https://eric.ed.gov/?id=EJ926553

q3 · i? · causal · r2

Quasi-experimental pretest-posttest non-equivalent control group study with 228 vocational high school freshmen (111 experimental, 117 control) over five weeks. ANCOVA between-groups effect: F = 4.977, p = .027; adjusted means were "77.816" (CAMI) versus "74.311" (traditional).

"from post-comparisons shown in Table 3, we inferred that learning achievement (post-test scores) in the experimental group was significantly superior to that in control group."

Discussion¶

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