Claims

Multi-sound notation and vocalization program accompaniment is more effective than block flute accompaniment for teaching students to sing a song within its intonation.

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? The experimental group scored significantly higher than the pilot group on singing the song within its intonation (t=11.93, p<0.05). → ŞAKTANLI 2011

Evidence

ŞAKTANLI 2011

ŞAKTANLI, S. C., & ÖZDEMİR, G. (2011). THE COMPARISON OF THE EFFECT OF BLOCK FLUTE ACCOMPANIED SONG TEACHING WITH MULTI-SOUND NOTATION AND VOCALIZATION PROGRAM ACCOMPANIED SONG TEACHING ON THE SUCCESS OF STUDENTS’ SONG LEARNING BEHAVIOR. TOJET: The Turkish Online Journal of Educational Technology, 10(1). https://eric.ed.gov/?id=EJ926566

q3 · i? · causal · r1

Independent-samples t-test on intonation behavior with 51 experimental and 51 pilot students; experimental mean 2.48 (S=0.60) vs pilot mean 2.24 (S=0.44). The article reports "a significant difference in favor of the experimental group".

"Table 4 shows that in the analysis of behavior of “singing the song within its intonation”, there is a significant difference in favor of the experimental group in comparison to the pilot group [t= 11.93; p < 0.05]."

Discussion

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