Claims

Multi-sound notation and vocalization program accompaniment is more effective than block flute accompaniment for teaching students to sing a song in accordance with its melody.

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 (notation and vocalization program) scored significantly higher than the pilot group (block flute) on singing the song in accordance with its melody (t=11.66, 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 comparing 51 experimental and 51 pilot students on melody behavior; experimental mean 2.59 (S=0.49) vs pilot mean 1.48 (S=0.46). The article reports "a significant difference in favor of the experimental group".

"Table 1 shows that in the analysis of behavior of “singing the piece of song in accordance with its melody”, there is a significant difference in favor of the experimental group in comparison to the pilot group [t= 11.66; p< 0.05]."

Discussion

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