In the experimental group, no significant pretest-posttest difference appeared on items 4, 7, 8 and 15, including the item about teachers' use of instruments¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · 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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Items 4, 7, 8 and 15 showed no significant pretest-posttest difference in the experimental group; item 15 concerns the music teacher's use of instruments, which the authors expected because karaoke recordings were used. → Gökhan Özdemir and M. Can Çiftçibaşı 2017
Evidence¶
Gökhan Özdemir and M. Can Çiftçibaşı 2017¶
Gökhan Özdemir and M. Can Çiftçibaşı. (2017). Effect of pop music on students’ attitudes to music lessons. Educational Research and Reviews. https://doi.org/10.5897/ERR2017.3321
q2 · i? · causal · r2
Null findings from the same pretest-posttest experimental study: the experimental group's t tests on items 4, 7, 8 and 15 were non-significant (all p>.05). The article explains the item 15 result: "as karaoke recordings were used for the experimental group, this result is expected."
"After application, in the experimental group taught using pop music samples with karaoke recordings, there was no significant difference observed in pretest and posttest points for items 4, 7, 8 and 15 (t (168) = 1.30, p>.05, t (168) = .48, p>.05, t (168) = .81, p>.05, t (168) = .68, p>.05)."
Discussion¶
Related Claims¶
- The largest attitude increase in the experimental group was on the item about use of technological facilities in music lessons, attributed to karaoke recordings — related
- Using Turkish pop music samples with karaoke recordings in song learning produced significant pretest-posttest increases in middle school students' attitudes to music lessons on most scale items — related
- Before the application, students held moderately positive attitudes to music lessons, with lowest points on items about teacher instrument use and technology — related
- Traditional song teaching with educational music repertoire produced significant attitude increases only on performance-related items and no significant change on other items — related
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