Exploring Rhythm-Labeling Ability and Sight-Singing Self-Efficacy Among Middle School Choral Students
The purpose of this study was to examine rhythm-labeling ability and sight-singing self-efficacy in middle school choral students. Participants were 118 chorus students in grades six (n = 46), seven (n = 37), and eight (n = 35). Students completed a rhythm-labeling ability assessment and a scale to measure sight-singing self-efficacy. Assessment and data were converted to linear measures using the Multifaceted Rasch Rating Scale Model and analyzed using linear regression to see if rhythm-labeling ability predicted sight-singing self-efficacy. Results indicated that rhythm-labeling ability explained 12.6% of the variance in sight-singing self-efficacy (F(1, 116) = 16.707, p < .001; f 2 =.14). Implications for classroom teaching and learning are discussed.
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Document Type: Research Article
Publication date: February 1, 2019
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- Research Perspectives in Music Education is the peer-reviewed biannual research journal of the Florida Music Educators Association. The journal publishes music education research using qualitative, quantitative, philosophical, historical, or theoretical methodologies and also reviews of literature with critical synthesis.
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