An Application of Blended Learning Concept in Music Theory Instruction

Abstract

            The objectives of this research were 1) to develop music theory instructional guidelines based on the blended learning concept; 2) to study the learning outcomes of a group of students taught using those guidelines; and 3) to study the students’ satisfaction with the instruction. The participants were 20 students in the western music program at Chandrakasem Rajabhat University. Research methods comprised a one group pretest–posttest design in music theory competency together with a survey, interviews and behavior observation. The research instruments were 1) pre and post-tests 2) questionnaire and 3) interview forms.

            The findings were: 1) the blended learning instructional guidelines consisted of lesson plans including self-learning, collaborative learning, assessment and feedback. The main instructional media were a website, video tutorials, tests, exercises and answers. 2) The sample students’ mean post test score (M = 13.53, SD = 2.25) showed significantly higher music theory learning outcomes than the mean pretest score (M = 2.5, SD = 6.58) at .01 confidence level. 3) The average student satisfaction with the instruction was rated at the highest level (M = 4.51, SD = 0.7).