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The effectiveness of electronic learning (e-learning) on music theory and music appreciation achievement of form 1 (grade 7) Malaysian secondary school students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The effectiveness of electronic learning (e-learning) on music theory and music appreciation achievement of form 1 (grade 7) Malaysian secondary school students./
作者:	Md Noor, Ahmad Rithaudin.
面頁冊數:	1 online resource (112 pages)
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
標題:	Music education. -
電子資源:	click for full text (PQDT)
ISBN:	9781321220940

The effectiveness of electronic learning (e-learning) on music theory and music appreciation achievement of form 1 (grade 7) Malaysian secondary school students.
Md Noor, Ahmad Rithaudin.

The effectiveness of electronic learning (e-learning) on music theory and music appreciation achievement of form 1 (grade 7) Malaysian secondary school students. - 1 online resource (112 pages)

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--University of Miami, 2014.

Includes bibliographical references

Even today, e-learning in Malaysia is used for facilitating teaching, not for students' learning in public school subjects, including music. The purpose of this study was to investigate the effectiveness of e-learning in learning music theory and music appreciation courses in the Malaysian secondary school curriculum. Differences between learning methods (e-learning and conventional classroom teaching) and music achievement were investigated. Also investigated were relationships among research learning methods, gender, music achievement, students' attitude to learn music, technological attitude, and students' technological backgrounds. Two multiple regression analyses were conducted to determine potential predictors of music achievement and attitude to learn music. Pre/Post-tests and attitudinal questionnaires were administered to two hundred and seventy-one Form One (Grade 7) students during the seven-week treatment period. There was a significant difference between music achievement and learning methods. The results also showed that there were strong relationship between students' music achievement and learning methods, and a moderate relationship between students' technological attitude and students' attitude to learn music. Learning methods predicted students' music achievement, and students' technological attitude predicted students' attitude to learn music.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321220940Subjects--Topical Terms:

1179893
Music education.
Index Terms--Genre/Form:

554714
Electronic books.

The effectiveness of electronic learning (e-learning) on music theory and music appreciation achievement of form 1 (grade 7) Malaysian secondary school students.
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245 1 4 $a The effectiveness of electronic learning (e-learning) on music theory and music appreciation achievement of form 1 (grade 7) Malaysian secondary school students.
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500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
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502 $a Thesis (Ph.D.)--University of Miami, 2014.
504 $a Includes bibliographical references
520 $a Even today, e-learning in Malaysia is used for facilitating teaching, not for students' learning in public school subjects, including music. The purpose of this study was to investigate the effectiveness of e-learning in learning music theory and music appreciation courses in the Malaysian secondary school curriculum. Differences between learning methods (e-learning and conventional classroom teaching) and music achievement were investigated. Also investigated were relationships among research learning methods, gender, music achievement, students' attitude to learn music, technological attitude, and students' technological backgrounds. Two multiple regression analyses were conducted to determine potential predictors of music achievement and attitude to learn music. Pre/Post-tests and attitudinal questionnaires were administered to two hundred and seventy-one Form One (Grade 7) students during the seven-week treatment period. There was a significant difference between music achievement and learning methods. The results also showed that there were strong relationship between students' music achievement and learning methods, and a moderate relationship between students' technological attitude and students' attitude to learn music. Learning methods predicted students' music achievement, and students' technological attitude predicted students' attitude to learn music.
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538 $a Mode of access: World Wide Web
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