The Effect of Performance Condition on Second-Grade Student’s Rhythmic Accuracy While Sight-Reading
Abstract
The purpose of this study was to examine rhythmic performance accuracy while sightreading
rhythms using either rhythmic speaking, body percussion, or instruments. A
secondary purpose of this study was to study possible relationships between rhythmic error
types (tempo or rhythmic accuracy) in each of these performance conditions. Sixty-two 2ⁿᵈ
grade students participated in this study. Participants ranged in age from 7 to 8 years (M =
7.63, sd = .49). Forty-four percent of the students were male, and 56% of the students were
female. Participating students sight-read 10 rhythmic patterns using 3 different performance
conditions: speaking, clapping, and drumming. A repeated measures ANOVA was applied
to examine rhythmic accuracy scores, and results indicated a significant difference in sightreading
accuracy scores as a function of performance condition, F(2,122) = 65.82, p < .001.
Results indicated that students scored significantly higher when speaking rather than
clapping (p < .001) or drumming (p < .001). A Chi-square test of independence was
conducted to determine if there was a significant relationship between error type and
performance condition (speaking, clapping, and drumming). Results revealed a significant
relationship between error type and performance condition, χ²(2) = 7.33, p < .05, with tempo
errors occurring more frequently amongst all three conditions. Fifty-seven percent of all
performance errors were related to problems with correct tempo. These findings suggest that
students may begin to develop clapping and instrumental sight-reading skills in the primary
grades, but they may not be able to master these skills until the child has had more time to
master the gross motor movement and mental processing required for such tasks.
Implications for elementary music teachers and suggestions for future research are discussed.
Table of Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix A. Consent, assent, and test forms -- Appendix B. Tables and figures -- Appendix C. Approval forms
Degree
M.M.E.