Dl. Hamann et al., Factors affecting university music students' perceptions of lesson qualityand teaching effectiveness, J RES MUSIC, 48(2), 2000, pp. 102-113
The purpose of this study was to determine what effect, if any, music teach
er classroom delivery skills or lesson content had on university music stud
ents' perceptions of lesson or teacher appeal by student academic standing.
Subjects were 511 university students studying music at three moderate-siz
e universities located in the American Midwest and East. Subjects viewed on
e of two videotapes that contained four randomly placed teaching episodes o
f approximately 4 minutes in duration. Each of the two tapes contained four
lessons, as follows: one lesson with good classroom delivery skills and go
od lesson content, one with good skills and poor content, another with poor
skills and good content, and one with poor skills and poor content. Subjec
ts were directed to evaluate each teaching episode immediately after it was
viewed using a researcher-developed questionnaire. Significant differences
found among subject responses indicated that student interest and preferen
ce ratings varied not only by student academic standing but also by music t
eacher classroom delivery technique and lesson content quality.