Effectiveness of Classroom Assessment Techniques in Improving Performance of Students in Music and Piano

Abstract

The primary objective of this study is to determine the effectiveness of classroom assessment techniques in improving the performance of students in Music. This study used an experimental design (paired t-test) to determine the effectiveness of classroom assessment techniques in teaching Music by using purposive sampling of thirty Grade 10 students from the eight sections of Espiritu Santo Parochial School for the school year 2018-2019. The results of pre-evaluation and post-evaluation were compared to determine the effect of classroom assessment techniques on the performance of the students in Music. The results revealed that the students had a low performance in the pre-evaluation and there was an increase in the students’ performance in the post-evaluation after its implementation with a mean score of 20.77 and a standard deviation of 3.32. The value of t is 6.680 which is significant at p < .01. The result showed that there is a significant difference in the performance of students in music learning in the implementation of classroom assessment techniques. The obtained value of normalized gain (gain of average) was 0.262 inferred to a moderate gain in scores of the students in music learning. The following are the classroom assessment techniques developed and implemented by the researcher (in a large class of 35 to 40 students per class): (1) Music Concept Memory Exercise, (2) Instrumental and Vocal Schematic Processing, (3) Five-Letter Name Pitch Memory Test, and (4) Three-Chord Familiarization Assessment.