Abstract
This action research study utilized a quasi-experimental design to examine the effect of research-based music classroom assessment techniques on the students' performance in flute recorder education of one group using the pre-test and post-test design. The study used a purposive sampling of 30 eighth grade junior high school students from the eight sections of Espiritu Santo Parochial School of Manila, Inc. The participants were introduced to three research-based music classroom assessment techniques as an academic intervention in their flute recorder music learning such as Instrumental Schematic Processing, Music Concept Memory Exercise, and Five-Letter Name Pitch Memory Test. The results of pre-evaluation and post-evaluation were compared to determine its effect. The results showed that the students had a low performance in the pre-test and there was an increase in the post-test after its utilization with a mean score of 23.00 and a standard deviation of 2.83. The t-value of 12.717 significant at p < .01 has a significant difference in the performance of the students in flute recorder education. The computed value of normalized gain was 0.469 inferred to a moderate gain on the students' scores. The research-based music classroom assessment techniques as an academic intervention showed positive implications on the students' music learning and performance in flute recorder education. It could also be used as part of an integral domain in assessment and evaluation of learning intended to introduce the classroom teacher and prospective teacher to those elements of measurement and assessment essentials for effective teaching.
Highlights
IntroductionThe idea of students having specific learning styles has implications, even demands, for teaching strategies; because preferred modes of input and output vary from one individual to another, teachers must use an array of teaching techniques and strategies to effectively satisfy the necessities of individual learners [4]
The theoretical basis of this action research study is supported in the provisions and policy guidelines on classroom assessment for the K to 12 Basic Education Program issued by Department of Education (DepEd), Order No 8, series of 2015, in which at the heart of this assessment framework is the acknowledgment and deliberate consideration of the learners’ zone of proximal development [1], the learning inclusion of classroom assessment techniques.Classroom assessment techniques are strategies and plans of action educators and teachers in the field use to gauge and measure how well students comprehend and understand key points during a lesson, practical-based learning, or a course
The result showed that there is a significant difference in the performance of students in music learning of the flute recorder education before on the Students' Performance in Flute Recorder Education and after the implementation of research-based music classroom assessment techniques
Summary
The idea of students having specific learning styles has implications, even demands, for teaching strategies; because preferred modes of input and output vary from one individual to another, teachers must use an array of teaching techniques and strategies to effectively satisfy the necessities of individual learners [4]. In this particular situation, individual students may be better suited to learning in a particular way, adapted to the learning environment, using distinctive and unique modes for thinking, relating, and creating [5]
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