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In this study, the effect of the computer-assisted dictation training software developed by the researcher on the achievement of university students enrolled in the department of music education was investigated. The study group comprised 30 first-year students attending the Music Theory course at Cumhuriyet University, Faculty of Education, Department of Music Education at 2014-2015 fall semester. The study group was partitioned into experimental (n = 15) and control (n = 15) groups by their scores in the aptitude test conducted the same year. In the study, a “Pretest Posttest with Control Group” full experimental design was used as the quantitative test model. Firstly, the pretest was administered to the experimental group prior to the eight-week implementation period, after which the posttest was administered. The research data revealed a significant difference between the pretest and posttest scores of the control group, who received dictation education in a conventional classroom environment, in favor of the posttest scores. This result showed that conventional dictation education positively affected the dictation achievement of the control group. Similarly, there was a significant difference between the pretest and posttest scores of the experimental group in favor of the posttest scores, indicating that the computer-assisted dictation training positively affected the dictation achievement of the experimental group. Comparison of the posttest scores of the experimental and control groups revealed a significant difference in favor of the experimental group scores. This result showed that the computer-assisted dictation training was more successful than traditional dictation education. In light of the study results, the researcher would like to suggest the provision of in-service training to instructors for the popularization of computer-assisted instruction in universities and high schools. Furthermore, building computer-assisted instruction classrooms would allow willing students to improve their dictation skills during extracurricular time without the need for an instructor.

THE EFFECTS OF COMPUTER ASSISTED MELODIC DICTATION INSTRUCTION ON STUDENT ACHIEVEMENT