Open AccessImplication of an Objectivist-Constructivist Blended Approach on Students’ Achievement and Satisfaction in University-Level Beginner String Technique Classes
Author(s) -
Shafizan Sabri
Publication year - 2018
Publication title -
journal of education and culture studies
Language(s) - English
Resource type - Journals
eISSN - 2573-041X
pISSN - 2573-0401
DOI - 10.22158/jecs.v2n3p173
Subject(s) - mathematics education , objectivism , class (philosophy) , string (physics) , blended learning , constructivist teaching methods , test (biology) , computer science , teaching method , psychology , mathematics , educational technology , artificial intelligence , epistemology , paleontology , philosophy , mathematical physics , biology
Teaching music generally implicates multidimensional process whereby an assortment of approaches should be incorporated in order to provide the right and proper ambience for teaching and learning process. The need to explore and further understand the complexity in teaching beginner string technique class instigates the study which explore the implication of an objectivist-constructivist blended approach for teaching beginners string technique class. This paper explores the impact of blended-approach teaching on students’ achievement and satisfaction in Malaysian university-level beginner string technique classes. Using a quasi-experimental non-equivalent control group post-test only design, students (N = 40) from two local public universities were assigned to one of two treatment condition: experimental group, where students were presented with blended approach instructional material, and control group, where students were presented with conventional instructional material. Students completed the course of 14 weeks. The implementation results revealed that the proposed blended approach contributes to meaningful and efficient learning.