The purpose of this study was to document the use of SmartMusic Interactive Practice Software and its effect on practice habits and motivation. The 12-week study measured participant practice time using paper practice charts and the online grade book/practice chart in SmartMusic Interactive Practice software. In addition, an 11-question Likert survey was administered pre and poststudy to measure students’ reactions and motivations to practice. Participants (N=38) were randomly assigned to either the SmartMusic group (SM, n=19) or the Contact Control group (CC, n =19). Data from an Independent Samples t test measuring group practice time indicate a significant difference between the mean scores of SM and the CC. Likert survey data were measured using a Wilcoxon Signed rank test and a 2-sample t test and indicate no significant difference in z scores or mean scores, respectively.
","abstract_html":"<p>The purpose of this study was to document the use of SmartMusic Interactive Practice Software and its effect on practice habits and motivation. The 12-week study measured participant practice time using paper practice charts and the online grade book/practice chart in SmartMusic Interactive Practice software. In addition, an 11-question Likert survey was administered pre and poststudy to measure students’ reactions and motivations to practice. Participants (N=38) were randomly assigned to either the SmartMusic group (SM, n=19) or the Contact Control group (CC, n =19). Data from an Independent Samples t test measuring group practice time indicate a significant difference between the mean scores of SM and the CC. Likert survey data were measured using a Wilcoxon Signed rank test and a 2-sample t test and indicate no significant difference in z scores or mean scores, respectively.</p>","abstract_has_math":false,"creators":["Nichols, Brian Duane"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Harry Price","Dr. Jo Williamson","Dr. Gita Taasoobshirazi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-01T08:00:00Z","date_published":"2014-12-01T08:00:00Z","updated_at":"2026-07-24T02:43:00Z","subjects":["smartmusic","music education","instructional technology","interactive practice software","practice","Education","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/1","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Harry Price","Dr. Jo Williamson","Dr. Gita Taasoobshirazi"]},{"key":"dc:creator","label":"Author","values":["Nichols, Brian Duane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-11-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["smartmusic","music education","instructional technology","interactive practice software","practice","Education","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/1"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to document the use of SmartMusic Interactive Practice Software and its effect on practice habits and motivation. The 12-week study measured participant practice time using paper practice charts and the online grade book/practice chart in SmartMusic Interactive Practice software. In addition, an 11-question Likert survey was administered pre and poststudy to measure students’ reactions and motivations to practice. Participants (N=38) were randomly assigned to either the SmartMusic group (SM, n=19) or the Contact Control group (CC, n =19). Data from an Independent Samples t test measuring group practice time indicate a significant difference between the mean scores of SM and the CC. Likert survey data were measured using a Wilcoxon Signed rank test and a 2-sample t test and indicate no significant difference in z scores or mean scores, respectively.
"]},{"key":"dc:title","label":"Title","values":["The Effect of SmartMusic on Student Practice"]}]}],"canonical_facts":{"dc:contributor":["Dr. Harry Price","Dr. Jo Williamson","Dr. Gita Taasoobshirazi"],"dc:creator":["Nichols, Brian Duane"],"dc:date.available":["2014-11-24T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to document the use of SmartMusic Interactive Practice Software and its effect on practice habits and motivation. The 12-week study measured participant practice time using paper practice charts and the online grade book/practice chart in SmartMusic Interactive Practice software. In addition, an 11-question Likert survey was administered pre and poststudy to measure students’ reactions and motivations to practice. Participants (N=38) were randomly assigned to either the SmartMusic group (SM, n=19) or the Contact Control group (CC, n =19). Data from an Independent Samples t test measuring group practice time indicate a significant difference between the mean scores of SM and the CC. Likert survey data were measured using a Wilcoxon Signed rank test and a 2-sample t test and indicate no significant difference in z scores or mean scores, respectively.
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