{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79687"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79687","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Effectiveness of Computer -Assisted Instruction on the Development of Rhythm Reading Skills Among Middle School Instrumental Students","abstract":"Subjects' abilities to read and perform rhythms were measured using a test instrument developed by the researcher. This measure was given to participants in the study as a pretest and posttest. Results from these measurements were analyzed using a repeated measures ANOVA. Scores on the RPS were found to be significantly higher on the posttest than the pretest for the entire sample (N = 120) including experimental and control subjects. This indicates that students' abilities to read and perform rhythms improved over the course of the semester during which the study was conducted, but no significant evidence was found to show that the experimental group improved more than the control group. Significant findings were found to show that field independent subjects performed better on the rhythm performance test than field dependent subjects. Findings of a post-experimental survey indicated that student attitudes toward the software and toward participation in the study may have influenced the findings of the study.","abstract_html":"Subjects' abilities to read and perform rhythms were measured using a test instrument developed by the researcher. This measure was given to participants in the study as a pretest and posttest. Results from these measurements were analyzed using a repeated measures ANOVA. Scores on the RPS were found to be significantly higher on the posttest than the pretest for the entire sample (N = 120) including experimental and control subjects. This indicates that students' abilities to read and perform rhythms improved over the course of the semester during which the study was conducted, but no significant evidence was found to show that the experimental group improved more than the control group. Significant findings were found to show that field independent subjects performed better on the rhythm performance test than field dependent subjects. Findings of a post-experimental survey indicated that student attitudes toward the software and toward participation in the study may have influenced the findings of the study.","abstract_has_math":false,"creators":["Smith, Kenneth Harold"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Sam Reese"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:00Z","date_published":"2015-09-25T19:53:00Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Technology of"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3070051"],"render_values":[{"text":"(MiAaPQ)AAI3070051","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79687","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sam Reese"]},{"key":"dc:creator","label":"Author","values":["Smith, Kenneth Harold"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:00Z","10000-01-01","2002"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Technology of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79687","(MiAaPQ)AAI3070051"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Subjects' abilities to read and perform rhythms were measured using a test instrument developed by the researcher. This measure was given to participants in the study as a pretest and posttest. Results from these measurements were analyzed using a repeated measures ANOVA. Scores on the RPS were found to be significantly higher on the posttest than the pretest for the entire sample (N = 120) including experimental and control subjects. This indicates that students' abilities to read and perform rhythms improved over the course of the semester during which the study was conducted, but no significant evidence was found to show that the experimental group improved more than the control group. Significant findings were found to show that field independent subjects performed better on the rhythm performance test than field dependent subjects. Findings of a post-experimental survey indicated that student attitudes toward the software and toward participation in the study may have influenced the findings of the study.","Made available in DSpace on 2015-09-25T19:53:00Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3070051.pdf: 6045133 bytes, checksum: 1c90b4c078d37289bfcc6b07a61a71f4 (MD5) Previous issue date: 2002","Embargo set by: Seth Robbins for item 80969 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","138 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002."]},{"key":"dc:title","label":"Title","values":["The Effectiveness of Computer -Assisted Instruction on the Development of Rhythm Reading Skills Among Middle School Instrumental Students"]}]}],"canonical_facts":{"dc:contributor":["Sam Reese"],"dc:creator":["Smith, Kenneth Harold"],"dc:date":["2015-09-25T19:53:00Z","10000-01-01","2002"],"dc:description":["Subjects' abilities to read and perform rhythms were measured using a test instrument developed by the researcher. This measure was given to participants in the study as a pretest and posttest. Results from these measurements were analyzed using a repeated measures ANOVA. Scores on the RPS were found to be significantly higher on the posttest than the pretest for the entire sample (N = 120) including experimental and control subjects. This indicates that students' abilities to read and perform rhythms improved over the course of the semester during which the study was conducted, but no significant evidence was found to show that the experimental group improved more than the control group. Significant findings were found to show that field independent subjects performed better on the rhythm performance test than field dependent subjects. Findings of a post-experimental survey indicated that student attitudes toward the software and toward participation in the study may have influenced the findings of the study.","Made available in DSpace on 2015-09-25T19:53:00Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3070051.pdf: 6045133 bytes, checksum: 1c90b4c078d37289bfcc6b07a61a71f4 (MD5) Previous issue date: 2002","Embargo set by: Seth Robbins for item 80969 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","138 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002."],"dc:identifier":["http://hdl.handle.net/2142/79687","(MiAaPQ)AAI3070051"],"dc:language":["eng"],"dc:subject":["Education, Technology of"],"dc:title":["The Effectiveness of Computer -Assisted Instruction on the Development of Rhythm Reading Skills Among Middle School Instrumental Students"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:12Z"}