The Development of a Learning Management Plan to Enhance Sight-Reading Skills Using the Backward Design Approach for Saxophone Students at the College of Dramatic Arts

Abstract

This research aimed to: 1) develop a learning management plan to enhance sight-reading skills based on the flipped classroom approach; 2) examine students’ sight-reading achievement after participating in learning activities based on the developed plan; and 3) study students’ satisfaction with the learning management plan to enhance sight-reading skills based on the flipped classroom approach after the learning activities. The sample group consisted of 15 saxophone students from the College of Dramatic Arts in the second semester of the 2024 academic year, who had been studying the instrument for no more than 3 years. The research instruments included: 1) a learning management plan to enhance sight-reading skills, 2) instructional media for sight-reading enhancement, 3) an evaluation rubric for sight-reading skills, and 4) a questionnaire on students’ satisfaction with the sight-reading learning activities. The statistics used were mean and standard deviation.

The research findings revealed that: 1) three learning management plans to enhance sight-reading skills based on the flipped classroom approach were developed, with a total duration of 16 hours; 2) the students’ sight-reading achievement showed a statistically significant difference at the .05 level, with the post-test mean score (M = 17.40, SD = 1.12) higher than the pre-test mean score (M = 11.30, SD = 1.29); and 3) the students’ overall satisfaction with the learning management plan for enhancing sight-reading skills was at a good level (M = 4.39, SD = 0.63).