Development of Learning Outcome with Problem Solving Teaching Method for Undergraduate Students of Faculty of Fine Arts, Srinakharinwirot University, in Music Theory Course, Interval Chapter

Abstract

This research aims to measure up the learning outcome of music theory course, interval chapter, from first-year undergraduates of Srinakharinwirot University. Employing common teaching method and problem solving teaching method, the research is processed with simple random sampling by lottery from 32 persons of first-year undergraduates of 2013 academic year. The sampling group is divided into two sixteen-person groups. Course’s pre-test and post-test is applied as tools of research to analysis for statistic values including mean, S.D., and t-test.

The research shows learning outcome of the music theory course, interval chapter, from first-year undergraduates with common teaching method and problem solving teaching method. Learning outcome evaluation by pre-test and post-test is parted into five issues: writing key signature, writing interval note, accuracy of writing music notation signal, writing inversed interval, and accuracy of interval classification. Course’s post-test demonstrates differences of the two teaching method in every issue. For the common teaching method experimental group, the highest-scored issue is accuracy of writing music notation signal, = 14.40, S.D. = 1.21934; and the lowest-scored issue is writing inversed interval, = 12.45, S.D. = 1.23554. On the other hand, the highest-scored issue of accuracy of interval classification, = 18.80, S.D. = 1.21080; and the lowest-scored issue of writing key signature, = 17.24, S.D. = 1.32410 are beaten by the problem solving teaching method experimental group. In overall post-test evaluation, the problem solving teaching method experimental group reaches higher scores than the common teaching method experimental group in all five issues with differences of post-test scores; statistical significant is set at 0.05.