Semester
Spring
Date of Graduation
2024
Document Type
Thesis
Degree Type
MM
College
College of Creative Arts
Department
School of Music
Committee Chair
Jason Gossett
Committee Member
Angela Munroe
Committee Member
Matthew Heap
Abstract
Peer-assisted learning (PAL) is an approach that teachers can use in the classroom to increase students’ ownership of their learning. Besides increased autonomy, PAL can provide several other academic and social benefits, such as increased achievement and fostering a sense of community. This study aimed to examine the effects of PAL on college students’ performance on a secondary instrument. Five students in a collegiate instrumental pedagogy course experienced PAL activities in class while learning secondary instruments. After a statistical and content analysis of all the data, results showed that 1) all but one of the participants improved in their performance after participating in the PAL activities; 2) participants felt that PAL benefitted them by helping them learn, increasing their confidence, increasing a sense of community, and helping them learn to give constructive criticism; 3) participants felt that PAL did not benefit them through creativity or feeling empowered; and 4) participants agreed that the most helpful aspect of PAL was the ability to collaborate with peers who share similar struggles and solve problems together. The author will discuss recommendations for best practices in implementing PAL in a music classroom.
Recommended Citation
Wagoner, Hannah, "The Perceived Effects of Peer-Assisted Learning in a Collegiate Instrumental Pedagogy Classroom" (2024). Graduate Theses, Dissertations, and Problem Reports. 12338.
https://researchrepository.wvu.edu/etd/12338