The Effect of Self-Assessment and Self-Efficacy on Fourth Graders’ Recorder Performance Achievement Rebecca E. Boisse

Recorders in My Classroom Recorders are a pre-band instrument Begin learning in 3rd grade, but do not take them home Tried small group work last year, but I noticed that groups who needed less instruction on how to practice progressed farther

Research Questions Is there a significant difference in musical achievement between students who are specifically taught self-evaluation activities and those who are not? Will learning self-evaluation activities affect the students’ self-efficacy in regards to their ability to play the recorder?

Setting Tioga Elementary School Bensenville, IL 17-19% White DuPage County Around 800 K-5th students 17-19% White Music 2 times a week for 30 min 70-75% Hispanic 68-74% Low Income Recorder is an intact unit after winter break 29-54% LEP 12-13% IEP 8% Mobility

Participants 4 intact 4th grade classes chosen randomly from 5 sections Majority of students started recorder in 3rd grade

Purpose of Study The purpose of this study is to determine the effect of self-evaluation training on performance achievement and self-efficacy in elementary recorder students.

Method Control group and treatment group of 2 classes each Week 1: both groups will take pre-test performance exam and complete self-efficacy survey I will use performance rubric to evaluate performance exam.

Self-Efficacy Survey Modified from the Motivated Strategies for Learning Questionnaire 1. I believe I will get a good grade in Music. 2. I’m sure I can get the hard ideas about making music. 3. I'm sure I can learn to play the recorder. 4. I’m sure I can get the hard recorder ideas when my teacher explains them. 5. I'm sure I can do a great job on the recorder playing tests. 6. I think I'll do well in Music. 7. I'm sure I can learn to play the recorder really well. 8. I know learning the recorder is hard, but I still think I can do it.

Method Continued… Weeks 2-7: Treatment Group will receive self-evaluation training and will use an iPad to record a performance of an assigned piece. The student will then watch the recording a fill out the same performance rubric as used in the pre-test. They will record themselves 3 times with a week of self-evaluation training in-between

Method, Continued… Week 8: Both groups will complete a post-test performance evaluation and self-efficacy survey as they did at the start of the study.

Data Analysis - Acheivement One-way ANOVA for independent samples to compare pre-tests and post-tests between the two groups One-way ANOVA for correlated samples to compare pre and post-tests within each group to see (hopefully!) growth If pre-tests are unequal, use a one-way ANCOVA for independent samples

Data Analysis – Self-Efficacy Use Chronbach’s alpha to determine reliability Mean, Mode, SD of each question Pearson correlation to measure correlation between self-efficacy score and performance acheivement