Electronic Thesis and Dissertation Repository

Degree

Master of Music

Program

Music

Supervisor

Dr Kevin Watson

Abstract

This mixed methods study investigated the effects of video recording on the self-regulated learning behaviours and achievement levels of adults in a beginner classical guitar class. The class met for twelve sixty-minute sessions. Participants (N=25) were recruited from a community arts organization, were over the age of eighteen, and had little or no previous classical guitar experience. Participants were randomly assigned to a control (n=13) or experimental (n=12) group. All participants completed pre and post measures of self-regulation, and responded weekly to four reflection questions. Experimental group participants submitted short musical excerpts each week by video. All participants submitted a performance video at the conclusion of the study. An external examiner assessed all final videos using the researcher-constructed performance scale. Results from the performance measures indicated statistically significant (p = .037) group differences, suggesting that the experimental group performed more musically, with better tone, greater rhythmic precision, and with a more secure technical foundation than the control group. Results from the self-regulation measures were not statistically significant, however self-efficacy levels increased for the experimental group participants and decreased for the control group participants over the study interval. Qualitative data indicated that most participants were intrinsically motivated yet persistent disruptions hindered them from successfully managing their practice time and environment. These disruptions centred on commitments to family, work, domestic duties, and health related issues. Methods of instruction that take into consideration the life stage challenges faced by adult learners are discussed.

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