A dissertation completed at The Center for Education, Widener University, One University Place, Chester, PA 19013
The Effects of Musical Keyboarding Instruction on the Self-Efficacy Scores of Middle School Students as Measured on the Multiple Intelligence Developmental Assessment Scales Robert Previti, Ed. D. December 2002
RETURN edited 4/4/03

Throughout the past century, psychologists have come to a consensus that there are different levels of human intelligence and that individuals differ from one another in their intellectual capacities. The definition of intelligence still elicits a passionate debate falling along two distinct psychological theoretical models. This study presents theory to support a single factor general intelligence framework based on a genetically predisposed capacity as well as a second model based on multiple factors influenced to some degree through biology and nurturing environmental circumstances.

The purpose of this study was to measure the effects of musical keyboarding and related instruction on self-efficacy scores of middle school students as measured by a self-assessment instrument reflecting the multiple intelligences theory profiles of Howard Gardner (1993). This study specifically focused on the treatment effect interactions of musical keyboarding and related instruction for musical, spatial and logical-mathematical subscale scores for treatment and comparison group middle school students as measured by a pre and post treatment self assessment questionnaire.

Shearer's (1996) Multiple Intelligence Developmental Assessment Scale (MIDAS) was used to provide an objective measure and comparison of the multiple intelligences self-perceptions of middle school students in a quasi- experimental model. This Likert type closed form self-assessment questionnaire is based on Gardner's (1983), theory of multiple intelligences and is designed to provide a person's self-assessed intellectual disposition in a profile summary for each of Gardner's eight intelligences.

The sample for this study was comprised of 352 sixth, seventh, and eighth grade students heterogeneously assigned to seven treatment and eight comparison groups. Course content, supportive instructional music and piano level instructional workbooks were consistent for the treatment group. All students in the treatment group performed on the synthesizer keyboards during each instructional period.

An analysis of covariance model (ANCOVA) was used to test for the effects of keyboarding and related instruction as indicated by the pre and posttest scores for three sub-test scales of the multiple intelligence developmental assessment scale for musical, logical-mathematical and spatial intelligence as the dependent variables. In each case the pretest scores were used as covariate to adjust for the variability for each of these sub groups whether treatment or comparison groups. Other moderating variables were examined to measure the effects on the posttest scores adjusted by the pretest scores, for gender, socio-economic status, three grade levels as well as four reading quartiles.

The findings of the study revealed a significant difference in gender comparisons of post-treatment scores for treatment group participants after pretest scores as covariate adjustment. Significant data supports the position that student's perception of self, reflected in student self-efficacy profiles, can be significantly altered. There is a gender effect revealed in the study. The study provides research and instructional practices pertaining to the factors governing the enhancement of musical keyboarding proficiency with middle school students. Educators in an effort to explore multi-sensory methods of delivering curriculums as well as motivating children to engage in unique and creative learning may use results and practices.