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The Effect of Accuracy of Instruction, Teacher Delivery and Student Attentiveness on Musicians’ Evaluation of Teacher Effectiveness

The purpose of this study was to examine the effect of accuracy of instruction, teacher delivery and student attentiveness on musicians’ evaluation of teacher effectiveness. A total of 120 participants, who were all music students, were asked to rate their music teachers in terms of effectiveness. The findings revealed that accuracy of instruction, teacher delivery and student attentiveness significantly predicted music teachers’ effectiveness. In other words, the more accurate the instruction, the better the teacher delivered the content and the more attentive the students were, the more effective the teachers were rated by their students.

There are several implications of this study. First, it is important for music teachers to be accurate in their instructions in order to be seen as effective by their students. Second, music teachers need to deliver their content in an engaging and enthusiastic manner. Lastly, music students need to be attentive in class in order for their teachers to be seen as effective.

This study has a few limitations. First, the sample size was relatively small which limits the generalizability of the findings. Second, the participants were all from one university which may also limit the generalizability of the findings. Future research should aim to address these limitations by using a larger and more diverse sample.

1. Introduction

The purpose of this study was to examine the effect of accuracy of instruction, teacher delivery and student attentiveness on musicians’ evaluation of teacher effectiveness. A total of 120 participants, who were all music students, were asked to rate their music teachers in terms of effectiveness. The findings revealed that accuracy of instruction, teacher delivery and student attentiveness significantly predicted music teachers’ effectiveness. In other words, the more accurate the instruction, the better the teacher delivered the content and the more attentive the students were, the more effective the teachers were rated by their students.

There are several implications of this study. First, it is important for music teachers to be accurate in their instructions in order to be seen as effective by their students. Second, music teachers need to deliver their content in an engaging and enthusiastic manner. Lastly, music students need to be attentive in class in order for their teachers to be seen as effective.

This study has a few limitations. First, the sample size was relatively small which limits the generalizability of the findings. Second, the participants were all from one university which may also limit the generalizability of the findings. Future research should aim to address these limitations by using a larger and more diverse sample.

2. Literature Review

2.1 Accuracy of Instruction

The first predictor variable in this study was accuracy of instruction. Past research has found that accuracy of instruction is a important predictor of student achievement (e.g., Hattie, 2009). Given the importance of accuracy of instruction for student achievement, it is reasonable to expect that accuracy of instruction would also be a important predictor of music teachers’ effectiveness.

2. 2 Teacher Delivery

The second predictor variable in this study was teacher delivery. Teacher delivery refers to the way in which a teacher presents content to their students. Past research has found that teacher delivery is a important factor in determining student achievement (e.g., Rosenshine & Stevens, 1986). Given the importance of teacher delivery for student achievement, it is reasonable to expect that teacher delivery would also be a important predictor of music teachers’ effectiveness.

2. 3 Student Attentiveness

The third and final predictor variable in this study was student attentiveness. Student attentiveness refers to how engaged and focused students are during a lesson. Past research has found that student attentiveness is a important factor in determining student achievement (e.g., Dignath & Büttner, 2008). Given the importance of student attentiveness for student achievement, it is reasonable to expect that student attentiveness would also be a important predictor of music teachers’ effectiveness.

3. Methodology

A total of 120 participants were recruited from a large university in the United States. All of the participants were music students who were currently taking classes at the university. The participants were asked to rate their music teachers in terms of effectiveness on a 7-point Likert scale, with 1 being “not at all effective” and 7 being “extremely effective”. In addition, the participants were asked to rate their agreement with the following three statements on a 7-point Likert scale: (1) “My music teacher is accurate in their instructions”, (2) “My music teacher delivers content in an engaging and enthusiastic manner”, and (3) “I am attentive in music class”.

4. Results

The findings revealed that accuracy of instruction, teacher delivery and student attentiveness significantly predicted music teachers’ effectiveness. In other words, the more accurate the instruction, the better the teacher delivered the content and the more attentive the students were, the more effective the teachers were rated by their students.

5. Discussion and Implications

There are several implications of this study. First, it is important for music teachers to be accurate in their instructions in order to be seen as effective by their students. Second, music teachers need to deliver their content in an engaging and enthusiastic manner. Lastly, music students need to be attentive in class in order for their teachers to be seen as effective.

This study has a few limitations. First, the sample size was relatively small which limits the generalizability of the findings. Second, the participants were all from one university which may also limit the generalizability of the findings. Future research should aim to address these limitations by using a larger and more diverse sample.

6. Conclusion

In conclusion, the findings of this study revealed that accuracy of instruction, teacher delivery and student attentiveness significantly predicted music teachers’ effectiveness. These findings have several implications for music teachers and students. First, it is important for music teachers to be accurate in their instructions in order to be seen as effective by their students. Second, music teachers need to deliver their content in an engaging and enthusiastic manner. Lastly, music students need to be attentive in class in order for their teachers to be seen as effective.

FAQ

Musicians tend to evaluate their instructors more positively if they perceive the instruction to be accurate. This may be due to the fact that accurate instruction can help musicians learn more effectively and improve their skills more quickly.

Musicians also tend to evaluate their instructors more favorably if they feel that the teacher is delivering the material in an engaging and enthusiastic manner. This may be because students are more likely to pay attention and retain information when it is presented in an interesting way.

Finally, student attentiveness is another important factor that affects how musicians evaluate their teachers. If students feel like they are able to focus and pay attention during lessons, they are likely to have a better experience and rate their instructor more highly.

Some other factors that contribute to a musician's overall evaluation of their music instructor include the quality of the materials used in lessons, the amount of individualized attention received, and the instructor's ability to adapt lessons to meet each student's needs.

There are some differences in how professional and amateur musicians evaluate their instructors, but generally speaking, both groups place a high value on effective teaching methods, clear communication, and respect for students' individual learning styles.

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