The effect of self-evaluation, self-recording along with self-listening, and modeling on 2nd graders' melodic singing accuracy

Abstract

The purpose of this study was to investigate the effects of self-evaluation, self-recording

along with self-listening, and modeling on second graders’ melodic singing

accuracy. Pre- and post-treatment singing voice data were collected from 48 second

grade children from two schools in southern Indiana, who were randomly assigned to one

of two treatment groups or a control group. Results indicated that children in the

treatment group involving self- and model- listening improved in melodic singing

accuracy whereas participants who only self-listened made no improvement and

participants in the control group performed worse. Results suggested that children may

benefit from the use of self- and model-listening, as well as use of self-listening as part of

the self-evaluation process.