Effects of Cooperative Learning Strategies on the Music Achievement of Beginning Instrumentalists

The purpose of this study was to determine the effects of cooperative learning strategies on the music achievement of beginning instrumental music students. The posttest 2 x 2 x 3 factorial design involved fortysix fifthand sixth-grade students in a 20-week treatment during instrumental lessons. Learning the same music, experimental groups received direct instruction paired with cooperative learning opportunities while control groups received only direct instruction. Data gathered included subtest scores from the Music Aptitude Profile and a recorded posttest performance consisting of three études under three different conditions. A significant main effect was only found for étude condition. Limitations that precluded expected results from this investigation include maturation, prior training, and repeated measures. Students in instrumental music ensembles are typically unfamiliar with talking in a rehearsal and may need “untraining” to promote cooperation before further investigations of cooperative learning.