The effects of instruction on self-assessed research knowledge, ability, and interest among Greek music educators

Abstract

This study investigated the effects of a training seminar and selected background variables on Greek music teachers’ attitudes and self-evaluation regarding research. Public school, university, and conservatory teachers (n=41) participated in 16 hours of seminar instruction over a two-week period at a Greek university. The seminar provided an introduction to empirical research methods, testing, and basic statistical concepts and, procedures and an overview of music aptitude testing and the administration of selected tests. There was no significant pre-seminar difference in self-assessed interest and ability in research between participants who had and had not taken a prior research course. However, participants with prior training scored significantly higher on self-assessed knowledge of selected research concepts. A mixed-model analysis of variance indicated that the seminar instruction was effective in improving self-assessed research knowledge and interest, and that those with previous research training improved more than those without such training.

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