Attending Behavior as a Function of In-Class Activity in University Music Classes

Abstract

This study examined the extent to which the attending behavior of students in university music classes is a function of the classroom activities in which students engage. Behavior was observed during teacher lecture, student discussion, performance, listening, music dictation, and “getting ready” activities. On-task behavior also was examined for possible relationships with six different subject matters: music history, theory, music education methods, choral ensemble, instrumental ensemble, and music therapy classes. A total of 120 classes were observed. Trained observers viewed a total of 40 different classrooms; interobserver reliability averaged .87 for off-task judgments and .96 for activity coding. Significant/y different levels of off-task behavior were found for both type of activity and classroom curricula. Music performance activities had low levels of off-task behavior, students showed higher off-task levels when teachers and students were interacting verbally, and were the most off task during periods of “getting ready” for activities.

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