Zolkov, Ashley Mark2014-08-182014-08-182014-08-18http://hdl.handle.net/10539/15204THE USE OF COMPUTERS IN MUSIC EDUCATION IN SOUTH WEST AFRICA ZOHOVj Ashley Mark, M. Mus. University of the Witwatersrand, Johannesburg, 1986. This study compared CAT with conventional group-class Instruction to determine the degree of skill proficiency in interval and rhythm dictation obtained by students exposed to the alternate forms of instruction. Forty-three students attending the Windhoek Conservatoire, aged between eleven and fifteen years, volunteered to participate, A modified pre-test/post-test control group design was used. A researcher-built pre-test was administered and students were matched according to interval scores and grade level. Each pair was then randomly assigned to either the experimental (GAI) or the control (teacher) group: Intervals. An inverse assignment of these intact groups was made. The control group now became an experimental group (CAT: Rhythms), while the pre-defined experimental group was treated as its control (teacher: Rhythms), Each student received CAT and group-class instruction for two half-hour sessions per week for six months (14-18 hours of instruction), GAI was administered using the Micro GUIDO Ear Training System, specially adapted by the researcher to suit study at a grade level. Results of the non-parametric tests indicated no difference between E and G groups (p » ,05). Results favouring the E group in interval recognition were obtained (p = ,10). Further, the C group showed a greater proficiency in ability to notate rhythms correctly (p - , 10). No differences were observed in a comparison of sex, age and degree of theory knowledge among students receiving GAI (p " >05), A positive response by students to GAI was Indicated in an attitudinal questionnaire, It was concluded that CAI served as a feasible alternative to conventional instruction but that optimum benefits would be derived if used as an adjunct to conventional instruction.enMusic--Data processingMusic--Instruction and studyThesis