The effects of temperament-based teaching strategies and gender on undergraduate music achievement in an introductory music course

The purpose of this study was to investigate effects of music instructional strategies, student temperaments, and gender on achievement in a college freshman music introduction course. Two sets of instructional strategies were implemented: Extravert-Sensing strategies (ES) and non- Extravert-Sensing (NES) strategies, as suggested by Lawrence (1986), Myers (1980), and Keirsey and Bates (1978). Two intact groups of undergraduate students at Piedmont Bible College in Winston-Salem, North Carolina, who were enrolled in a Music Introduction Course, served as subjects. One group (n = 26) received the ES instructional treatment. A second group (n=24) experienced the NES instructional treatment. Nineteen males and 7 females comprised the first group, and 12 males and 12 females comprised the second. Subjects received 50 minutes of music instruction three times weekly for 15 weeks, and were pretested and posttested using a Music Introduction Achievement Test (MIAT, Winner, 1989). The MIAT was used to measure subjects' music achievement relative to three areas of music instruction: music philosophy, music fundamentals, and song leading. Three subtests, one for each section of the course, were administered in each instructional group to determine the short-term effects of the independent variables. In addition, subjects were administered the Myers-Briggs Type Indicator (Briggs & Myers, 1976) to determine their temperament types

Bowdoin College Catalogue (2006-2007)

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Bowdoin College Catalogue (2009-2010)

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