Music, School of


First Advisor

Brian Moore

Date of this Version



A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Music (Music Education), Under the Supervision of Professor Brian Moore. Lincoln, Nebraska: June, 2020

Copyright 2020 Brittany A. Rom


The purpose of this study was to gain insight into the deficiencies and capabilities of high school string players in the practice room, through a mixed methods within- subjects experiment exploring the impact of digital scaffolds on pitch and rhythmic accuracy growth, self-assessment, self-correction, and other self-regulatory behavior during independent music practicing. Sixty high school string students individually completed a 30-minute practice session divided into four practice conditions with the order randomly assigned (1.Model, 2.Model+Playback, 3.Model+Playback+Feedback, and 4.Control). During each practice condition, performances at sight-read (pretest), during practicing (formative), and after practicing (posttest) were assessed for pitch and rhythmic accuracy by computer software SmartMusic. While participants practiced, they spoke their thoughts out loud, self-assessed their progress, and answered questions about their experiences. A two-factor mixed ANOVA revealed significantly greater accuracy gains when students practiced with the aural model (Model) and with the visual evaluative feedback (Model+Playback+Feedback). Integration of qualitative and quantitative data illuminated deficiencies in audiating an aural goal image from written notation, detecting errors by ear, and self-assessing performance deterioration; capabilities included strategy use and technique adjustment.

Advisor: Brian Moore

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