Degree

Doctor of Philosophy (PhD)

Department

School of Music

Document Type

Dissertation

Abstract

The purpose of this study was to examine the relationships among peer tutoring training duration, group piano level, and undergraduate non-keyboard music students’ achievement in harmonization and transposition, as well as their learning attitude following peer tutoring. Based on the literature on cooperative learning, peer-assisted learning, and reciprocal peer tutoring, this study examined whether differences in training duration and group piano level were related to student performance and learning experiences in university group piano.

A quasi-experimental 2  2 design was used. The independent variables were peer tutoring training duration (2-day vs. 4-day) and group piano level (Group Piano II vs. Group Piano IV). Participants were undergraduate non-keyboard music majors who enrolled in group piano courses at a large university in the United States. The peer tutoring training focused on sequencing instruction and providing feedback in order to support in-class reciprocal peer tutoring activities. Performance scores were collected on harmonization and transposition for both pretest and posttest. Students’ attitudes and confidence were examined through questionnaires, and qualitative data were collected through open-ended student responses, instructor reflections, and the researcher’s journal.

Results showed that students who received 4 days of peer tutoring training scored higher than students who received 2 days of training on both harmonization and transposition posttests. Group piano level was only significant for harmonization, with Group Piano IV students scoring higher than Group Piano II students, but no significant difference by piano level was found for transposition. Students across groups reported positive attitudes and confidence following peer tutoring, although these ratings did not differ by training duration or piano level. Qualitative findings indicated that peer tutoring influences students’ practice strategies, effort, perceived learning, and collaborative interaction with classmates.

The findings suggest that structured reciprocal peer tutoring can serve as a meaningful and effective approach in university group piano courses, especially when students are given preparation in how to sequence instruction and provide feedback. The study contributes to developing the literature on peer tutoring in music education and university group piano settings by examining training duration, group piano level, core functional keyboard skills, and student learning experiences within a single design.

Date

6-16-2026

Committee Chair

Pike, Pamela D.

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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