Abstract
The purpose of this study was to examine the effects of two different types of feedback (instructor feedback and self-analysis of videotapes) on music education majors’ increase of specific reinforcement. Music education students (N = 26) from two large state universities enrolled in a choral techniques class served as participants for this study. All participants were pre-tested then randomly assigned to one of the two groups. Participants in the instructor feedback group received detailed scripts (filled out by the instructor) of all sequential patterns exhibited during their microteaching session, including the number of specific reinforcements, while participants in the self-analysis group were asked to watch their own videotapes and complete the same form with the detailed script. Results indicate that participants significantly increased their use of specific reinforcement throughout the treatment period. The greatest number of specific reinforcements evidenced was in session 3 (M = 1.92) and the lowest number was in session 2 (M = .57). In addition, there were no significant differences between the two groups (p > .05). Instructor feedback was not any more effective than self-analysis in increasing music education majors’ use of specific reinforcement. This is consistent with previous research suggesting that self-analysis may be a viable alternative to instructor feedback in teacher training settings (Yarbrough, Wapnick, & Kelly, 1979).
