Investigation of Learner-Centered Instruction and Teacher-Centered Instruction in a High School Wind Band Class

Classroom instructional styles are a frequently discussed issue in education. Calls by professional organizations have encouraged teachers to take a more learner-centered approach to classroom structure. Research has shown that there are many benefits of a learner-centered environment. Historically, music ensembles have had a dominantly teacher-centered approach. The scope of the study was to determine what effects learner-centered instruction may have on a wind band performance, student attitudes, and student perceptions. A high school band was divided into two similar bands. The divided bands were assigned the same piece of music to rehearse for ten-minutes three times a week for six weeks. One band director was assigned a teacher-centered instructional style (control) and another band director was assigned a learner-centered instructional style (treatment). Following the six week rehearsal period, high school band directors (N = 47) evaluated pre and post-test performances based on performance characteristics (note accuracy, rhythm accuracy, tone quality, intonation, expressiveness, and overall performance). The researcher conducted t-tests for statistical differences between the two bands. The study's results indicated that there was a significant difference showing greater improvement toward the teacher-centered ensemble on all of the performance characteristics except rhythm accuracy where no difference between ensembles was reported. The results appear to be contrary to previous research. Students rated their attitudes toward their band experiences using a pre-test and post-test questionnaire. The students in the teacher-centered ensemble indicated decreased class enjoyment and decreased anticipation to band class but the students did report increased musical enjoyment and at home practice. The students in the learner-centered ensemble indicated increased at home practice but decreased class enjoyment and anticipation to band. A report of decreased class enjoyment in the learner-centered ensemble does seem to be contrary to previous research. Student perceptions of musical growth were compared between the teacher-centered group and learner-centered group. Students rated their musical growth as a result of their band rehearsals. The results were compared and no significance was indicated between groups. Suggestions on possible reasons why the present study appears to contrast previous research are discussed.