THE EFFECT OF WORKING MEMORY TRAINING ON THE ACHIEVEMENT OF MUSICAL DICTATION IN MUSICOLOGY MAJORS IN HIGHER EDUCATION INSTITUTIONS IN SHANXI PROVINCE, CHINA

Autori

  • Chen Si Faculty of Music and Performing Arts, Sultan Idris Education University, Malaysia
  • Huey Yi@ Colleen Wong Faculty of Music and Performing Arts, Sultan Idris Education University, Malaysia

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https://doi.org/10.46827/ejae.v11i1.6614

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working memory training##common.commaListSeparator## musical dictation##common.commaListSeparator## musicology majors##common.commaListSeparator## higher education institutions##common.commaListSeparator## China

Abstrakt

This study investigated the efficacy of working memory training in enhancing music dictation proficiency among undergraduate musicology and music performance students in Shanxi Province, China. A quasi-experimental design involved 60 students divided into experimental and control groups. The experimental groups received targeted working memory training, while the control groups received conventional instruction. A researcher-designed dictation test was administered at three points: pre-test, post-test, and delayed post-test. Statistical analysis revealed significant main effects for group and time across both majors. For musicology students (Research Question 1), the experimental group showed significantly higher performance than the control group across all phases, especially in melodic and pitch dictation, F(1, 28) = 12.765, p = .001, η² = .314. Among music performance students. The results showed a significant overall main effect of time, F(1.20, 50.52) = 1429.02, p < .001, partial η² = .971, reflecting a strong effect of the training across the three assessment points. Working memory training significantly improved music dictation achievement, particularly in total and melodic dictation, with partial retention after a delay. These findings indicate that working memory training positively impacts auditory-musical processing and sequential memory in music students. By incorporating cognitive training into higher music education, curriculum innovation and pedagogical advancement can be achieved. These implications extend to policy design, instructional practice, and interdisciplinary collaboration between music educators and cognitive psychologists, ultimately fostering effective learning outcomes in music education.

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  • ##submission.authorWithAffiliation##

    Chen Si is a PhD researcher in the Faculty of Music and Performing Arts at Sultan Idris Education University (UPSI), Malaysia. Her research interests focus on piano pedagogy, working memory training and achievement in music education. Her current research explores innovative teaching strategies that enhance musical development among beginner piano students in higher education.

  • ##submission.authorWithAffiliation##

    Dr. Huey Yi @ Colleen Wong is a senior academic in the Faculty of Music and Performing Arts, Sultan Idris Education University (UPSI), Malaysia. Her research interests include music education, piano pedagogy, collaborative learning, and educational psychology in music learning contexts. She has extensive experience in teaching, research, and supervising postgraduate students in music education and performing arts.

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Publikované

2026-03-26

Číslo

Diel 11 Číslo 1 (2026)

Sekcia

Articles

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