Leistungsheterogenität im Musikunterricht. Eine empirische Untersuchung zu Leistungsunterschieden im Bereich der Musikpraxis in Jahrgangsstufe 9.

Autor/inn/en	Hasselhorn, Johannes; Lehmann, Andreas C.
Titel	Leistungsheterogenität im Musikunterricht. Eine empirische Untersuchung zu Leistungsunterschieden im Bereich der Musikpraxis in Jahrgangsstufe 9. Paralleltitel: Heterogeneity of achievements in the music classroom. An empirical investigation regarding differences in practical musical competences in 9th grade.
Quelle	Aus: Niessen, Anne (Hrsg.); Knigge, Jens (Hrsg.): Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung. Münster; New York: Waxmann (2015) S. 163-176 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Musikpädagogische Forschung. 36
Sprache	deutsch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	0937-3993
ISBN	978-3-8309-3313-7
URN	urn:nbn:de:0111-pedocs-126204
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Schuljahr 09; Realschule; Gymnasium; Musikgymnasium; Schüler; Schülerleistung; Außerschulische Musikerziehung; Heterogene Lerngruppe; Musikunterricht; Heterogenität; Leistungsunterschied; Deutschland
Abstract	Music teachers have often noticed - and even complained about - the heterogeneity of achievements in their general music classrooms. The purpose of this study in music competences was to quantify this range for the first time and attempt to explain individual differences in achievements in the area of practical music making. 420 German secondary school students (median age 15; 44 % male; 46 % learning to play a musical instrument outside of school) took a newly developed and validated competency test. The test was computer-based and administered in groups of up to 30 students. The three dimensions of music competence tested were singing, elementary music playing (on a specially designed application for tablet PC), and rhythm production. All music productions were recorded during testing and were later rated by two experts. Averaged ratings were then submitted to IRT analyses to arrive at person characteristics (WLE - weighted likelihood estimators). Results showed that the spread in competence on all three dimensions was markedly larger than expected from normal distribution () +/- 2 SDs). Gender and type of school attended generated a bias in favor of female students (d = .41-1.01), and students at a high school with a music emphasis (Musikgymnasium) (d ) .80). Also, students who had private music lessons scored higher than those who didn't. Here, there was a clear effect of duration of instruction (2, 4, 6 or 8 years). The effect sizes ranged from.16 (singing, after 2 years) to 1.68 (elementary music making, after 8 years). In summary, heterogeneity of musical competences is indeed very large in the music classroom: one reason is likely extracurricular music instruction of some students. It is unclear if the same heterogeneity can also be observed in other subject areas. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2