Instructor-led or learner-led for elementary learners to learn computer-based music composition

Ju Shih Tseng, Ming Puu Chen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


The purpose of the present study was to examine the effects of instructional strategy (instructor-led vs. learner-led) and grade level (third grade vs. fifth grade) on elementary learners' music composition performance and attitude with the use of a computer-based music composition software. An experimental learning activity was implemented using 5E learning cycle as a pedagogical framework to facilitate learning. A quasi-experimental design was employed with elementary learners participated in the experiment. The results revealed that (a) fifth grader outperformed third graders in creativity, whereas third graders were extrinsically motivated and perceived that the computer-based music composition software was useful in learning music composition more than fifth graders were and did; and (b) learners with instructor-led instructional strategy outperformed learners with learned-led instructional strategy in creativity and craftsmanship and held high extrinsic motivation than learners with learner-led. The implementations and suggestions for future study were discussed in the present study.

Original languageEnglish
Pages (from-to)17-29
Number of pages13
JournalKnowledge Management and E-Learning
Issue number1
Publication statusPublished - 2010 Mar


  • 5E Learning Cycle
  • Information and Communication Technology (ICT)
  • Music Composition

ASJC Scopus subject areas

  • Education
  • Management of Technology and Innovation


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