Factors influencing undergraduate music education majors’ investment in instrumental techniques courses taught by graduate student instructors

Abstract

The purpose of this study was to examine and describe the environmental factors that influence an undergraduate music education major's investment in instrumental techniques courses taught by a graduate teaching assistant. Each participant (three undergraduate music education majors and three teaching assistants) submitted to being interviewed three times. Method and source triangulation as well as peer debriefing and member checks were used in the data analysis. Findings suggest that students with a high opinion of the course and instructor, perceived fair grading, and shared class expectations will lead to increased student investment. Instructor characteristics such as extensive teaching experience, high facility on multiple instruments, high professional status and perceived high confidence are seen as basic requirements by the undergraduates.

Keywords:

• student investment
• instrumental methods
• music teacher preparation