Abstract:
The goal of this study was to determine the effect of a number of factors on the
performance proficiency of three intermediate piano students having different learning
styles, all of whom shared the same teacher. Four sets of data were collected in this
investigation: the methodology of the teacher; the practice behaviour of the participants;
the effect of intrinsic factors, such as participant attitude, motivation, and ownership of
learning; and the effect of extrinsic factors that included parental influence, and
participants' school- and employment-related responsibilities. Performance proficiency
and assessment of practice behaviour were measured by three external, professionallyqualified
music examiners.
Performance proficiency varied to some extent between participants, but they
shared similar practice behaviours. Learning style does not, therefore, affect practice
behaviour. Although they planned their practice time, participants did not show much
evidence of monitoring the quality of their practice. On the other hand, participants
showed positive attitude; they were motivated to learn; and they were observed to plan
their practice time, all indicators of, among other things, positive influence of the teacher
and parents. Participants showed evidence that these constructive habits were a
denominator common to both their schoolwork and piano practice. It was apparent that,
except for learning style, all factors examined had an effect on performance proficiency.
Performance proficiency is, therefore, influenced by a large web of factors, a finding that
is instructive for classroom teachers. Teachers need to avoid the temptation to teach
toward performance expectations. Emphasis should be placed instead on teaching and
assessing formative learning strategies.
