AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Table 1: The Opinion on e-learning in teaching of music education
Teachers vs. students
Teachers
Students
MannWhitney
U test
P- value
The Opinion on e-learning in teaching of music education
E-learning is a more effective way of teaching theoretical subjects than
a classic lesson
N
238
117
11544.500
.004
AM
3.56
2.79
Me
4.00
3.00
SD
0.707
0.726
Min
1
1
Max
4
4
E-learning is a more effective way of teaching practical musical
(singing. playing. dancing. ...) activities than a classical lesson
N
238
117
12085.000
.029
AM
3.46
2.26
Me
3.00
2.00
SD
0.790
0.760
Min
1
1
Max
4
4
E-learning gives me more options than printed publications
N
238
117
13691.000
.766
AM
2.87
2.91
Me
3.00
3.00
SD
0.659
0.629
Min
1
1
Max
4
4
E-learning wastes my time
N
238
117
13850.500
.928
AM
2.18
2.19
Me
2.00
2.00
SD
0.711
0.642
Min
1
1
Max
4
4
E-learning makes it easier for me to orientate myself in the issue
N
238
117
13656.500
.708
AM
2.85
2.85
Me
3.00
3.00
SD
0.583
0.596
Min
1
1
Max
4
4
E-learning makes my learning process easier
N
238
117
13880.500
.956
AM
2.83
2.84
Me
3.00
3.00
SD
0.656
0.707
Min
1
1
Max
4
4
E-learning increases my demands for the preparation
N
238
117
12768.000
.164
AM
2.08
2.31
Me
2.00
2.00
SD
0.625
0.688
Min
1
1
Max
4
4
E-learning distracts me from the meaning of the subject
N
238
117
11428.500
.001
AM
1.56
2.74
Me
1.00
3.00
SD
0.943
1.409
Min
1
1
Max
5
6
E-learning will help me better prepare for teaching
N
238
117
12131.000
.022
AM
3.84
2.68
Me
4.00
3.00
SD
0.634
0.739
Min
1
1
Max
4
4
Legend: AM – arithmetic mean, Me – median, SD – standard deviation, Min – minimal value, Max – maximal value
Scale used: 4 - strongly agree, 3 - strongly agree, 2 - disagree, 1 - strongly disagree
In the first research area, we focused on finding differences of
opinion on e-learning in teaching music between music teachers
and students of music art teaching. From T1 it can be observed
that a statistically significant difference (p = 0.004) was
confirmed in the field of perception of e-learning as a more
effective way of teaching theoretical subjects than a classical
lesson. The students achieved a lower average score and median
(AM = 2.79; Me = 3.00) than the music teachers (AM = 3.56;
Me = 4.00). There is also a statistically significant difference
between the respondents (p = 0.029) in the area of perception of
the e-learning as a more effective way of teaching practical
musical activities (singing, playing, dancing, ...) than a classical
lesson. The music education teachers achieved higher average
scores (AM = 3.46) and medians (Me = 3.00) than the students
(AM = 2.26; Me = 2.00). The music education teachers do not
perceive the e-learning as distracting from the meaning of the
subject (AM = 1.56; Me = 1.00). The students had different
opinion, as it is evidenced by the average score achieved(AM =
2.74) and median (Me = 3.00). The mentioned differences in the
perception of e-learning as a distracting element from the
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