AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
In the next research area, we focused on comparing the points of
view of the music education teachers and students on the use of
the electronic textbooks in music education. From the empirical
data presented in T2, it is observable that there is a statistically
significant difference between the respondents in all areas
examined, namely in the field of teaching: music theory (p =
0.001 AM = 3.12; 2.91; Me = 3.00), expressive means of music
(p = 0.002; AM = 3.13; 2.91; Me = 3), history of music (p =
0.036; AM = 3.30; 3.17; Me = 3), singing (p = 0.000; AM =
2.71; 2.24; Me = 3.00; 2.00), instrumental play (p = 0.000; AM
= 2.66; 2.18; Me = 3.00; 2.00), musical interpretation (p = 0.000;
AM = 2.83; 2.35; Me = 3.00; 2.00), another interpretation of
music (p = 0.000; AM = 2.88; 1.83; Me = 3.00 ; 2.00) and also
in the fixation of music-theoretical competencies (p = 0.001; AM
= 3.46; 2.97; Me = 4.00; 3.00). In the context of the above-
mentioned average scores and medians, we can state that the
most significant differences between the music education
teachers and students in the perception of the use of the ET in
music education exist in the areas of teaching singing,
instrumental playing, music interpretation, other interpretation
and the fixation of music-theoretical competencies.
Table 3: Perceived effectiveness of electronic textbooks in music education
Teachers vs students
Teachers
Students
MannWhitney U
test
P – value
The effectiveness of the electronic textbook in music education
ET containing exclusively digitized text
N
238
117
10576.500
.000
AM
3.78
2.46
Me
4.00
3.00
SD
0.715
0.574
Min
1
1
Max
4
4
ET containing text with images and digital graphics directly in the text.
N
238
117
11678.000
.001
AM
2.89
3.49
Me
3.00
4.00
SD
0.582
0.538
Min
1
2
Max
4
4
ET containing text using digital display means different from a text editor.
N
238
117
13624.500
.673
AM
2.87
2.92
Me
3.00
3.00
SD
0.584
0.544
Min
1
2
Max
4
4
ET containing text and embedded stable multimedia resources (music,
images, videos, animation, graphics)
N
238
117
13601.500
.687
AM
3.30
3.36
Me
3.00
3.00
SD
0.657
0.549
Min
1
2
Max
4
4
ET containing text and hypertext links to various information and media
links
N
238
117
13656.000
.737
AM
1.69
3.79
Me
1.00
4.00
SD
1.061
1.063
Min
1
1
Max
5
6
ET without text dominance using illustrative and presentational means of
content processing.
N
238
117
13592.000
.663
AM
3.02
3.00
Me
3.00
3.00
SD
0.630
0.630
Min
1
1
Max
4
4
ET as a complete interactive model of cognition and learning (a completely
different principle than the printed form).
N
238
117
12216.500
.034
AM
3.12
3.97
Me
3.00
4.00
SD
0.665
0.706
Min
1
1
Max
4
4
ET in the form of a didactic test
N
238
117
13162.500
.323
AM
2.88
2.83
Me
3,00
3.00
SD
0.692
0.647
Min
1
1
Max
4
4
Legend: AM – arithmetic mean, Me – median, SD – standard deviation, Min – minimal value, Max – maximal value
Scale used: 4 - fully efficient, 3 - effective, 2 - inefficient, 1 - completely inefficient
In the last research area, we focused on finding differences
between the music education teachers and the university students
in the field of opinion on the effectiveness of e-learning music
textbooks. From the empirical data presented in T3, it is
observable that there is a statistically significant difference (p =
0.000) between the university students and the music education
teachers in the area of perception of ET effectiveness, which
contain exclusively text in digitized form. Teachers perceive an
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