Project Vision

I intend to produce a case study on how

sightreading familiar pieces may help to develop
rhythmic accuracy in sightreading tasks.

Sightreading is one of the most difficult skills for

a student of piano to master, there are many
factors that influence success, that are often
divided into the three fundamental areas shown
in the diagram.

Accessed: [Link]
Kornicke’s states that ‘it would appear the individuals who could more easily form a
mental image of the sound from printed notation would have an advantage in sight
reading musical scores’ (Kornicke 1995 p.72

Currently I imagine the improvement to sightreading will happen in three ways:

• The students will already know how the piece sounds, and will be able to reinforce
the visual image of notation, with their mental ‘image’ of the sound, and patterns of
motor response that they can later recall (Wristen 2005 p.47)
• The students will enjoy learning small tunes that they know, which will further
encourage them to practise their sightreading.
• The student will be able to practise sightreading more effectively away from the
class, as they will know whether it sounds correct, and by learning to find their own
mistakes, will be able to engage more effectively engage with a dialogic approach to
teaching.
 Intended Impact
• When considering the potential impact of my project, I
found it useful to refer to the image opposite, and the
distinctions made between each classification by
Saunders et al.

• Grand theories, refer to ideas that change we way we

interpret the world (Relativity, Gravity etc)
• Middle-range theories are described as those which
‘lack the capacity to change the way in which we think
about the world but are nonetheless of significance.’
(Maslow’s Hierarchy of needs etc)
• Substantive theories, which is what my project will
present, are restricted to a particular time, research (Saunders et al, p.52)
setting, group or population or problem. Whilst this
may be a fairly modest goal, viewing my work as a
substantive theory not only helps to limit the scope of
my research, but also allows me to draw relevant
conclusions, regardless of the small sample size, and
apply these to similar situations.
Literature
• Current Sight Reading Resources –
ABRSM Syllabi, Paul Harris Improve your Sightreading series

Structuring the project

Saunders, M, P Lewis, & A Thornhill Research Methods for Business
Students New York: Pearson (2019)
Cohen, L; Manion, L. and Morrison, K. (2000). Research Methods in
Education (5 th Ed.). London .
Saunders, M, P Lewis, & A Thornhill Research Methods for Business
Students New York: Pearson (2019
“The research onion” – Saunders
et al recommend that research
projects should be considered in
this way, starting from the outside
and ‘peeling’ each individual layer
until arriving at the data
collection/analysis. Consequently,
I have devised the structure of my
research assignment, and the
remainder of this presentation
reference to this framework.

Saunders et al p.
Research Paradigms
The composition of research
Research Paradigm paradigms according to
Lincoln and Guba 1985

Ontology Epistemology Axiology Methodology

”A branch of metaphysics “The study of or a theory of “The study of the “A body of methods, rules and
(nature of reality/identity the nature and grounds of nature, types and postulates employed by a
space and time) concerned knowledge, especially with criteria of values and discipline: a particular
with the nature of being.” reference to its limits and value judgments procedure or set of
validity” especially in ethics” procedures”
Definitions from Merriam
Webster
Paradigms: Positivism
Positivism - first suggested by Auguste Comte, this paradigm revolves around the scientific method
and posits that empirical knowledge is the best way to understand human behaviour. However, it
makes four assumptions, outlined by Cohen et al (2000), which are problematic for my intended
project:

• Empiricism – In order to investigate, we need to collect verifiable data

• Determinism – Events we observe are caused by external factors (CHECK)
• Parsimony – The researcher often attempts to explain phenomena in the most economic way. Aka
Occam’s Razor (Principle of Parsimony) that the simpler theory (fewer parameters) is often best.
• ‘Generalisabilty’ – That the results obtained in one project, should be applicable to a wider
group.
“As a single atom man is an enigma: as a whole he is a mathematical problem. As an individual he is
a free agent, as a species the offspring of necessity’
Winwood Reade The Martyrdom of Man
Depiction of the scientific method – Kiyuni
Characteristics of research in the positivist paradigm – Kivunja & Kiyuni p.31

- A belief that theory is universal and law-like generalisations can be made across contexts.

- The assumption that context is not important

- The belief that truth or knowledge is ‘out there to be discovered’ by research.

- The belief that cause and effect are distinguishable and analytically separable.

- The belief that results of inquiry can be quantified.

- The belief that theory can be used to predict and to control outcomes

- The belief that research should follow the Scientific Method of investigation

- Rests on formulation and testing of hypotheses

- Employs empirical or analytical approaches- Pursues an objective search for facts- Believes in
 Paradigms: Interpretivism
• The main idea of interpretivism is to ‘understand the subjective world
of human experience … emphasis is placed on understanding the
individual and their interpretation of the world around them’ (Kiryuni
33)
Ontology Epistemology Axiology Methodology

Relativist Subjectivist Balanced Naturalist

That the situation has has Data is given meaning based ‘The outcome of the research Data is gathered through
many realities, which may be on the researcher’s own will reflect the values of the discourse and reflective
explored/reconstructed thoughts and interactions researcher, trying to present a sessions – researcher acts as
through interactions between with participants – balanced report of the participant observer.
researcher and participant researchers and participants findings.’
have a dialogic relationship. (Table devised from Kiryuni
33-4)
 Characteristics of research in the interpretivist paradigm – (Kiryuni 34)

- The admission that the social world cannot be understood from the standpoint of an individual.

- The belief that realities are multiple and socially constructed

-The acceptance that there is inevitable interaction between the researcher and his or her research participant

- The acceptance that context is vital for knowledge and knowing.

- - The belief that knowledge is created by the findings, can be value laden and the values need to be made explicit

- - The need to understand the individual rather than universal laws.

- - The belief that causes and effects are mutually interdependent.

- - The belief that contextual factors need to be taken into consideration in any systematic pursuit of understanding.
 Brief History of Pragmatism
William James describes it as ‘the attitude of looking away from first things,
Formative period (1950-1980) principles, categories supposed necessities; and of looking towards last
things, fruits, consequences, facts (James 1955 p.47)
Paradigm Debate period (1970s-late During this time, the interpretivist and positivist paradigms were diametrically
1990’s) opposed, in what Nicholas Gage termed ‘the paradigm wars’ (Gage p.4)

Procedural Development Period (Late As a result of this opposition theorists began to reconsider the concept of
1980s-2000) pragmatism.

Advocacy as separate design period

(2000+)
 Components of The Pragmatic Paradigm
Ontology Epistemology Axiology Methodology

Non-singular reality Relational Value-laden Mixed methods

Each participant has their The view that everything Conducting research that Combining qualitative and
own interpretations of reality. pertaining to knowledge is benefits people quantitative methods
’connected in dynamic, inter-
active and mutually
reciprocal relationships’
(Cajete 2000)

In short, pragmatism is a practical, pluralistic and problem centred approach,

whereby combining various methods, one may better understand the behaviour
of the participants.
Furthermore, pragmatism allows the researcher to focus on the relevance of the
methods, as opposed to their validity/intrinsic value. The choice of Research
methods are goal orientated and used to ‘carry us from the world of practice to
the world of theory and vice-versa’ (Kelemen and Rumens 2012)
 Characteristics of Research in the Pragmatic
Paradigm – (Kiruni 36)
• Not committed to any one philosophy
• There are no metaphysical concerns, which allows the freedom to choose among many possible approaches.

A rejection of the positivist notion that social science inquiry can uncover the ‘truth’ about the real world.

• An emphasis of ‘workability’ in research.

• The use of ‘what works’ so as to allow the researcher to address the questions being investigated without
worrying as to whether the questions are wholly quantitative or qualitative in nature.
• Adoption of a worldview that allows for a research design and methodologies that are best suited to the
purpose of the study.
• Utilising lines of action that are best suited to studying the phenomenon being investigated.
• A rejection of the need to locate your study either in a Positivist (postpositivist) paradigm or an
Interpretivist (constructivist) paradigm.
• Seeking to utilise the best approaches to gaining knowledge using every methodology that helps that
knowledge discovery.
• Choice of research methods depending on the purpose of the research.
Methodology – Mixed Methods
• As shown in the previous table, a pragmatic approach lends itself well
to a mixed methods methodology, as it grants the freedom to choose
quantitative or qualitative methods, to best research the
phenomenon.
• The central premise of mixed methods research ‘is that the use of
quantitative and qualitative approaches in combination provides a
better understanding of research problems than either approach
alone.’
Creswell and Plano Clark (2007: 5)
 (Creswell et al p.179)

Methodology Design
In considering an appropriate mixed
methods approach, I found it useful to refer
to Creswell et al’s delineation of six key
structures of mixed methods research.

(Creswell et al p.181)
 Concurrent Triangulation - Advantages &
Disadvantages
Advantages Disadvantages

- Using Qual and Quant Data offsets inherent weaknesses - It requires expertise to study a phenomenon with two
in each. separate methods.
- Simultaneous data collection reduces the time period of - It can be difficult to compare two analyses using different
any research. data forms.
- It is familiar to most researchers and can result in well - It may be unclear to the researcher how to resolve any
validated and substantiated findings. discrepancies that occur in the results.
Methods

• As previously mentioned, this

project will be structured as a
case study, but will incorporate
other research methods to
gather data, the table opposite
shows how these methods may
be interpreted through different
methodological lenses.
• I have chosen to focus on a case
study as I will be able to
observe, in greater detail, the
effect my resource has upon the
group of participants.
‘Research design, qualitative, quantitative and mixed methods
approaches’ J.W. Creswell P.20
Time horizon/Project Plan

This research will be a longitudinal study ran over a period of around 26

weeks, 10 of which will consist of trialing the resource and gathering
data. The plan for the project is shown in the Gantt chart
Gantt Chart of Project Timeline
 Data Collection
Qualitative Quantitative

-Interviews -Questionnaire (Five-point Likert scale)

-Observation & Reflection (Journals) -Analysis of scores from rhythm app
-Feedback from Focus Group (Delphi Method)
-Video Recordings of before and after the study.

Above are listed the ways in which I will gather the data required for my research, whilst most are self-explanatory, the
idea of the Delphi Method is something new to me. Saunders et al suggest that by initially presenting a questionnaire to a
group of professionals, receiving their feedback, and adjusting the questions, one can gain much more valuable insight into
the research topic. Consequently, I intend to produce a questionnaire, distribute it to other piano teachers and receive
their feedback, before making the necessary changes and giving them to the participants.
Ethical Considerations
• Data protection - Researchers have an ethical obligation to handle personal
data in an appropriate manner, permission should be gained from each
participant/guardians and all data should be destroyed after use, unless
anonymised. In my own work, I will only collect anonymised data, apart
from the video recordings (Which I will receive written permission for)

• Copyright – As the sightreading resources I will be producing are based on

well-known pieces of music, copyright concerns must be considered. After
some research, I believe that there will be no issue as the sections I will use
will be only 8 bars long, and they will only be used for education purposes –
Which I believe falls under a fair usage policy.
 Data Analysis
For the type of mixed method approach I intend to take, (Concurrent Triangulation) Creswell et al
recommend the following methods of data analysis:

For these two sections, I will use a five-point likert scale to

assign numbers to questionnaire responses, and consider
discourse/conversational analysis for the interviews and video
recordings. For Quant – Qual, I will use factor analysis to
explain some of the variance in the rhythm game scores e.g.
by comparing their scores with; ABRSM grade, time spent
practicing, age, etc

Combining data sources, such as my own

observations, with the questionnaires
given will support the validity of the data

As previously mentioned, I intend to use the Delphi

method to develop an initial questionnaire by
asking other educator’s input, it might also be
possible to expand the data set and include their Creswell et al p.188
student’s responses to the final questionnaire
Cronbach’s Alpha
I intend to further analyse the weekly questionnaire responses (Five-
point likert scale) using Cronbach’s Alpha, which is a measure of
internal consistency/reliability, and is applied to a latent variable i.e - a
variable that cannot be directly measured - in my case student
engagement.
CA allows researchers to infer reliability by measuring the correlation
between question responses, if all questions are focused upon the
same latent variable, then CA can be used to measure how reliable the
data from said questionnaire is.
 Example – (Random answers)

An acceptable value for CA is between 0.7-0.95 –

This formula table shows that if inputting random
data, the reliability is naturally extremely low.

Or more Simply: Pt (Cronbachs Alpha) =

(Number of Questions/Number of Questions -1) x

(Variance of total column – Sum of variances of each
question/ variance of the total column)
 Bibliography
• Cajete, G.A Indigenous Knowledge: The Pueblo metaphor of Indigenous education in M Battiste (ed) Reclaiming Indigenous
voice and vision. Seattle: University of Washington Press (2000)
• Kivunja C & A Kuyuni ‘Understanding and Applying Research Paradigms in Educational
Contexts’ International Journal of Higher Education 6/5 (2017)
• Teddlie & Tashakorri Handbook of Mixed Methods in Social & Behavioural Sciences California: Sage (2003)
• Kornicke L.E., ‘An exploratory study of individual difference variables in piano sight-reading achievement.’ Quarterly Journal
of Music Teaching and Learning, 6/1 (1995),
• Saunders, M, P Lewis, & A Thornhill Research Methods for Business Students New York: Pearson (2019)
• Wristen Brenda, ‘Cognition and Motor Execution in Piano Sight-Reading: A Review of Literature’, Update 24/1 (2005)
• Lincoln, Y. S. & Guba, E. G. (Eds. 1985). Naturalistic Inquiry. Thousand Oaks: Sage.
• Cohen, L; Manion, L. and Morrison, K. (2000). Research Methods in Education (5 th Ed.). London .
• Kelemen M and N Rumens Pragmatism and heterodoxy in organization research: Going beyond the quantitative/qualitative
divide International Journal of Organizational Analysis 20/1 2012
• Creswell, Clark, Hanon and Gutmann Advanced Mixed Methods Research Designs (2003) Accessed April 2021
[Link]
• Creswell, J.W Research Design, Qualitative, Quantitative and Mixed Method Approaches Accessed April 2021
<[Link]
• Three principles of pragmatism for research on organizational processes – Leanne M Kelly Maya Cordeiro (2020)