Effects of the Peer-Assisted Aesthetic Learning Model Using Multimedia to Enhance Undergraduate Students’ Songwriting Skills for Children’s Songs

Abstract

This study aimed to study the effects of implementation of the peer-assisted aesthetic learning model using multimedia to enhance undergraduate students’ songwriting skills for children’s songs, to assess young children’s satisfaction with the composed children’s songs, to explore undergraduate students’ satisfaction with the model, and to evaluate the suitability and the quality of the model. It is one of the mixed methods designs, regarding research and development (R&D). The research sample was divided into 2 groups: 30 undergraduate students and 430 preschoolers. The research tools included 1) the peer-assisted aesthetic learning model using multimedia to enhance undergraduate students’ songwriting skills for children’s songs2) a rating scale for assessing songwriting skills 3) a questionnaire for young children’s satisfaction with the composed songs 4) a questionnaire for assessing satisfaction with the model and 5) an evaluation form of the suitability and the quality of the model. The findings were: 1) the implementation of the model revealed that 100% of students met the 70% criterion. 2) most preschoolers liked the children’s songs composed by the undergraduate students.3) the evaluation of the model was rated the highest level of satisfaction by participants and 4) experts also endorsed the model at the highest level overall. According to the findings, it was concluded that the model is effective by supporting the students who have no background in music and have low confidence in songwriting for children’s songs. It can also be stated that the peer-assisted aesthetic learning model using multimedia met undergraduate students’ satisfaction positively. Research Implications and future directions were presented.