Abstract

Abstract: This study investigated the effects of Web-based pitch discrimination training on college music students ’ achievement in melodic interval discrimination. Mona Listen, a Web-based learning module for pitch discrimination, was developed as a training and data collection tool for the study. Practice records, participants ’ feedback, and achievement scores of pretest, posttest and follow-up posttest served as the data for a repeated measure design study. Data analyses were conducted using t-test and analysis of variance. Focus-group interview provided additional data not collected with the online instrument. The findings of the study indicated that: (a) Web-based pitch discrimination training had an overall positive effect on achievement in melodic interval discrimination, and (b) the amount of time spent was not a good predictor of achievement due to other possible underlying factors.