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The Predictors of Achievement and Dropout in Instrumental Tuition

Department of Educational Psychology and Special Educational Needs, Institute of Education, University of London, 25 Woburn Square, London, U.K.teepsha{at}ioe.ac.uk

This study, using Carroll's (1963) model of learning as a framework, considers the relative importance of time spent practising in determining learning outcomes in instrumental tuition. Carroll's model states that degree of learning is a function of time spent learning, divided by time required for learning. One hundred and nine violin and viola pupils aged 6-16 years took part in the study. Multiple regression revealed that length of time learning (beta weight .78) and ability to understand instructions (.23) were the best predictors of level of achievement (R = .88), while the quality of achievement was best predicted by the teachers' rating of musical ability (5). Dropping out was best predicted by a range of ability and attitudinal measures. The findings are discussed in relation to the ways in which the quantity and quality of attainment may be determined by different presage and process factors and the importance of developing explanatory multivariate models in the field of instrumental tuition.

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