Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Kate Kelly




This action research project looked at the potential effects of structured student interactions, such as peer-assisted learning and reciprocal peer tutoring, on student musical ability and understanding in a high school instrumental ensemble classroom. The study took place at a suburban high school in the Midwestern United States and included 45 students enrolled in a non-audition string orchestra. Qualitative and quantitative data was collected during three units that occurred in hybrid, online, and in-person learning settings during the COVID-19 pandemic. Quantitative data was obtained through scores on teacher-made pre- and post-assessments, while qualitative data was collected through field notes and student questionnaires. The data was put through statistical analysis to help determine growth. The study found mixed results. Structured student interactions have varying degrees of impact on student ability and understanding.

Included in

Education Commons