Reciprocal peer teaching (RPT) is an instructional strategy rooted in collaborative learning principles, wherein students take on the roles of both tutor and tutee. It has been examined in several music education contexts, including elementary, secondary, and university ensembles; however, group piano has yet to be examined. The purpose of this study was to determine what effects there were, if any, between the duration of training for RPT tutors and achievement on four piano performance skills: repertoire, sight-reading, harmonization, and transposition. Thirty-three non-piano music majors completed pretesting and engaged in 2 to 6 days of RPT training, followed by 8 weeks of RPT interactions in their group piano class, after which a posttest was administered. Results from four separate Kruskal Wallis H tests found significant differences between groups for all areas of assessment. Post hoc testing determined that the 4-day training group scored significantly higher on the repertoire, harmonization, and sight-reading tasks, and the 6-day training group scored significantly higher in sight-reading and transposition tasks; however, the limited sample size should caution broad interpretation. Further analysis determined that the results of all tests were correlated with one another, suggesting that as the facility in one assessed skill increases, so do others. Implications for RPT tutor training and group piano teachers are discussed.

中文翻译：

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培训时间的长短是否会影响大学小组钢琴学生互惠同伴教学的有效性？


互惠同伴教学 （RPT） 是一种植根于协作学习原则的教学策略，其中学生同时担任导师和学生的角色。它已在多种音乐教育环境中进行了研究，包括小学、中学和大学合奏;然而，Group Piano 尚未得到检验。本研究的目的是确定 RPT 导师的培训持续时间与四种钢琴演奏技能（曲目、视奏、和声和移调）的成就之间存在什么影响（如果有的话）。33 名非钢琴音乐专业的学生完成了预测试并参加了 2 到 6 天的 RPT 培训，然后在他们的小组钢琴课上进行了 8 周的 RPT 互动，之后进行了后测。四项独立的 Kruskal Wallis H 检验的结果发现，所有评估领域的组间存在显著差异。事后测试确定 4 天训练组在曲目、协调和视奏任务上的得分显著更高，而 6 天训练组在视奏和换位任务上的得分显着更高;然而，有限的样本量应谨慎进行广泛的解释。进一步的分析确定，所有测试的结果都是相互关联的，这表明随着一项评估技能的设施的增加，其他设施也会增加。讨论了对 RPT 导师培训和小组钢琴教师的影响。