A Quasi-Experimental Study on the Application of MuseScore Software to Improve Sight-Singing and Ear-Training Abilities in Music Education at Chuzhou University
Baoli Chen, Changhan Li · International Journal of Sociologies and Anthropologies Science Reviews · 2025
Background and Aim: Traditional sight-singing and ear-training methods rely primarily on auditory perception, limiting visual engagement and interactive learning. Using MuseScore software can not only solve these limitations but also provide a variety of new learning experiences. This study aimed to explore whether using MuseScore software in sight-singing and ear-training classroom teaching can affect students' performance in rhythm accuracy, pitch accuracy, and melodic dictation. Materials and Methods: This study is a quasi-experimental study using quantitative research methods. The participants were 120 freshmen from four music major classes at Chuzhou University in Anhui Province. The sample size is 60, and the duration of the experiment is eight weeks. The 30 students in the control group adopted traditional teaching methods; the 30 students in the experimental group used MuseScore software for sight-singing and ear-training teaching. Through eight weeks of teaching from March to May 2024, the pre-test was completed before the first week, and the two groups were post-tested in the ninth week to collect students' scores in rhythm accuracy, pitch accuracy, and melodic dictation. Jamovi software was used to perform an independent sample t-test analysis on the test scores. Results: The experimental group of students who used the MuseScore software for teaching had higher scores in rhythm accuracy, pitch accuracy, and melodic dictation than the control group, especially in melodic dictation. A significant difference in the melodic dictation scores between the two groups in the post-test, t (58) = -3.04, p< 0.01, 95% confidence interval [-3.43, -0.70], Cohen’s d = -0.78, with a higher effect. Conclusion: The study's results showed that the use of MuseScore software was effective in sight-singing and ear-training skills. Students who used MuseScore software showed significant improvements in pitch identification, rhythm perception, and musical memory. These results directly support the study objectives. For music educators, these findings mean that they can use MuseScore software to enrich their teaching methods. It is recommended that future research should further expand the population using MuseScore software and develop new features.