The gain scores for the online group revealed less standard deviation and a higher mean increase (55.4 per cent) than the face-to-face group (33.7 per cent).
Analysis of the data revealed significant improvement in sight-reading scores as a result of the treatment, with no significantĭifference between the groups (t=1.17, df 10=1.81, p=0.05). Online sessions employed digital pianos, Internet MIDI software, acoustic pianos and Skype video-conferencing technology. Through live online video instruction (n=10). The purpose of this research was to compare the acquisition of sight-reading skills between two groups of beginning piano students: the control group: students studying sight-reading through traditional face-to-face instruction (n=9) and, the experimental group: students studying sight-reading
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