The effects of structured practice in a rehearsal skills course on undergraduate music education students' error detection ability and confidence

Abstract

Error detection is a critical skill for music educators, yet research suggests that preservice teachers often receive limited explicit instruction in this area outside of the music theory curriculum and report low confidence in their ability to identify performance errors during rehearsal. The purpose of this study was to examine the effects of structured, scaffolded error detection practice in a rehearsal skills class on undergraduate music education students' error detection ability and self-reported confidence. A single-group, pretest–posttest quasi-experimental design was used with undergraduate music education majors (N = 19) enrolled in a conducting and rehearsal techniques course. Participants completed identical pretest and posttest assessments consisting of four eight-measure brass or woodwind excerpts containing rhythm and pitch errors. Over a 10-week period, students engaged in 16 brief structured listening exercises complied from Developing Error Detection Skills in the Wind Band Educator (Foster & Miller, 2023), progressing from single-voice to four-voice textures. Error detection performance was scored using a three-point system assessing error location, type, and instrument. Results indicated a statistically significant improvement in overall error detection performance from pretest to posttest, t(18) = 8.94, p < .001, d = 2.70. Significant gains were also observed across all four individual excerpts. Participants' self-reported confidence significantly increased from pretest to posttest, t(18) = 4.46, p < .001, d = 1.16. However, no significant correlations were found between confidence and performance at pretest, posttest, or for change scores. Free-response findings suggested that improvements in performance and confidence were associated with the development of structured listening strategies, reduced cognitive load, increased familiarity with task demands, improved error prediction, and repeated practice with feedback. Findings suggest that structured, scaffolded listening exercises can effectively improve error detection skills and confidence among undergraduate music education students. However, the disconnect between perceived and actual performance highlights the need for instructional approaches that also support accurate self-assessment. Implications include the importance of explicitly teaching error detection as a core component of music teacher preparation coursework and incorporating low-stakes, structured listening practice across the music curriculum.