Research within the field of voice pedagogy has shown that higher durations of student singing in voice lessons lead to improved teacher self-efficacy (Kelly, 2023). However, student self-efficacy has not yet been considered, nor has the impact on how much time the teacher spends giving instruction through speaking or singing. Furthermore, research into student/teacher self-efficacy and time spent singing or talking within the lesson has not yet taken objective student performance into account.
This study examines the impact of talking- and singing-dominant instructional protocols on the self-efficacy and objective student performance of fifteen voice student-teacher pairs. As a secondary focus, it examines teacher feedback to show whether higher self-efficacy and objective student performance scores correlate with higher occurrences of asset-based feedback, as adapted for the voice studio from Hammond’s Asset-Based Feedback Protocol.
Fifteen student-teacher pairs conduct voice lessons under both talking- and singing-dominant instruction protocols. Both students and teachers complete a self-efficacy survey following each lesson. Students also create recordings of a vocalise at the beginning and end of each lesson, which were scored by a panel of expert listeners for vocal proficiency. Audio recordings of the voice lessons are transcribed, and teacher feedback is measured against Hammond’s Asset-Based Feedback Protocol. Finally, the instructional protocol type (talking-dominant or singing-dominant) and feedback type (asset-based or deficit-based) are compared with the self-efficacy scores and student recording scores to examine whether instructional protocol and feedback type impact student and teacher self-efficacy and student performance.
Data collection and analysis is ongoing.