Developing Basic Jazz “Walking Bass” Skills with Chord Tones by Using Cooperative Learning

Abstract

The aim of this research is to create and study the effectiveness of skill-enhancement exercises, especially in the area of student satisfaction with cooperative learning methods. A test group of eight subjects was created from a population of interested participants who scored 50% or more on a notation reading test before studying. This group was tested again with tests numbers 1-3. High scorers were put in Group A (divided into A1 and A2); median scorers were put in Group B (divided into B1, B2, B3, and B4); and low scorers were put into Group C (divided into C1 and C2).The tools used in the experiment were: 12 skill exercises, Testing during and after learning, A questionnaire about the students’ satisfaction with
cooperative learning. The creation of the exercises to develop jazz “walking bass” skills using chord tones via the cooperative learning was successful. The results of the tool-effectiveness study found that exercises to enhance jazz “walking bass” skills using chord tones via the cooperative learning method had a 98.28/96.53 effectiveness score. The results concerning student satisfaction towards cooperative learning found that the mean
satisfaction (x) was 4.73, with a standard deviation of 0.22.