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I. What is the topic of your action research?
The impact of providing iPads and individual digital tuners to each student on developing tuning accuracy within sections and full-ensemble contexts in a middle school non-varsity band.

 

II. What is the purpose of your study?
The purpose of this action research study is to examine how access to individual digital tuning tools influences students’ ability to tune independently and collectively within a non-varsity band setting. This study aims to inform instructional decision-making related to formative assessment practices, summative evaluation performances, and the effective integration of digital tools in music classrooms. This study also serves as a way to measure the effectiveness of a technology-supported formative assessment strategy within a larger innovation plan focused on student autonomy and independent musicianship.

 

III. What is your research question?

How does the use of individual digital tuners for each performer affect sectional and ensemble tuning accuracy in a non-varsity band during preparation for the March 2026 UIL evaluation? Accurate tuning is a foundational skill in ensemble performance and a critical indicator of students’ ability to listen, self-assess, and adjust independently.

 

IV. What is your research design (Qualitative, Quantitative, or Mixed Methods)

Mixed-methods research design

     A. Why did you choose this design?
     A mixed-methods design was selected to provide a more comprehensive                           understanding of the impact of individual digital tuners. Quantitative data will offer         measurable evidence of changes in tuning accuracy, while qualitative data will                   provide insight into student perceptions, rehearsal behaviors, and levels of                       independence. Combining both data types allows for a richer interpretation of how         and why the intervention affects student learning.

      Data collection will occur over the rehearsal period leading up to the March 2026              UIL evaluation, with formative tuning checks conducted regularly during rehearsals          and summative data collected following the evaluation. Qualitative reflections will            be gathered at multiple points to capture changes in student perceptions over time.

 

V. What data will you collect?

   Quantitative data:

• Tuning accuracy scores from ensemble and sectional assessments

• Relevant rubric indicators and written feedback from UIL judges

   Qualitative data:

• Student reflections on tuning and practice habits

• Teacher observation notes during rehearsals

• Informal student feedback related to confidence and independence

 

 

VI. What types of measurement will you use?

• Digital tuner data and tuning checks during rehearsals

• Performance rubrics aligned to intonation and tuning accuracy

• UIL evaluation comments and ratings

• Reflection prompts or short surveys completed by students

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VII. What is the focus of your literature review? 

The literature review will focus on:

• Action research in K–12 educational settings

• Formative assessment practices in music education

• Technology-supported feedback systems

• Student autonomy and self-regulated learning

• The use of digital tools to support independent musicianship

This review will establish a theoretical and practical foundation for integrating digital tuning tools as a formative assessment strategy in ensemble-based instruction. Collectively, this literature will provide both theoretical and practical support for using digital tools as formative assessment mechanisms that promote self-regulated learning and instructional decision-making in ensemble-based classrooms.

 

VIII. Sharing and Communicating Results

• Findings will be shared with campus fine arts colleagues to inform instructional and assessment practices.

• Results will be used to guide future instructional decisions related to formative assessment and technology integration.

• Outcomes may contribute to broader professional conversations around tech-supported feedback systems in music education.

• Findings may be shared through professional learning sessions, presentations, or publications.

 

These findings support a larger innovation plan focused on technology-supported formative assessment and student autonomy in ensemble-based learning environments.