| Abstrakt: |
Currently, there is a lack of intervention studies in higher education that compare neuromotricity with traditional methodologies, with the majority focused on primary and secondary education. In this study, focusing on gender differences, we aimed to evaluate the influence of the traditional approach vs. the neuromotricity BAPNE method on selective attention and concentration. The study involved 294 students enrolled in the Didactics of Musical Expression course in the Early Childhood Education program at the University of Alicante, Spain. A quasi-experimental intra- and intersubject design was implemented, employing pretest-posttest measures, with a non-probabilistic convenience sampling method set at a confidence interval of 95% and a significance level of 5% (p<.05). The intervention consisted of sessions lasting one hour and fifty minutes, conducted twice a week for 21 sessions. The control group adhered to their regular program, focusing on the theoretical and practical exploration of prominent musical pedagogies of the 20th century, including Dalcroze, Kodály, Orff, and Willems. In contrast, the experimental group adhered to a theoretical-practical regimen based on the activity protocols of the neuromotricity BAPNE method. The evaluation utilized the 4th edition of the Spanish adaptation of the d2 test of selective attention and concentration by Brickenkamp & Seisdedos, published by TEA Ediciones. Statistical analysis was performed using SPSS v.25, and G*Power v. 3.1.9.7 was employed to calculate the effect size and statistical power. The results reveal that both methodologies yield statistically significant improvements (p<.05) among students of both genders. Additionally, the application of the neuromotricity BAPNE method demonstrates statistically significant differences (p<.05) between men and women treated with the traditional methodology, generally exhibiting a moderate effect size (>0.06) and a statistical power >.80. [ABSTRACT FROM AUTHOR] |
