Thesis submission ID 769 | created
| last updated
Alma B. Ní Riain, Lyrical learning: an action research study investigating the value of integrating song-singing into the Irish language classroom
Repository (hard copy): Mary Immaculate College (University of Limerick) Library
General specialism: Music Education
Abstract:
The aim of this research was to investigate the value of integrating song-singing into the Irish language class to aid literacy learning. This research describes a 4 month study involving a 6 week song-singing intervention in a primary school. The study was conducted with 3rd class, in an Irish medium context and consisted of a control and an experimental (music) group. The impact of the intervention on learning and memorisation of Irish verbs and grammar rules was assessed and the role of song-singing in facilitating positive attitudes to motivate learning was evaluated. Both quantitative and qualitative methods were used to investigate the value of learning through song. Results from the findings illustrated that song-singing did increase pupil's ability to learn and memorise Irish verbs and grammar rules. Results have been interpreted in light of the recent literature and implications for practice, policy and future research discussed.
Alma B. Ní Riain, Lyrical learning: an action research study investigating the value of integrating song-singing into the Irish language classroom
BA, Mary Immaculate College, University of Limerick, 2013
Repository (hard copy): Mary Immaculate College (University of Limerick) Library
General specialism: Music Education
Abstract:
The aim of this research was to investigate the value of integrating song-singing into the Irish language class to aid literacy learning. This research describes a 4 month study involving a 6 week song-singing intervention in a primary school. The study was conducted with 3rd class, in an Irish medium context and consisted of a control and an experimental (music) group. The impact of the intervention on learning and memorisation of Irish verbs and grammar rules was assessed and the role of song-singing in facilitating positive attitudes to motivate learning was evaluated. Both quantitative and qualitative methods were used to investigate the value of learning through song. Results from the findings illustrated that song-singing did increase pupil's ability to learn and memorise Irish verbs and grammar rules. Results have been interpreted in light of the recent literature and implications for practice, policy and future research discussed.
Thesis submission ID 769