The purpose of this study was to compare two types of lecture support both designed to teach computer skills within music classroom. One type of lecture support was computer-based and the other was paper-based. This comparison utilized two sets of data. The first set consisted of a test of prior knowledge and posttest. The second set was comprised of data from attitudinal and demographic surveys. The sample (N = 61), when divided by age, contained 41 high school age participants and 20 college-age participants. The participants were divided into six groups. There were two college age groups, and four high school age groups. Three of the groups (n = 30) received paper-based lecture support media and the other three (n = 31) received computer-based lecture support media.

Comparisons were made using posttest scores with a test of prior knowledge as a covariant. Statistical testing (ANCOVA) demonstrated a significant difference in posttest scores in several comparisons. The participants who experienced the computer-based multimedia as lecture support significantly outperformed those receiving paper-based multimedia both in composite posttest scores and in near transfer scores. Also, the college age participants scored significantly higher than the high school age participants. There were significant correlations between years of study and posttest scores; and, high school age participants scored significantly better when they worked alone at the computer.

This study has served the purpose of demonstrating that computer-based multimedia, when used to train music software skills, is a viable instructional tool, and in this experimental situation produced significantly better results than paper-based media. Results demonstrate that educators can create their own computer-based multimedia that may produce equal or better learning outcomes than paper-based media.