This study is a replication and extension of Madsen’s (1999) study, The Effect of Accurate/Inaccurate Teacher Instruction, High/Low Teacher Delivery, and On/Off-Task Student Behavior on Musicians’ Evaluation of Teacher Effectiveness. The primary focus of this investigation was to determine the effect of accurate/inaccurate teacher instruction, high/low teacher delivery and on/off-task student behavior on perceptions of teaching effectiveness. Participants (N=210) were experienced classroom music teachers (n=30), experienced classroom non-music teachers (n=30), undergraduate music majors (n=30), and students in grades 9-12 currently involved in classroom music instruction (n=120; 30 per grade). The participants observed and rated a stimulus video that included eight teaching segments. The investigator created the video segments with approximately 50 high school choral students to simulate various choral rehearsal settings. Each segment was executed by the teacher and students according to one of eight original scripted music lessons. Every script included a different combination of the three independent variables: either accurate/ inaccurate instruction, high/low teacher delivery, and on/off-task student behavior. The data were collected using the Effective Teaching Response Form, which asked participants to rate each teaching segment for overall teaching effectiveness on a 10-point Likert scale and to provide three comments for each rating as to why the numerical value was assigned for each segment.

Results indicated significant differences due to both teaching experience level and teaching segments. There was also a significant interaction among the seven groups across teaching segments. Further examination of the groups’ overall mean ratings and evaluative comments indicated that: (1) teacher delivery affected the overall response ratings of the participants more so than the other variables; (2) the response ratings of the experienced music teachers were affected most by the accuracy of instruction; (3) on/off-task student behavior affected the evaluations of the younger high school students more than any other group; (4) the experienced non-music teachers were relatively unaware of the accuracy of instruction; and (5) the negative variables (inaccurate instruction, low delivery, and off-task student behavior) affected the evaluations of the college music majors and experienced music teachers more so than the positive variables (accurate instruction, high delivery, and on-task student behavior).