Testing of the Effectiveness of Differentiated Music Composition Programs Created from Scratch Intended for Elementary School Students

The goal of elementary school music curriculum is to enhance musical competence. This study explores the effectiveness of customized composition programs developed from Scratch using block programming language. The results revealed the following. First, regarding pre- and post-scores for students across different grades, fourth graders showed an increase in post-scores. While sixth graders demonstrated improved in fluency and originality, they showed a slight decrease in openness and sensitivity. Second, fourth-graders generally showed an increase in overall pre- and post-scores and individual inspection of each measurement factor. They also improved across various measurement factors, despite variations among these factors. In contrast, sixth graders showed a slight increase in overall scores, with noticeable enhancements in originality and fluency when examined by specific measurement factors. Lastly, in terms of gender differences across different grades in pre- and post-inspections, fourth graders exhibited slight variations by measurement factors, whereas both boys and girls generally showed similar scores. Among sixth graders, girls demonstrated higher levels of originality and fluency but decreased openness. These findings emphasize the importance of developing diverse customized courses tailored to students' academic levels and continuing to explore digital media's potential to enhance classroom effectiveness.