The Effects of Gordon’s Method on Achievement among Music Major Undergraduates in Fundamental Music Theory Using Multimodal Learning

This study investigates the effects of the Gordon Method on student achievement in the Fundamental Music Theory course among music major undergraduates in Fujian Province, China.A quasi-experimental pretest-posttest control group design was employed, involving 100 music major undergraduates at Sanming University, divided into an experimental group (n = 50) and a control group (n = 50).The experimental group received instruction using the Gordon Method, which emphasizes audiation, multimodal learning, and active engagement, while the control group followed conventional teacher-centered methods.A standardized music theory test, covering tonal theory, rhythmic theory, chord progression, melodic dictation, and ear training, was administered before and after the 12-week intervention.Data were analyzed using paired-sample and independent-sample t-tests.The experimental group's mean score increased significantly from 48.34% to 76.64% (t(49) = -14.045,p < .001),while the control group improved from 52.75% to 74.66% (t(49) = -13.397,p < .001).Although the experimental group showed greater within-group improvement, the difference between groups was not statistically significant (p = .435).The findings suggest that the Gordon Method enhances music theory comprehension and application through audiation and multimodal learning.The study recommends longer intervention periods and further exploration of learning styles and motivation to maximize the effectiveness of the Gordon Method in music education.