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Design and validation of a scale for the assessment of educational competencies in traditional musical games

Author

Listed:
  • Carmen Fernández Amat

    (University of Zaragoza)

  • Francisco Javier Zarza-Alzugaray

    (University of Zaragoza)

  • Luis Barrio Aranda

    (University of Zaragoza)

Abstract

This work studies the traditional musical game as a didactic resource in the development of educational competencies in primary school students. The purpose of the study is to validate a scale for the evaluation of essential educational factors in the work of intrinsic competencies in traditional musical games. With a mixed design, the study involves a qualitative approach to the review and discussion of the contributions of social psychology theories: contact theory, cultural values theory, and attitude theory as well as a quantitative approach using an exploratory factor analysis, a parallel analysis and a confirmatory factor analysis of the use of traditional musical games in a sample of 276 primary school students. From an initial questionnaire of 30 items, a final questionnaire of 18 items was obtained, grouped into 4 subscales (Right to Play/Fun and Preferences/Choice of Game Partners/Emotion and Inclusion) derived from the theories of social psychology. The results demonstrate the need for effective tools to measure the educational value of traditional games. This scale could serve as a tool to contribute to the educational research on traditional musical games. Finally, the educational implications that the adoption of traditional games in the classroom can have in terms of integration, equal inclusion, and the social, physical, emotional, and cognitive development of primary school students are discussed.

Suggested Citation

  • Carmen Fernández Amat & Francisco Javier Zarza-Alzugaray & Luis Barrio Aranda, 2024. "Design and validation of a scale for the assessment of educational competencies in traditional musical games," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03340-7
    DOI: 10.1057/s41599-024-03340-7
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    References listed on IDEAS

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    1. Daniel Dukes & Kathryn Abrams & Ralph Adolphs & Mohammed E. Ahmed & Andrew Beatty & Kent C. Berridge & Susan Broomhall & Tobias Brosch & Joseph J. Campos & Zanna Clay & Fabrice Clément & William A. Cu, 2021. "The rise of affectivism," Nature Human Behaviour, Nature, vol. 5(7), pages 816-820, July.
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    4. Jonathan Glazzard, 2016. "The Value of Circle Time as an Intervention Strategy," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 6(2), pages 207-207, November.
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