Development of flipped classroom module fcm for music theory instruction: An innovative approach to music education.

This difference was highly significant, t (58) = –3.11, p < .01, indicating that the FCM model was not only effective in enhancing students’ musical proficiency but also contributed to reducing performance variability among learners, as evidenced by the smaller standard deviation in the FCM group.

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Taken together, none of the four datasets violated the assumption of normality in a statistically or practically significant manner.

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