Modes of persuasion in student-generated vis-a-vis AI-generated persuasive essays: An Aristotelian perspective

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ABSTRACT

Abstract

The study was conducted to determine the content knowledge and the performance level of the students in vocal music at Negros Occidental High School under the Special Program in the Arts (SPA) for the School Year 2018 - 2019. The subjects were 38 SPA teachers from Grades 7 to 10 with a varied gender distribution. A researcher-made 20-item questionnaire assessed students' understanding of the elements of music, while performance was evaluated using a rubric from the Department of Education. The instrument underwent validation through C.H. Lawshe’s method, yielding a reliability coefficient of 0.80. Data were analyzed using SPSS. It was found that females scored better in almost all content knowledge constructs, while the group average was outstanding in terms of overall performance levels. The results have implications for both academics and practitioners. Academically, the results reflect the strengths of the SPA curriculum in building students' performance skills while revealing a knowledge gap around basic content knowledge, especially among male students. From a pedagogical perspective, these results indicate an important consideration for specific instructional practices that can promote theoretical understanding without compromising performance quality. Music educators and SPA program implementers may use these insights to better balance knowledge acquisition and performance training in vocal music education.

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