Effects of whole-task practice and part-task practice according to prior knowledge on the cognitive load, learning satisfaction and academic achievement of a learner whose major is music

This study aims to find out the effects of whole-task practice and part-task practice according to prior-knowledge on a learner``s cognitive load, learning satisfaction and academic achievement. Targeting K University students majoring in music, this study is intended to suggest both whole-task practice and part-task practice-applied academic strategies focusing the learning process of ``Music Notation Software`` or ``Score writer`` with the ``finale`` program. The major three issues of this research are that what effects of whole-task practice and part-task practice according to prior knowledge are on a learner``s cognitive load, learning satisfaction and academic achievement. The procedure is an experimental research and scheduled to randomly ``finale`` program to each whole-practice and part-task practice group of 1st~4th grade music major students of K University in Gcity. Independent variable so this study are the two types of task practice (whole-task practice and part-task practice). After testing prior knowledge of participants, the learners are separated in to two groups of the upper and subordinate. This study is trying to secure a reasonable basis to develop and choose the appropriate teaching methods for music major students`` learning style in the future university education field by a means of researching the effects of each type of task practice on cognitive load, learning satisfaction and academic achievement according to their prior knowledge and establishing its result.