Introduction Research in music education is an area of research that lacks a philosophical grounding of research (Bennet Reimer, ed. Colwell, p.3). quantification of music education research has faced severe criticism because it is believed that music is immensely complex and the presence of the aesthetics element makes it impossible to quantify its aspects. But the idea attained prominence in the 1930s by researchers like Carl Seashore. Proponents of the idea of quantitative research believe that it is not the music itself but the responses to different music teaching that is quantified (Madsen and Madsen, 1970, p.50, quoted in Colwell, p.96). The article under review is “The Effects of Choral Music Teacher Experience and Background on Music Teaching Style” by Alan Gumm. Main text The research methodology that has been used by Gumm consists of both correlational as well as experimental methods. Further this has been measured through observing music teachers in classrooms along with a questionnaire. The main purpose of this research was to develop a comprehensive music teaching technique which can be universally used. keeping in mind this aim Gumm had tried to compare the music teaching techniques of “novice” and “experienced” teachers and their effect on students. The primary question that the research sought to answer is “What effect does choral music teacher experience and background have on music teaching style?” and the secondary questions which were also of concern in the research are “What are the relationships between background variables, including experience?”, “In parallel to a common criterion of effective music teaching behavior research”, and “what are the relative effects of background and music teaching style on music festival participation and success?” The methodology employed by Gumm in the research was primarily based on collection of the data which was not done in the earlier phases of this experimental research. A questionnaire with demographic and educational details and their music education background details were asked along with a few questions regarding the teacher’s basic professional affiliation was asked. Teachers were asked to rate from a list of 134 music teaching styles which ones they “never” use to “always” on a 5-point Likert scale. The statistical analysis was done on finding the correlation and the dependency of the teaching styles and the experience of the teacher and the Chi-Square significance test. The results of the research are indicative of the music teaching styles vis-à-vis ethnicity, age, experience etc of the teacher. According to Phelps et al. (p. 185) the three concepts associated with experimental research are controlled observation, reliability, and validity. In Gumm’s research the method of controlled observation was employed wherein he observed the teaching styles of music teachers. Gumm inferred the teaching priorities of the teachers through their choice of music teaching behaviors. The reliability of self-rating techniques which Gumm undertook has been proven to be reliable by previous researchers like Bennet(1976), Cicchelli (1984), and Schultz and Switzsky (1984). Gumm believes that the method of self-rating gives a more accurate finding of the teacher’s orientation than general observation which is a more objective methodology. So f