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Author: Sherica Denise Jones-Lewis Publisher: ISBN: Category : Academic achievement Languages : en Pages : 101
Book Description
It is hypothesized that participation in non-band music has a positive impact on mathematics achievement. Maslow's Hierarchy of Needs, the theory of self-determination, multiple intelligence theory, and brain research provide a theoretical foundation in support of this conjecture. This causal comparative study seeks to address three questions related to the hypothesis: a) is there a difference between the academic achievement of 6th grade mathematics students based on non-band music participation status; b) is there a difference between the academic achievement of 6th grade males based on non-band music participation; and c) is there a difference between the academic achievement of 6th grade females based on non-band music participation? In order to conduct the study, the researcher was granted access to digital spreadsheets of 6th grade scores, from the 2013-2014 administration of the Northwest Education Association's Measures of Academic Progress assessment. After sorting scores for students who participated in instrumental music class (or band), scores were separated into two groups, scores for students who participated in non-band music class, and scores for students who did not. The data for each group was analyzed by: constructing frequency polygons, developing sets of descriptive statistics, and examining the means and standard deviations. This process was repeated to examine scores for each set of students. Subsequently, Mann-Whitney U Tests were used to compare medians. The research found that participation in non-band music class had a positive impact of mathematics achievement.
Author: Sherica Denise Jones-Lewis Publisher: ISBN: Category : Academic achievement Languages : en Pages : 101
Book Description
It is hypothesized that participation in non-band music has a positive impact on mathematics achievement. Maslow's Hierarchy of Needs, the theory of self-determination, multiple intelligence theory, and brain research provide a theoretical foundation in support of this conjecture. This causal comparative study seeks to address three questions related to the hypothesis: a) is there a difference between the academic achievement of 6th grade mathematics students based on non-band music participation status; b) is there a difference between the academic achievement of 6th grade males based on non-band music participation; and c) is there a difference between the academic achievement of 6th grade females based on non-band music participation? In order to conduct the study, the researcher was granted access to digital spreadsheets of 6th grade scores, from the 2013-2014 administration of the Northwest Education Association's Measures of Academic Progress assessment. After sorting scores for students who participated in instrumental music class (or band), scores were separated into two groups, scores for students who participated in non-band music class, and scores for students who did not. The data for each group was analyzed by: constructing frequency polygons, developing sets of descriptive statistics, and examining the means and standard deviations. This process was repeated to examine scores for each set of students. Subsequently, Mann-Whitney U Tests were used to compare medians. The research found that participation in non-band music class had a positive impact of mathematics achievement.
Author: Lewanda Lynn Morse Publisher: ISBN: Category : Languages : en Pages : 148
Book Description
Due to increased rigor in mathematics education and attempts to produce students who achieve higher academic success and can compete internationally, the relationship between participation in music and mathematics achievement is of concern to educators and researchers. A positive relationship between music involvement and academic performance at various grade levels has been indicated by previous studies (Babo, 2004; Cardarelli, 2003; Huag, 2004; Johnson & Memmott, 2006; Schellenberg, 2005). This quasi-experimental, causal-comparative study employed a static-group comparison design to examine whether a statistically significant difference existed between the 2007 Mississippi Curriculum Test (MCT) mathematics growth residuals of sixth-grade beginner band students and non-beginner band students. The study also examined economically disadvantaged subgroup status within the sixth-grade beginner band and non-band groups to determine if a statistically significant difference existed between the mathematics growth residuals by level of involvement in sixth-grade beginner band, and more specifically, economically disadvantaged subgroup status. An analysis of variance (ANOVA), two-way classification was utilized with an alpha level of .05 to determine whether a significant difference existed between the mean mathematics growth residuals by level of beginner band participation and level of economically disadvantaged subgroup status and level of interaction between these factors. Further, with the data filtered by economically disadvantaged subgroup status, an independent t -test, with an alpha level of .05, was used to analyze the significance of the difference in mean mathematics growth residuals. Based on the ANOVA, significant differences were indicated with higher mean mathematics growth residuals for the sixth-grade beginner band students than for the non-band students. Differences by level of economically disadvantaged subgroup status were not significant, neither was the interaction between beginner band status and economically disadvantaged subgroup status. The independent t -test indicated the higher mean growth residuals for the sixth grade non-economically disadvantaged beginner band students were significant; however, no significant difference was noted between economically disadvantaged beginner band students and non-beginner band students. Suggestions for further study include utilizing mathematics growth residuals from current MCT2 administrations, replication of the study using larger sample sizes, and examining the effects of participation over a greater range of grades.
Author: Susan Hallam Publisher: Open Book Publishers ISBN: 1800644191 Category : Music Languages : en Pages : 482
Book Description
Building on her earlier work, 'The Power of Music: A Research Synthesis of the Impact of Actively Making Music on the Intellectual, Social and Personal Development of Children and Young People', this volume by Susan Hallam and Evangelos Himonides is an important new resource in the field of music education, practice, and psychology. A well-signposted text with helpful subheadings, 'The Power of Music: An Exploration of the Evidence' gathers and synthesises research in neuroscience, psychology, and education to develop our understanding of the effects of listening to and actively making music. Its chapters address music’s relationship with literacy and numeracy, transferable skills, its impact on social cohesion and personal wellbeing, as well as the roles that music plays in our everyday lives. Considering evidence from large population samples to individual case studies and across age groups, the authors also pose important methodological questions to the research community. 'The Power of Music' defends qualitative research against a requirement for randomised control trials that can obscure the diverse and often fraught contexts in which people of all ages and backgrounds are exposed to, and engage with, music. This magnificent and comprehensive volume allows the evidence about the power of music to speak for itself, thus providing an essential directory for those researching music education and its social, personal, and cognitive impact across human ages and experiences.
Author: Thomas A. Romberg Publisher: Routledge ISBN: 1135855706 Category : Education Languages : en Pages : 198
Book Description
Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.
Author: Sherica Denise Jones-Lewis
Author: Sherica Denise Jones-Lewis
Author: Lewanda Lynn Morse
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Author: Thomas A. Romberg
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