The Impact Of Instrumental Music Instruction On The Academic Achievement Of Fifth Grade Students
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The Effect of Instrumental Music Instruction on Academic Achievement
Author | : Daniel R. Zanutto |
Publisher | : |
Total Pages | : 304 |
Release | : 1997 |
Genre | : Academic achievement |
ISBN | : |
The Relationship Between Instrumental Music Instruction and Academic Achievement in Fourth Grade Students
Author | : Jennifer Anne Haley |
Publisher | : |
Total Pages | : 130 |
Release | : 2001 |
Genre | : Academic achievement |
ISBN | : |
Relationships Between Instrumental Music Participation and Academic Achievement in Low SES Students
Author | : Teddi Ricketts |
Publisher | : |
Total Pages | : 54 |
Release | : 2012 |
Genre | : Electronic dissertations |
ISBN | : |
The purpose of this study was to examine relationships between student participation in instrumental music class and academic achievement, specifically in low socioeconomic status (SES) students. The hypothesis was that students who participate in an instrumental music program will display increased levels of achievement, and that this relationship will be more pronounced among students who receive free and reduced lunches. Participants in this study were 320 students in grades 5 and 6 from an intermediate school in a rural south central Kansas school district. Students ranged in age from 10-12 years. A total of 172 fifth grade students and 148 sixth grade students participated. The Two-Way Analysis of Variance (ANOVA) was the main analytical method employed in this study. Separate ANOVAs were conducted for each of the two dependent measures, reading and mathematics, subscales of the Kansas State Assessment, for both grade levels with music status and lunch status as factors. Some of the findings from this study are consistent with previous research. Results show were no significant interactions found between instrumental music status and lunch status in any of the four ANOVAs. A statistically significant relationship was found between sixth grade instrumental music participation and reading scores, as well as sixth grade instrumental music participation and math scores. These results suggest that duration (i.e., months of instruction) in instrumental music class may be important to increases in academic achievement. Also consistent with previous research, fifth grade results showed a statistically significant relationship between lunch status and reading scores as well as lunch status and mathematics scores; free and reduced lunch students scored significantly lower than their peers.
The Relationship Between Instrumental Music Instruction and Achievement in Mathematics Among Fifth Grade Students
Author | : Beth L. Brodsky |
Publisher | : |
Total Pages | : 44 |
Release | : 2004 |
Genre | : Academic achievement |
ISBN | : |
The Impact of Instrumental Music Education on Academic Achievement
Author | : Daryl E. Trent |
Publisher | : |
Total Pages | : 118 |
Release | : 1996 |
Genre | : Academic achievement |
ISBN | : |
Impact of Music Instruction on Social-Emotional Competence
Author | : Rachel Chase (V.) |
Publisher | : |
Total Pages | : 146 |
Release | : 2011 |
Genre | : Psychology |
ISBN | : |
In efforts to highlight the important of formal music education for children and adolescents, this study examined the impact music instruction had on the development of social and emotional competencies, as well as its impact on learning and academic achievement. This research suggests that those students who are better socially adjusted and have a heightened awareness and understanding of their emotions, as well as the emotions of others, are likely to be successful in many different areas of their lives. Due to the positive influence formalized music education has on emotions, cognitions, and social skills, it was expected that seventh and eighth grade students who receive instrumental music instruction will have higher levels of social-emotional competence than students who are not receiving formalized music instruction. However, after surveying 7 band students and 27 non-band 7th and 8th grade students from The Middle School, the hypothesis that students who receive regular instruments music instruction would have higher levels of social-emotional competence was not supported.