The Effects of Classical Background Music on Time-on-task Performance and Attitude of Kindergarten Students During Mathematics Instruction
Author | : Heather T. Wright |
Publisher | : |
Total Pages | : 118 |
Release | : 1997 |
Genre | : Mathematics |
ISBN | : |
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Author | : Heather T. Wright |
Publisher | : |
Total Pages | : 118 |
Release | : 1997 |
Genre | : Mathematics |
ISBN | : |
Author | : Julia Walker Haley |
Publisher | : |
Total Pages | : 0 |
Release | : 2012 |
Genre | : Mathematics |
ISBN | : |
ABSTRACT: The purpose of this quantitative research was to determine whether Mozart's "Sonata for Two Pianos in D Major K.448" (hereafter referred to as "Sonata K.448") had a significant impact on student math achievement scores by comparing the results of the total population of 24 control students who had no music being played in the background and the total population of 38 students who had music played in the background. The findings of the study showed that listening to Mozart was not related to math lab performance, standardized test score performance, or the amount of daily misconduct. In addition, the 6 math lab outcome measures were not related to gains in standardized test score performance. The small sample size of 62 could have led to problems with design, resulting in no effect results.
Author | : Kathryn Bittner |
Publisher | : |
Total Pages | : 108 |
Release | : 2002 |
Genre | : Classroom management |
ISBN | : |
Author | : Heather Knight |
Publisher | : |
Total Pages | : |
Release | : 1997 |
Genre | : Attitude (Psychology) |
ISBN | : |
Author | : Gail Snamiske |
Publisher | : |
Total Pages | : 112 |
Release | : 1999 |
Genre | : Attention-deficit-disordered children |
ISBN | : |
Author | : Keela Stoneking |
Publisher | : |
Total Pages | : 112 |
Release | : 2004 |
Genre | : Academic achievement |
ISBN | : |
"Music may offer a beneficial outcome on task performance for students, particularly those with Attention Deficit Hyperactivity Disorder. The current study expands upon research indicating a facilitative effect of music on task performance for children diagnosed with ADHD (Abikoff, Szeibel & Koplewicz, 1996). Forty general education students from 2 fifth grade classrooms completed a listening comprehension task and a visual-scanning task under two background conditions: typical classroom noise and a classical instrumental music selection. Results were compared for students with low and high levels of attentiveness per teacher ratings. Further study may result in a possible positive effect with extended intervention use"--Document.
Author | : Elizabeth A. Moore |
Publisher | : |
Total Pages | : 92 |
Release | : 1999 |
Genre | : Music in education |
ISBN | : |
Author | : Jessica Ann Miller |
Publisher | : |
Total Pages | : 0 |
Release | : 2019 |
Genre | : Engagement (Philosophy) |
ISBN | : |
Chi and Wylie's (2014) Interactive Constructive Active Passive Framework (ICAP) was used as the foundation of a teacher led intervention using small group instruction with manipulatives during mathematics instruction to provide developmentally appropriate instruction to kindergarten students in a rigorous academic program. This action research mixed-methods study was conducted in a full-day self-contained kindergarten classroom to ascertain the effects of this mathematics instruction method on students' levels of engagement and attitudes. Over the course of six months, twenty mathematics lessons were recorded to gather data for the study. Quantitative data included measuring time-on-task, teacher behaviors ICAP level, student behaviors ICAP level, as well as a Student Attitude Survey that was conducted at the conclusion of the study. The Student Attitude Survey was presented in a modified Likert Scale format due to the age and reading ability of the participants. Qualitative data was gathered in the form of lesson transcripts. Twenty-two students and one classroom teacher participated in the study. Students ranged in age from five to six years old, and eleven participants (50%) were male. The results of the study showed that the use of small group hands-on instruction in mathematics had a positive effect on student engagement based on students' time-on-task during the activity, as well as positive student attitudes toward mathematics as indicated on the Student Attitude Survey. Lesson transcripts and both teacher and student ICAP rubrics provided further support for the innovation.