A Comparative Study Between Participation in a Music Course and Iowa Test of Basic Skills Reading Scores PDF Download
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Author: Sarah Newell
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 24
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Book Description
Author: Sarah Newell
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 24
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Author: Robert Alston Pettigrew
Publisher:
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 97
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Book Description
Over the decades, there have been countless claims that participation in a music class will influence the cognitive abilities of students. Yet many districts elect to eliminate these programs in times of budgetary crisis. During a period when our national education system is focused on test scores, educational reformists should focus on the implementation of courses that yield academic success. This study was designed to determine if there is a significant relationship between instrumental music class participation and Advanced Placement English Language and Composition exam scores. Data for the group comparison consisted of 529 samples from a large county school district in the upstate of South Carolina. Participants include Advanced Placement English Language and Composition course students and both instrumental music participants and non-instrumental music participants from the Parkwood County School District. The data gained from this study revealed that there is no significant relationship between Advanced Placement English Language and Composition exam scores and participation in instrumental music classes. This data was gathered through the use of three independent t-tests that sought to find a relationship between Advanced Placement English Language and Composition exam scores, instrumental music course participation, and the gender of the participants. Suggestions for further research are included.
Author: Ashley Anne Gonzalez
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 103
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Book Description
This quantitative, causal-comparative study examined the differences in reading and math achievement between students with disabilities who participated in music for two or more years and those who did not. This study’s purpose was to show if participating in music can impact the academic achievement of middle school students as measured by the State of Texas Assessment of Academic Readiness (STAAR). The covariate in the study was the reading and math STAAR scores from fifth-grade students in the 2015–2016 school year before they participated in middle school music. These students’ eighth-grade 2018–2019 math and reading scores were used to show if a difference exists between the academic achievement of students that took part in music and those who did not. A convenience sample of 155 students from an urban district was analyzed using ANCOVA statistical analysis to discover if there is a difference in the achievement of middle school students with disabilities when participating in music classes for two or more years as measured by their STAAR scores. The research found no statistically significant difference between the two groups. Future recommendations for research include duplication of the study with a larger sample or different population.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Author: Robert Lee Romine
Publisher:
ISBN:
Category : Musical ability
Languages : en
Pages : 210
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Book Description
Author: Johnny T. Kurt
Publisher:
ISBN: 9781124351919
Category : Music
Languages : en
Pages : 390
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Book Description
Author: Molly King
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 151
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Book Description
The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took in-school, elementary, music instruction during the same semester state standardized mathematics tests were administered and those who took in-school, elementary visual arts instruction during the same semester standardized mathematics tests were administered. The students attended seven elementary schools in the same North Alabama school district. The research questions were: (a) Does participation in elementary school music lessons have a greater positive effect on the proportion of third through sixth grade students who score Level III and Level IV on the ARMT mathematics test compared to third through sixth grade students participating in elementary school visual arts lessons? and (b) Does participation in elementary school music lessons have a greater positive effect on the mean SAT-10 mathematics test scores of third through sixth grade students compared to third through sixth grade students participating in elementary school visual arts lessons? There results indicated there was not a statistically significant difference in the analysis of the ARMT scores; however, the analysis did reveal that on average a greater proportion of students scored higher on the mathematics section of the ARMT when taking school music lessons compared to visual arts lessons. The analysis results of the SAT-10 scores did yield a statistically significant difference.
Author: Donald E. Behrens
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 712
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Book Description
Author: Juanita J. Huber
Publisher:
ISBN:
Category : Middle school education
Languages : en
Pages : 119
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Book Description
Comparative analysis examined responses on a descriptive questionnaire from 267 students in grades 6, 7, and 8. The study compared duration of and participation in music instruction, types of musical instruments learned, and experience in musical ensembles to scores from the state English language arts assessment. Analysis of results included descriptive statistics and the use of the Pearson r correlation coefficient. Overall findings yielded a significant positive relationship between the study of music and reading development in middle school students. A comparison of test scores to music instruction lasting longer than two years, performance on a brass or woodwind instrument, and active participation in band and chorus reflected similar results.
