The Effect of Instrumental Music Instruction on the Standardized Mathematics Assessment Achievement of Elementary School Students in Grades 3 through 5 Goucher College Graduate Programs in Education Kristina Gillmeister
Background National crisis in mathematics achievement A call for greater devotion to fundamentals National cuts in music and art programs
Statement of Hypothesis The research hypothesis was that students who received instrumental music instruction were predicted to have a higher level of mathematics achievement as measured by their performance on the Maryland School Assessments (MSA) than those who did not receive instrumental music instruction.
Statement of Hypothesis Within Grade Comparisons Total Music Instruction Comparisons Null hypotheses were created to test the statistical significance of each comparison where it was stated that there would be no difference in scores between the groups being compared.
Literature Review Relationships between mathematics and music –Biological –Skill Sets –Academic
Methods Design – Causal-Comparative –Within grade comparisons –Total music instruction comparison Variables –Independent: participation in and years of instrumental music instruction –Dependent: mathematics achievement on the Maryland School Assessments (MSA) in mathematics –Control: students with no music –Experimental: students with 1+ years music
Methods Participants – th grade students –3 schools in Northern Anne Arundel County –Variety of school characteristics Instrument –MSA in mathematics
Methods Procedure –Identify students –Gather test and demographic data –Statistical analysis of data for two comparisons –Determine significance of comparisons
Results Within Grade Comparisons
Results Within Grade Comparisons
Results Total Music Instruction Comparisons
Results Total Music Instruction Comparisons
Discussion Research hypothesis was supported Within Grade Comparisons -Null hypothesis rejected in many cases -Mean score higher in all cases -Greatest significance in grades 3 and 5 Total Music Instruction Comparison -Null hypothesis rejected in many cases -Mean score increased as number of years of music instruction increased in all cases -Greatest significance with 3 years
Discussion -Threats to Validity -Self-selection -Accessible population -Future Work -Larger sample (number of students and sets of classes) with random assignment -Disaggregated data by No Child Left Behind subgroups
Discussion Implications –Weakens arguments against instrumental music programs –Fewer cuts in programs where skill sets apply across disciplines –Maintain Americas status as leader and innovator in mathematics
Questions and Acknowledgements Dr. Adam Milam, Ms. Bess Rose Amy Cohn, Deborah Derrickson, Christopher Lerch, Mary Ferguson and the Division of Accountability, Assessment and Research from Anne Arundel County Public Schools Professors and fellow students in the Goucher Graduate Programs in Education My husband, Michael, my family and friends