Music Programs Effect on Academic Achievement

The purpose of this study is to investigate the effects of music programs on academic achievement, specifically the effects on mathematic and reading skills. This research study investigates the following questions: (1) Do music programs affect academic achievement (mathematic and reading skills) in 8th grade music students? (2) Is there a difference between instrumental and non-instrumental music students regarding effects of music programs on academic achievement? And (3) Is there a difference between band and orchestra students regarding effects of music programs on academic achievement? The subjects for the study included students from eight middle schools in the Atlanta Public School System. Criterion-Referenced Competency Tests (CRCT) scores were compared for instrumental music students and non-instrumental music students. One-way ANOVA was used to test the hypotheses related to the research questions. Findings showed that there were significant differences between the instrumental and non-instrumental groups with instrumental music students scoring higher in reading and mathematics and there were no significant differences between band and orchestra groups.

CHAPTER ONE: THE PROBLEM AND ITS COMPONENTS

Literature Review of Theoretical Framework 3

Research Questions and Hypothesis 4

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ams in the school curricula (Graham et al., 2002). Colwell (1998) reviewed earlier research on the value of music education and concluded that while stimulating research questions have been presented, adequate research is lacking. Colwell stated that college music educators may have the interest but may lack the time to pursue formal research. In addition, they may lack adequate assessment tools. It is agreed that the primary purpose of public school music is to allow students to sing in a choir or play in a band or orchestra. Students are selected for performance groups. Musical performance is a skill that can be taught and benefits of a music program have been evident to teachers teaching these students. For example, a teacher may note that there is a high percentage of band members being inducted into the National Honor Society or that these students' names are on the school's honor roll. The teacher may notice that these students do not tend to be absent from rehearsal and they seldom drop out of school before graduating. Music students are held accountable for their presence at every rehearsal and performance, and for knowing their music. They therefore learn self-discipline and self-esteem as well as respons

Category: Psychology - M