First Day of Class, Impact of Music on Academic Achievement

1. First Day of Class, Impact of Music on Academic Achievement Dr. Christopher Chandler Director of Piano Studies Savannah Arts Academy

2. First Days of Class • Research conducted through Quantitative assessments. • Topic: Impact of music on human brain. • Topic: Impact of music on academic achievement. • General music education • Arts integration programs • Specific music education courses • Positive increase in test scores on academic subjects • Variable: Impact on student attendance. • Variable: Impact on student conduct. • Variable: Impact on student attitude towards school.

3. Purpose of Study

4. Purpose of Study • The Increase in the weighted cumulative GPA scores of student participants. • The increase of student attendance rates among participants. • A decrease in the number of discipline referrals among students What are the important factors of the first days of class that demonstrate the impact of music participation on academic achievement as reflected in the student participants. Some of the areas in question are listed below

5. Research Questions To examine the kinds of music courses taught. To examine the number of years a student has been enrolled in formal music classes. To examine the gender of participants involved. To examine the ethnicity of involved participants. To count the number of students enrolled in high school music courses. To count and compare the number of students in the same school and same grades who are not enrolled in high school music courses.

6. Methods of Research • By examining data collected through research • compare educational research data. • contrast educational research data. • Make predictions concerning effect of music education on academic achievement based on independent variables. • By making predictions about the impact of the study of music on academic achievement in the other areas of GMAS (core curriculum subjects) Mathematics, English, history and science.

7. Independent Variables Analysis of academic achievement data for student participants vs. non participants. The GPA score results for student participants vs. non participants. Students attendance rates for participants vs. non participants. The number of student conduct referrals for participants vs. non participants. • .

8. Dependent Variables Academic achievement results of over 13,000 high school participants in this research study. Whether or not the school makes AYP scores as mandated by federal and state laws. Success of school, students, and parents results in a stable community Curriculum containing music education is implemented within school system.

9. Sampling Sample size of 13, 327.00 high school sophomores. Students who are participants in music education. Comparison with students that are non participants in music. Follow up survey on student attendance rates on participants vs. non-participants. Follow up survey on student discipline referrals on participants vs. non-participants. Use of school district database to collect demographic information.

10. Research Designs Research studies that find high relationships between music aptitude, experience and academic achievement. Research studies that find low relationships between music aptitude, experience and academic achievement. Music Educational Programs that are designed for high school students grades 9-12. Research was conducted about programs that create opportunities for students to enroll in courses to study music in both secondary and post-secondary education. Completion of these programs by students has resulted in above average performance in core curriculum test scores. This only supports the notion that music education has a direct impact on academic achievement.

11. Review of the Literature Five experimental studies have been identified that tested the effects of music instruction on academic achievement. Three of the five obtained results indicating that music instruction did have a positive effect on academic performance.

12. Review of the Literature The Olsen study of (2003), affirmed that parallel reading and mathematics concepts were clearly taught through Kodaly music instruction with first, second , and third grade students. Female students at all three grade levels improved math scores and males at the first and second grades improved reading scores.

13. Review of the Literature The Barr, Dittmar, Roberts & Sheraden, 2007, research study provided elementary students with 16 weeks of instruction for the improvement of listening skills in addition to music instruction. Results indicated improved academic performance among students,

14. Review of the Literature The Hoffman 1995 study compared fifth graders who received keyboard instruction with those who received traditional text-based music instruction. After one year of instruction (at the end of the fourth grade) the keyboard students had higher scores on only one measure, a subtest of language mechanics. However, after two years of instruction at the end of the fifth grade) the keyboard students outperformed their counterparts on total language, 3 R’s battery, math computations, math applications, and total math.

15. Significant Emerging Trends The connection of integrated instruction between music and mathematics extends as least as far back as the Pythagorean experiments in 6th century B.C. More modern experiments suggest the use of music education in the successful teaching of mathematics. Reading is a key to successful academic achievement. The federal government has allocated nearly $4 billion dollars for a “Reading First’ program that aims to improve reading instruction for K-3 students.

16. Conclusion Grow music education programs in primary and secondary schools. Begin music education as early as primary school by implementing music education programs. Make music education programs available in secondary schools. Programs to be offered include marching and concert bands, chorus, and sound design. Encourage student participation in music education programs.

17. Commentary It is generally recognized by professional educators and by the general public that Music education has an important place in school and in society at large. Recent research has produced an overwhelming amount of evidence that music education has an overwhelming positive impact on academic achievement. Students who act as participants in music education also perform better in academic testing.

18. Ethics and Human Subject Concerns • To strengthen the relationship between music education and academic achievement. • Residual Human Objectives: • Increase student self esteem. • Increase student attendance. • Decrease student discipline referrals.

19. Results • To maximize learning opportunities that foster student success through the implementation of music education courses within the general school curriculum. • To engage students by offering music education courses. • To ensure institutional effectiveness. • To manage resources to support a dynamic music organization. • To strengthen academic achievement by offering a music education curriculum.

20. Time Line of Research • Research on the topic and hypothesis, does Music Education have an impact on academic achievement has been discussed since the 6th century B.C. and continues to be a topic of discussion among modern day theorists and developers of educational curriculum. • Modern Research through the use of Quantitative Research methods was conducted in this Research proposal in the most accurate fashion. • All scholarly sources of research have been clearly marked, designated, and cited in the reference section of this Research proposal.

21. References Babo, G. D. (2001). The impact of a formal public school instrumental music instruction program on an eighth grade middle school student's reading and mathematics achievement. (Doctoral Dissertation, Seton Hall University). Dissertation Abstracts International, 62 (04), 1277A.  Gromko, J. (2005). The effect of music instruction on phonemic awareness in beginning readers. Journal of College Reading and Learning, 53(3), 199-209. http://kindermusikkids.files.wordpress.com/2010/02/abc-research-paper.pdf.  Gouzouasis, P. ; Guhn, M.; Kishor , N.; (2007) The Relationship Between Achievement and Participation in Music and Achievement in Core 12 Academic Subjects; http://bcmusiccoalition.homestead.com/Predict_music_pg_mg_v_B40C7.pdf.

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23. References Kluball, J. L. (2000). The Relationship of Instrumental Music Instruction and Academic Achievement for The Senior Class of 2000 at Lee County High School, Leesburg, Georgia. (Doctoral dissertation, University of Sarasota). Dissertation Abstracts International, 61 (11), 4320A. Laycock, R. P. (1992). The relationship of musical experience, musical aptitude, self concept, age, and academic achievement to the musical problem solving abilities of high school Students. (Doctoral dissertation, Case Western Reserve University). Dissertation Abstracts International, 53 (08), 2728A. Linch, S. A. (1993). Differences in academic achievement and level of self-esteem among high school participants in instrumental music, non-participants, and students who discontinue instrumental music education. (Doctoral dissertation, University of Northern Colorado). Dissertation Abstracts International, 54 (09), 3662A.

24. References Lu, D. T. (1986). The effects of teaching music skills on the development of reading skills among first graders: an experimental study. (Doctoral dissertation, University of Washington). Dissertation Abstracts International, 47 (12), 4344A.  Luerhsen, M. (2005) Sounds of learning the Impact of Music Education. Open letter to the International Foundation fro Music Research. http://www.uncg.edu/mus/SoundsOfLearning/SoLProject.pdf. http://www/marrietta,k12.edu.  Money, S. M. (1997). The relationship between critical thinking scores, achievement scores, and grade point average in three different disciplines (academic achievement, business education, music education, nursing education, canada). (Doctoral dissertation, Michigan State University). Dissertation Abstracts International, 58 (09), 3401A.

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