Title:
Background music and cognitive learning effects in mathematics with middle school students
Author:
Mary Roy Weiss
Thesis Advisor:
Gary Thrift
Committee Member:
Mark Fenster
Committee Member:
Mary Fitzgerald
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2014
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
This quasi-experimental research study examined the cognitive effects of background music used with middle school students during mathematics classes and mathematics testing. Eight schools, nine teachers, 23 classes, and 302 students participated in the project. A series of five compact discs of Mozart selections, a specifically selected composite of 12 CD albums, was used over a period of 10 class days and one testing day. The tests were teacher-designed for use during the regular regimen of testing for their specific classes. The conditions of music and no-music were reversed so students were their own controls. Results showed a nonstatistical gain overall; however, sixth grade females had a net music gain that superseded all other male and female groupings. In addition, an incremental gain was found with those who had played instruments. Other gains/losses were noted for these conditions: if students liked or did not like background music during classes and testing, if they liked or did not like listening to music while doing homework, if they liked singing or not, and whether they felt that the music was a help or hindrance to their attention, concentration, and/or distraction. The students’ perspectives concerning the quasi-experiment were reported as supplemental qualitative data which included impressions about the experiment, opinions about the experience they had, and suggestions for future experiments.
Subject:
Cognition
Subject:
Mathematics
Subject:
Middle School Students
Subject:
Music
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Instructional Leadership for Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
WeissMR-14
