Title:
In concert: the relationship between middle school formal music instruction and adolescent algebra achievement
Author:
Barbara H. Helmrich
Thesis Advisor:
Sharon Slear
Committee Member:
Robin Hobbs
Committee Member:
Christy Izdebski
Committee Member:
Patricia Baltzley
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2008
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
reformatted digital
Abstract:
The purpose of this study was to determine whether the formal music instruction one encounters during middle school affects adolescent algebra achievement. Recent research has suggested that studying instrumental music enhances academic achievement, particularly in mathematics. Additional research has indi cated that musicians process music in the same cortical regions as adolescents process algebra. This study suggests that participation in formal music instruction during middle school can strengthen the connections in those cortical regions. Synaptogenesis might present a window of opportunity during early adolescence for music to create and strengthen neural connections that persist for years. Therefore, formal music instruction during grades 6 might affect a student's success in introductory algebra. Th8 e sample consisted of 6,026 adolescent students who participated in instrumental, choral, or neither of those classes during middle school. Findings suggested that instrumental music instruction most affected algebra achievement; choral instruction affecte d scores to a lesser extent. Pairwise comparisons indicated significant differences between the mean scores of instrumental and neither (13.34, choral and neither groups (3.82, p p .001), instrumental and choral (9.52, .001). This study p .001), and also explored whether the relationship between formal music instruction and algebra achievement might help narrow the achievement gap evident on the assessment. Results indicated a significant mean difference between AfricanAmerican choral and neither gro ups (9.39, The mean difference between the Africanp .001). American instrumental and neither groups was the largest found between any two comparison groups (18.87, p .001).
Subject:
Music--Psychological aspects
Subject:
Music--Physiological aspects
Subject:
Music in education
Subject:
Academic achievement
Subject:
Mathematical ability
Subject:
Analysis of variance
Subject:
Electronic dissertations
Subject:
Algebra/Data Analysis High School Assessment
Subject:
Adolescent Development
Subject:
Algebra
Subject:
Middle Schools
Subject:
Music Education
Subject:
Teach
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:
HelmrichBH-08
