東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Impact of Music on Mathematics Achie...

Willis, Curt Glendale.

Linked to FindBook

Google Book

Amazon

博客來

Impact of Music on Mathematics Achievement Scores Among Middle School Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Impact of Music on Mathematics Achievement Scores Among Middle School Students./
Author:	Willis, Curt Glendale.
Description:	88 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
Contained By:	Dissertation Abstracts International77-06A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3746555
ISBN:	9781339400037

Impact of Music on Mathematics Achievement Scores Among Middle School Students.
Willis, Curt Glendale.

Impact of Music on Mathematics Achievement Scores Among Middle School Students. - 88 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ed.D.)--Walden University, 2016.

Music education has been shown to be related to a variety of positive outcomes, including student achievement in math. This study was conducted to explore the relationship between music education and student achievement in math. The framework for the study was Miendlarzweska and Trost's model of musical instrument training. A deidentified archival data set consisting of middle school students' (N = 116) total math scores on the Iowa Assessments was used to determine the impact of music education on students' math achievement, while controlling for students' sex and socioeconomic status. Changes in student achievement were measured by calculating math scores between the 2012--2013, 2013--2014, and 2014--2015 academic school years. The data were accessed from a private school system in the northeast United States. Results of a t test indicated that there were no differences in baseline scores between the group of students who received music education and the group of students who did not receive music education. Results of a regression model for 2013--2014 showed that music education was a significant predictor of math growth scores (p = .015). Results of a regression model for 2014--2015 indicated that only socioeconomic status was a significant predictor of math growth scores (p = .039). Implications for social change include improved stakeholder awareness of the value of music education for student achievement, which may motivate teachers to become advocates for music education and administrators to include music education in their curriculums. By increasing student access to music education, students may be helped to achieve to their fullest potential.

ISBN: 9781339400037Subjects--Topical Terms:

641129
Mathematics education.

Impact of Music on Mathematics Achievement Scores Among Middle School Students.
LDR:02576nmm a2200289 4500 001 2076613
005 20161104135053.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339400037
035 $a (MiAaPQ)AAI3746555
035 $a AAI3746555
040 $a MiAaPQ $c MiAaPQ
100 1 $a Willis, Curt Glendale. $3 3192086
245 1 0 $a Impact of Music on Mathematics Achievement Scores Among Middle School Students.
300 $a 88 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
500 $a Adviser: David A. Hernandez.
502 $a Thesis (Ed.D.)--Walden University, 2016.
520 $a Music education has been shown to be related to a variety of positive outcomes, including student achievement in math. This study was conducted to explore the relationship between music education and student achievement in math. The framework for the study was Miendlarzweska and Trost's model of musical instrument training. A deidentified archival data set consisting of middle school students' (N = 116) total math scores on the Iowa Assessments was used to determine the impact of music education on students' math achievement, while controlling for students' sex and socioeconomic status. Changes in student achievement were measured by calculating math scores between the 2012--2013, 2013--2014, and 2014--2015 academic school years. The data were accessed from a private school system in the northeast United States. Results of a t test indicated that there were no differences in baseline scores between the group of students who received music education and the group of students who did not receive music education. Results of a regression model for 2013--2014 showed that music education was a significant predictor of math growth scores (p = .015). Results of a regression model for 2014--2015 indicated that only socioeconomic status was a significant predictor of math growth scores (p = .039). Implications for social change include improved stakeholder awareness of the value of music education for student achievement, which may motivate teachers to become advocates for music education and administrators to include music education in their curriculums. By increasing student access to music education, students may be helped to achieve to their fullest potential.
590 $a School code: 0543.
650 4 $a Mathematics education. $3 641129
650 4 $a Music education. $3 3168367
650 4 $a Middle school education. $3 969762
690 $a 0280
690 $a 0522
690 $a 0450
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 77-06A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3746555