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DIFFERENCES IN MUSIC ACHIEVEMENT, AC...

FRAKES, LOUISE.

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DIFFERENCES IN MUSIC ACHIEVEMENT, ACADEMIC ACHIEVEMENT, AND ATTITUDE AMONG PARTICIPANTS, DROPOUTS, AND NONPARTICIPANTS IN SECONDARY SCHOOL MUSIC.

Record Type:	Electronic resources : Monograph/item
Title/Author:	DIFFERENCES IN MUSIC ACHIEVEMENT, ACADEMIC ACHIEVEMENT, AND ATTITUDE AMONG PARTICIPANTS, DROPOUTS, AND NONPARTICIPANTS IN SECONDARY SCHOOL MUSIC./
Author:	FRAKES, LOUISE.
Description:	188 p.
Notes:	Source: Dissertation Abstracts International, Volume: 46-02, Section: A, page: 3700.
Contained By:	Dissertation Abstracts International46-02A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8507938

DIFFERENCES IN MUSIC ACHIEVEMENT, ACADEMIC ACHIEVEMENT, AND ATTITUDE AMONG PARTICIPANTS, DROPOUTS, AND NONPARTICIPANTS IN SECONDARY SCHOOL MUSIC.
FRAKES, LOUISE.

DIFFERENCES IN MUSIC ACHIEVEMENT, ACADEMIC ACHIEVEMENT, AND ATTITUDE AMONG PARTICIPANTS, DROPOUTS, AND NONPARTICIPANTS IN SECONDARY SCHOOL MUSIC. - 188 p.

Source: Dissertation Abstracts International, Volume: 46-02, Section: A, page: 3700.

Thesis (Ph.D.)--The University of Iowa, 1984.

The main purpose of this study was to investigate music achievement (measured at the sixth-grade level), academic achievement (measured at the sixth-grade level), and attitude toward music (measured after high school graduation) among 83 graduates from a single school district to determine whether these factors were significantly different among participants, dropouts, and nonparticipants in elective music activities at the secondary school level. In addition, the relationship of selected factors affecting attitude toward music among the participants, dropouts, and nonparticipants was investigated. Finally, information concerning comparative dropout rates in instrumental and choral music, critical grade level when dropout occurs, and relationship of post-high school music activity to secondary school participation was sought.Subjects--Topical Terms:

3168367
Music education.

DIFFERENCES IN MUSIC ACHIEVEMENT, ACADEMIC ACHIEVEMENT, AND ATTITUDE AMONG PARTICIPANTS, DROPOUTS, AND NONPARTICIPANTS IN SECONDARY SCHOOL MUSIC.
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035 $a (MiAaPQ)AAI8507938
035 $a AAI8507938
040 $a MiAaPQ $c MiAaPQ
100 1 $a FRAKES, LOUISE. $3 3277432
245 1 0 $a DIFFERENCES IN MUSIC ACHIEVEMENT, ACADEMIC ACHIEVEMENT, AND ATTITUDE AMONG PARTICIPANTS, DROPOUTS, AND NONPARTICIPANTS IN SECONDARY SCHOOL MUSIC.
300 $a 188 p.
500 $a Source: Dissertation Abstracts International, Volume: 46-02, Section: A, page: 3700.
502 $a Thesis (Ph.D.)--The University of Iowa, 1984.
520 $a The main purpose of this study was to investigate music achievement (measured at the sixth-grade level), academic achievement (measured at the sixth-grade level), and attitude toward music (measured after high school graduation) among 83 graduates from a single school district to determine whether these factors were significantly different among participants, dropouts, and nonparticipants in elective music activities at the secondary school level. In addition, the relationship of selected factors affecting attitude toward music among the participants, dropouts, and nonparticipants was investigated. Finally, information concerning comparative dropout rates in instrumental and choral music, critical grade level when dropout occurs, and relationship of post-high school music activity to secondary school participation was sought.
520 $a The data gathering instruments were the Iowa Test of Basic Skills, Colwell's Music Achievement Test 2, and an author-designed background and attitude questionnaire. The questionnaire investigated seven attitudinal factors: teacher, course content, self-perception, interest, family influence, peer influence, and time involvement.
520 $a Results of the analyses of variance revealed that participants were significantly higher in sixth-grade music and academic achievement and that they held significantly more positive attitudes toward music that either of the other two subgroups. The only significant difference between dropouts and nonparticipants was that dropouts held more positive attitudes toward music than nonparticipants.
520 $a For participants, significant relationships (as determined by Pearson product-moment correlations) were found between attitude and music achievement as well as among the attitudinal factors of teacher, course content, self-perception, interest, family influence, and time. For dropouts, music achievement, academic achievement, and attitude were all significantly related to the other attitudinal factors was time involvement. For the nonparticipants, there was no significant relationship among music achievement, academic achievement, and attitude. However, the attitudinal factors of self-perception, interest, and family influence were related.
520 $a Also, this study revealed that there is a larger dropout rate in choral music than in instrumental music; that most students drop out of music during junior high school; and that secondary school participants were more likely to participate in music as adults than dropouts or nonparticipants.
590 $a School code: 0096.
650 4 $a Music education. $3 3168367
690 $a 0522
710 2 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 46-02A.
790 $a 0096
791 $a Ph.D.
792 $a 1984
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8507938