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Background Music and Cognitive Learn...

Weiss, Mary Roy.

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Background Music and Cognitive Learning Effects in Mathematics with Middle School Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Background Music and Cognitive Learning Effects in Mathematics with Middle School Students./
Author:	Weiss, Mary Roy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	144 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687583
ISBN:	9781321652079

Background Music and Cognitive Learning Effects in Mathematics with Middle School Students.
Weiss, Mary Roy.

Background Music and Cognitive Learning Effects in Mathematics with Middle School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 144 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Notre Dame of Maryland University, 2015.

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 Results showed a nonstatistical gain overall; however, sixth grade females had a net music gain that superseded all other male and female groupings.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.

ISBN: 9781321652079Subjects--Topical Terms:

969762
Middle school education.

Background Music and Cognitive Learning Effects in Mathematics with Middle School Students.
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245 1 0 $a Background Music and Cognitive Learning Effects in Mathematics with Middle School Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Gary Thrift.
502 $a Thesis (Ph.D.)--Notre Dame of Maryland University, 2015.
520 $a 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.
590 $a School code: 1692.
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710 2 $a Notre Dame of Maryland University. $b Department of Education. $3 2093566
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