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Effects of Music Program Participati...

Abney, Johnathan Lamar.

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Effects of Music Program Participation on Adolescent Students' Academic Performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Music Program Participation on Adolescent Students' Academic Performance./
Author:	Abney, Johnathan Lamar.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	149 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Fine arts. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13808015
ISBN:	9781392011072

Effects of Music Program Participation on Adolescent Students' Academic Performance.
Abney, Johnathan Lamar.

Effects of Music Program Participation on Adolescent Students' Academic Performance. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 149 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2019.

This item must not be added to any third party search indexes.

This quantitative, causal-comparative study was designed to investigate if and to what extent adolescent students' participation in school-sponsored music programs affected their academic achievement in math and reading. Jean Piaget's Cognitive development theory (1950) served as the theoretical foundation for this study as most middle school programs require their students to operate at the theory's highest levels, Concrete and Formal Operations. The convenience sample used in this study included 317 eighth-grade students from a South Carolina middle school who participated in band, chorus, orchestra, or no music program. The dependent measures were students' archived math and reading scores on the Measures Academic Progress (MAP) test. The research questions asked to what extent students' participation in one of the three school- sponsored music programs affected the students' academic achievement in comparison with non-participants. The MANOVA results showed statistically significant differences among the compared groups in terms of MAP math scores, F(3, 313) = 8.460, p < .001; partial η2 = .08 and in terms of MAP reading scores, F(3, 313) = 5.853, p =.001; partial η2 = .05. The results of the Tukey-Kramer post hoc tests indicated that only participation in orchestra produced significant differences from non-participants in terms of the students' math and reading achievement. This work adds to the body of quantitative research available concerning adolescent students and factors that may influence their academic achievement, specifically participation in school-sponsored music programs.

ISBN: 9781392011072Subjects--Topical Terms:

2122690
Fine arts.
Subjects--Index Terms:

Adolescents

Effects of Music Program Participation on Adolescent Students' Academic Performance.
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300 $a 149 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Cranmore, Jeff.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2019.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This quantitative, causal-comparative study was designed to investigate if and to what extent adolescent students' participation in school-sponsored music programs affected their academic achievement in math and reading. Jean Piaget's Cognitive development theory (1950) served as the theoretical foundation for this study as most middle school programs require their students to operate at the theory's highest levels, Concrete and Formal Operations. The convenience sample used in this study included 317 eighth-grade students from a South Carolina middle school who participated in band, chorus, orchestra, or no music program. The dependent measures were students' archived math and reading scores on the Measures Academic Progress (MAP) test. The research questions asked to what extent students' participation in one of the three school- sponsored music programs affected the students' academic achievement in comparison with non-participants. The MANOVA results showed statistically significant differences among the compared groups in terms of MAP math scores, F(3, 313) = 8.460, p < .001; partial η2 = .08 and in terms of MAP reading scores, F(3, 313) = 5.853, p =.001; partial η2 = .05. The results of the Tukey-Kramer post hoc tests indicated that only participation in orchestra produced significant differences from non-participants in terms of the students' math and reading achievement. This work adds to the body of quantitative research available concerning adolescent students and factors that may influence their academic achievement, specifically participation in school-sponsored music programs.
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