Date Approved
4-29-1999
Embargo Period
8-4-2016
Document Type
Thesis
Degree Name
M.A. in School Administration
Department
Educational Services and Leadership
College
College of Education
Advisor
Johnson, Theodore
Subject(s)
Academic achievement; Music--Instruction and study
Disciplines
Elementary and Middle and Secondary Education Administration
Abstract
The purpose of this study was to determine whether a quantitative relationship existed between academic achievement as measured by California Achievement Test scores and the involvement of high school students in the developmental study of vocal and instrumental music.
The California Achievement Test Level 20 (CAT-5) scores of a cohort of 170 students were evaluated from grades nine and ten. Students were grouped according to whether they were involved in developmental vocal music, instrumental music, vocal and instrumental music programs, or no music study.
Reading, Language, and Mathematics scores for students in music programs were compared to non-music students using the t - Test analysis to assess statistically significant differences. The p < 0.05 level was chosen as the standard for statistical significance.
Results indicated that students involved in developmental music study had marginally higher scores in grade nine and substantially higher scores in grade ten and that instrumental music study had the most profound positive influence upon these scores.
Recommended Citation
Ponter, James R., "A quantitative study of the relationship between academic achievement and the developmental study of vocal and instrumental music" (1999). Theses and Dissertations. 1869.
https://rdw.rowan.edu/etd/1869
