The purpose of this study was to examine whether there is significant evidence suggesting that participants benefit more in their learning when musical art education is included in the curriculum. This nonexperimental correlational design was selected in anticipation that participation in the music program would lead to a greater increase in academic achievement, as measured by the Graduate Exit Examination. This study examined English Language Arts and mathematics test scores of 10th grade participants who received instrumental music instruction and those participants who received no instrumental music instruction during the 2010-2011 academic school year. Three school districts located in southeast Louisiana participated in this study. School district 1 presented a total of 89 participants (N=89) who were administered the GEE during the 2010-2011 school year. There were 13 participants (n=13) who were members in an instrumental music ensemble during the same school year. There were 76 participants ( n=76) who were recognized as not being enrolled in an instrumental music ensemble. School district 2 presented a total of 225 participants ( N=225) who were administered the GEE during the 2010-2011 school year. Of 225 test takers, 16 participants (n=16) who were members in an instrumental music ensemble. There were 209 participants ( n=209) who were recognized as not being enrolled in an instrumental music ensemble. School district 3 presented a total of 317 participants ( N=317) who were administered the GEE during the 2010-2011 school year. Of the 317 test takers, 31 participants (n=31) were identified as members in an instrumental music ensemble. There were 286 participants (n=286) who were recognized as not be enrolled in an instrumental music ensemble. The methodology of this study consisted of comparing the mean scores of participants receiving instrumental music instruction at their school with the mean scores of participants who did not receive instrumental music instruction. Although findings of this study indicated the mean scores of instrumental music students were higher than non-instrumental music participants, results displayed no significant differences between mean scores of instrumental music participants and non-instrumental music participants where ( p< .05).
|Commitee:||Guilbeaux James, Judy, Mosley Jenkins, Shirlan|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 75/01(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Music education|
|Keywords:||Graduate Exit Examination, Music ensembles, Music programs|
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