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Is Memorization the Name of the Game? Undergraduates' Perceptions of the Usefulness of Physiology Songs

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Title: Is Memorization the Name of the Game? Undergraduates' Perceptions of the Usefulness of Physiology Songs
Language: English
Authors: Crowther, Gregory J. (ORCID 0000-0003-0530-9130), Wessels, Jason, Lesser, Lawrence M., Breckler, Jennifer L.
Source: Advances in Physiology Education. Mar 2020 44(1):104-112.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Student Attitudes, Singing, Music, Physiology, Teaching Methods, Program Effectiveness, Memory, Mnemonics, Time, Science Instruction, STEM Education
Geographic Terms: Washington, California (San Francisco)
DOI: 10.1152/advan.00112.2019
ISSN: 1043-4046
Abstract: The possible benefits of using music to enhance learning of STEM content are numerous, diverse, and largely unproven. We sought to determine which (if any) of these possible benefits are commonly experienced by undergraduate students and are thus especially worthy of further investigation. Four hundred ninety-three students in nine physiology courses at two midsized American universities rated the usefulness of short instructor-penned mathematical physiology songs and explained in their own words why each song would or would not be a useful study aid. The students collectively perceived the usefulness of each song to depend on both academic factors (e.g., the lyrics' clarity or relevance to the course) and aesthetic values (e.g., the appeal of the rhythm or the quality of the singing). Most strikingly, although students' free responses were brief (median length: 18 words in study "phase 1", 16 words in study "phase 2"), nearly one-half of them (1,039 of 2,191) concerned memory, suggesting that many students see educational songs primarily as mnemonic devices. A second major theme of students' comments concerned the conciseness and information density of the songs. Though all 10 songs were brief, lasting 17-54 s, students seemed to prefer shorter songs (perhaps better called "jingles"). This first-of-its-kind data set on student perceptions of educational songs should inform the creation and usage of such songs, as well as further research on their possible value.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1245426
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Crowther%2C+Gregory+J%2E%22">Crowther, Gregory J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0530-9130">0000-0003-0530-9130</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wessels%2C+Jason%22">Wessels, Jason</searchLink><br /><searchLink fieldCode="AR" term="%22Lesser%2C+Lawrence+M%2E%22">Lesser, Lawrence M.</searchLink><br /><searchLink fieldCode="AR" term="%22Breckler%2C+Jennifer+L%2E%22">Breckler, Jennifer L.</searchLink>
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Data: The possible benefits of using music to enhance learning of STEM content are numerous, diverse, and largely unproven. We sought to determine which (if any) of these possible benefits are commonly experienced by undergraduate students and are thus especially worthy of further investigation. Four hundred ninety-three students in nine physiology courses at two midsized American universities rated the usefulness of short instructor-penned mathematical physiology songs and explained in their own words why each song would or would not be a useful study aid. The students collectively perceived the usefulness of each song to depend on both academic factors (e.g., the lyrics' clarity or relevance to the course) and aesthetic values (e.g., the appeal of the rhythm or the quality of the singing). Most strikingly, although students' free responses were brief (median length: 18 words in study "phase 1", 16 words in study "phase 2"), nearly one-half of them (1,039 of 2,191) concerned memory, suggesting that many students see educational songs primarily as mnemonic devices. A second major theme of students' comments concerned the conciseness and information density of the songs. Though all 10 songs were brief, lasting 17-54 s, students seemed to prefer shorter songs (perhaps better called "jingles"). This first-of-its-kind data set on student perceptions of educational songs should inform the creation and usage of such songs, as well as further research on their possible value.
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