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The Effect of Music Participation on Mathematical Achievement and Overall Academic Achievement of High School Students

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Title: The Effect of Music Participation on Mathematical Achievement and Overall Academic Achievement of High School Students
Language: English
Authors: Cox, H. A., Stephens, L. J.
Source: International Journal of Mathematical Education in Science & Technology. Oct 2006 37(7):757-763.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Peer Reviewed: Y
Page Count: 7
Publication Date: 2006
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: Grade 10, Grade 9, Grade 11, Credits, Music Education, Grade Point Average, Grade 12, Academic Achievement, High School Students, Mathematics Achievement, Student Participation, Comparative Analysis
Geographic Terms: Nebraska
ISSN: 0020-739X
Abstract: A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least two music credits per grade level were placed into Group A. This category included ninth graders with two or more music credits, tenth graders with four or more music credits, eleventh graders with six or more music credits, and twelfth graders with eight or more music credits. The remaining students were placed into Group B. Group A students performed better than group B students. However, the differences were not statistically significant. Scatter plots indicated a slight upward trend in GPAs as the number of music credits increased. Lower GPAs were nonexistent as the music credits increased. (Contains 6 tables and 2 figures.)
Abstractor: Author
Number of References: 12
Entry Date: 2007
Access URL: https://taylorandfrancis.metapress.com/link.asp?id=X206G4M61KN62575
Accession Number: EJ753935
Database: ERIC
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  Value: <anid>AN0023093749;imt15oct.06;2019Mar01.13:20;v2.2.500</anid> <title id="AN0023093749-1">The effect of music participation on mathematical achievement and overall academic achievement of high school students. </title> <sbt id="AN0023093749-2">1. Introduction</sbt> <p>A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least two music credits per grade level were placed into Group A. This category included ninth graders with two or more music credits, tenth graders with four or more music credits, eleventh graders with six or more music credits, and twelfth graders with eight or more music credits. The remaining students were placed into Group B. Group A students performed better than group B students. However, the differences were not statistically significant. Scatter plots indicated a slight upward trend in GPAs as the number of music credits increased. Lower GPAs were nonexistent as the music credits increased.</p> <p>The relationship between music participation and academic achievement is of interest to teachers, principals, and school boards at the high school level. Music programmes are often the first to go when budget cuts are needed as most colleges do not require music credits for entrance. Principals should consider the effect of music programmes on the academic performance of students before suggesting music is cut. More research should be done to show how music participation benefits high school students.</p> <p>Some research has been done on the short-term effects of music participation. The effect of music has also been studied with regards to math and overall academic achievement, but usually at the elementary level. The purpose of this research was to investigate whether the number of music credits a student has earned is related to their math grade point average (GPA) or to their cumulative GPA at the high school level. Students with at least one music credit are compared to those with none. In addition, students with at least two music credits per grade level are compared to the rest to examine the effects of continuous music participation.</p> <hd id="AN0023093749-3">2. Previous research</hd> <p></p> <hd id="AN0023093749-4">2.1. Music and the brain</hd> <p>Music does have an effect on the brain. By learning and performing music, the synapses between the brain cells are strengthened. This increased strength between neurons increases the brain's capacity [<reflink idref="bib1" id="ref1">1</reflink>]. In addition, the size of the corpus callosum in non-musicians versus musicians has been studied. The corpus callosum connects the left hemisphere of the brain to the right hemisphere. In musicians, the front of the corpus callosum was larger than those of the non-musicians [<reflink idref="bib2" id="ref2">2</reflink>].</p> <p>Shaw and Rauscher [<reflink idref="bib3" id="ref3">3</reflink>] have been involved in much research involving music and the brain. They conducted a study of college students' performances on a spatial–temporal test. The research showed that their scores improved after listening to Mozart, but the effect lasted only ten to fifteen minutes. Shaw and Rauscher [<reflink idref="bib4" id="ref4">4</reflink>] also did research on the effects of piano training on three-year-olds. They found that the test scores of those with piano training on a similar spatial–temporal test improved by 35% over those with no music. This effect was found to last for days [<reflink idref="bib5" id="ref5">5</reflink>]. Spatial–temporal reasoning is needed for higher brain functions, including specific geometric concepts, proportional reasoning, and other upper level math skills [<reflink idref="bib6" id="ref6">6</reflink>].</p> <hd id="AN0023093749-5">2.2. Music and math</hd> <p>Bahr and Christiansen [<reflink idref="bib7" id="ref7">7</reflink>] investigated the transfer of knowledge between music and math. They found that music students performed better on mathematical tasks only if the mathematical tasks were of similar structure to those found in music. If the tasks were not structurally similar, there was no difference in performance between those with or without music instruction. Zohar [<reflink idref="bib8" id="ref8">8</reflink>] suggested that students must be able to recognize how the tasks were of similar structure in order to apply knowledge from one domain to another. He suggested that teachers should provide instruction to help students identify tasks that are similar to increase the transfer between domains.</p> <p>Statistical data provided by the College Entrance Exam Board [<reflink idref="bib9" id="ref9">9</reflink>] showed that students with music performance on their records scored 39 points higher on the math portion of the Scholastic Aptitude Test compared to students with no music participation. The same data showed that those with music performance and appreciation on their records scored 46 points higher on the math portion than those with no music participation or appreciation.</p> <hd id="AN0023093749-6">2.3. Music and overall academic achievement</hd> <p>Robitaille and O'Neal [<reflink idref="bib10" id="ref10">10</reflink>] conducted a study on fifth-graders to study the effect of instrumental music on the scores of the Comprehensive Test of Basic Skills. They found that the music participants scored higher on all areas of the test than those who did not participate in music. They also found that the longer the participants had been in the music programme, the higher their scores.</p> <p>A study was conducted by McCarthy [<reflink idref="bib11" id="ref11">11</reflink>] in 1992 on high school students in Colorado. The study compared those who participated in a band or orchestra to those who did not. The results showed that the music participants had a significantly higher GPA than those who did not participate in music. Another study by Mickela [<reflink idref="bib12" id="ref12">12</reflink>] at Mission Viejo High School in California was completed in 1983. This study found the overall GPA of non-music students to be 2.91 compared to 3.59 for music students. It also found that only 5% of non-music students had a 4.0 GPA while 16% of music students did.</p> <hd id="AN0023093749-7">3. Participants</hd> <p>Participants in this study were ninth, tenth, eleventh, and twelfth graders during the 2002–2003 academic year at Valley High School in Valley, Nebraska. All students who had completed the academic year and whose grades were posted to their transcripts by June 2003 were included. Only those who were involved in regular education classrooms for the majority of the day were studied. Total participants numbered 208, with 110 males and 98 females. First, students were classified as either having some music or no music credits. Music credits at Valley High School include band or choir. One credit can be earned for each semester of successful participation. Thus, ninth graders had the opportunity to earn up to four music credits, tenth graders up to eight music credits, eleventh graders up to twelve music credits, and twelfth graders up to sixteen music credits. These categories (SOME and NONE) are designed to study the effect of some versus no music participation. The SOME category contains 66 students while the NONE category contained 142 students.</p> <p>Second, students were separated into two groups based on the number of music credits. Students who had earned at least two music credits per grade level were placed into Group A. This category included ninth graders with two or more music credits, tenth graders with four or more music credits, eleventh graders with six or more music credits, and twelfth graders with eight or more music credits. The remaining students were placed into Group B. These categories were designed to study the effect of having continuous music participation. Group A contained 32 students while Group B had 176 students.</p> <hd id="AN0023093749-8">4. Procedure</hd> <p>The principal granted permission to collect data from the students' transcripts as long as no identifying information was recorded. After grades were posted for the 2002–2003 academic year, data collection began. The data collected included each student's grade level, sex, the number of music credits earned, math grades, and cumulative grade point average (GPA). Their math GPA were then calculated using their math grades and the scale listed in the <emph>Student Handbook</emph>, taking into consideration weighted classes as necessary. After completing the data file, a number of comparisons were made. Comparisons were made between the SOME and NONE groups on the entire data file as well as at each grade level and between Group A and Group B. MINITAB™, a statistical software package, was used to determine the differences in the mean math GPAs and mean cumulative GPAs as well as to compute standard deviations and test significance. MINITAB was also used to create a scatter plot of math GAP versus the number of music credits (figure 1) and cumulative GPA versus the number of music credits (figure 2).</p> <p>Graph: Figure 1. Math GPA versus number of music credits.</p> <p>Graph: Figure 2. Cumulative GPA versus number of music credits.</p> <hd id="AN0023093749-9">5. Results</hd> <p>Table 1 shows that those with some music credits have a slightly lower mean math GPA than those with no music credits, although not statistically significant. Table 2 shows the same for the cumulative GPA.</p> <p>Table 1. Comparison of mean math GPAs between some and no music credits.</p> <p> <ephtml> <table><thead valign="middle"><tr><td>Group</td><td><italic>n</italic></td><td>Mean</td><td>SD</td></tr></thead><tbody valign="top"><tr><td>Some music</td><td>66</td><td>2.56</td><td>1.06</td></tr><tr><td>No music</td><td>142</td><td>2.63</td><td>1.04</td></tr><tr><td>Note: GPA = grade point average. <italic>t</italic> = 0.45, <italic>p</italic>>0.05, one tailed.</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Comparison of mean cumulative GPAs between some and no music credits.</p> <p> <ephtml> <table><thead valign="middle"><tr><td>Group</td><td><italic>n</italic></td><td>Mean</td><td>SD</td></tr></thead><tbody valign="top"><tr><td>Some music</td><td>66</td><td>2.859</td><td>0.803</td></tr><tr><td>No music</td><td>142</td><td>2.971</td><td>0.753</td></tr><tr><td>Note: GPA = grade point average. <italic>t</italic> = 0.98, <italic>p</italic>>0.05, one tailed.</td></tr></tbody></table> </ephtml> </p> <p>Table 3 shows a comparison of the mean math GPAs at each grade level for those with some music credits versus those with no music credits. At the ninth, tenth, and twelfth grade, the mean math GPA is slightly higher for those with no music credits while at the eleventh grade level, those with some music credits had a slightly high mean math GPA. None of these results are statistically significant. Table 4 shows a comparison of the mean cumulative GPAs at each grade level for those with some music credits versus those with no music credits. At the ninth grade level, the mean cumulative GPA is just barely greater for those with some music credits. The other three grade levels in those with no music credits having a slightly higher mean cumulative GPA. Again, none of these results are statistically significant.</p> <p>Table 3. Comparison of mean with GPAs between some and no music at each grade level.</p> <p> <ephtml> <table><thead valign="middle"><tr><td>Group</td><td><italic>n</italic></td><td>Mean</td><td>SD</td><td><italic>t</italic>-value</td><td><italic>p</italic>-value</td></tr></thead><tbody valign="top"><tr><td>9th-some music</td><td>14</td><td>2.45</td><td>1.01</td><td /><td /></tr><tr><td>9th-no music</td><td>46</td><td>2.55</td><td>1.01</td><td>0.35</td><td>>0.05</td></tr><tr><td>10th-some music</td><td>18</td><td>2.43</td><td>1.15</td><td /><td /></tr><tr><td>10th-no music</td><td>38</td><td>2.59</td><td>1.16</td><td>0.47</td><td>>0.05</td></tr><tr><td>11th-some music</td><td>17</td><td>2.59</td><td>1.05</td><td /><td /></tr><tr><td>11th-no music</td><td>26</td><td>2.474</td><td>0.783</td><td>−0.42</td><td>>0.05</td></tr><tr><td>12th-some music</td><td>17</td><td>2.77</td><td>1.06</td><td /><td /></tr><tr><td>12th-no music</td><td>32</td><td>2.93</td><td>1.09</td><td>0.49</td><td>>0.05</td></tr></tbody></table> </ephtml> </p> <p>Table 4. Comparison of mean cumulative with GPAs between some and no music at each grade level.</p> <p> <ephtml> <table><thead valign="middle"><tr><td>Group</td><td><italic>n</italic></td><td>Mean</td><td>SD</td><td><italic>t</italic>-value</td><td><italic>p</italic>-value</td></tr></thead><tbody valign="top"><tr><td>9th-some music</td><td>14</td><td>2.941</td><td>0.673</td><td /><td /></tr><tr><td>9th-no music</td><td>46</td><td>2.937</td><td>0.772</td><td>−0.01</td><td>>0.05</td></tr><tr><td>10th-some music</td><td>18</td><td>2.679</td><td>0.926</td><td /><td /></tr><tr><td>10th-no music</td><td>38</td><td>2.873</td><td>0.814</td><td>0.79</td><td>>0.05</td></tr><tr><td>11th-some music</td><td>17</td><td>2.720</td><td>0.844</td><td /><td /></tr><tr><td>11th-no music</td><td>26</td><td>2.842</td><td>0.729</td><td>0.50</td><td>>0.05</td></tr><tr><td>12th-some music</td><td>17</td><td>3.122</td><td>0.699</td><td /><td /></tr><tr><td>12th-no music</td><td>32</td><td>3.242</td><td>0.627</td><td>0.61</td><td>>0.05</td></tr></tbody></table> </ephtml> </p> <p>Table 5 is a comparison of the mean math GPAs of Group A and Group B. Group A consists of students with at least two music credits per grade level while Group B consists of the remaining students. The mean math GPA for Group A is slightly higher although not statistically significant. Table 6 is a comparison of the mean cumulative GPAs of Group A and Group B. The mean cumulative GPA is also slightly higher for Group A, but again, not statistically significant.</p> <p>Table 5. Comparison of mean math GPAs between group A and group B.</p> <p> <ephtml> <table><thead valign="middle"><tr><td>Group</td><td><italic>n</italic></td><td>Mean</td><td>SD</td></tr></thead><tbody valign="top"><tr><td>A</td><td>32</td><td>2.70</td><td>1.02</td></tr><tr><td>B</td><td>176</td><td>2.60</td><td>1.05</td></tr><tr><td>Note: GPA = grade point average. <italic>t</italic> = − 0.50, <italic>p</italic>>0.05, one tailed.</td></tr></tbody></table> </ephtml> </p> <p>Table 6. Comparison of mean cumulative GPAs between group A and group B.</p> <p> <ephtml> <table><thead valign="middle"><tr><td>Group</td><td><italic>n</italic></td><td>Mean</td><td>SD</td></tr></thead><tbody valign="top"><tr><td>A</td><td>32</td><td>3.106</td><td>0.622</td></tr><tr><td>B</td><td>176</td><td>2.905</td><td>0.791</td></tr><tr><td>Note: GPA = grade point average. <italic>t</italic> = − 1.36, <italic>p</italic>>0.05, one tailed.</td></tr></tbody></table> </ephtml> </p> <p>Figure 1 shows a scatter plot of the relationship between the number of music credits and math GPA, and figure 2 shows the relationship between the number of music credits and cumulative GPA. Each dot represents a student in the study. Those with no music credits are distributed along the zero columns in each figure. As one can see, those cover a large range of GPAs. As the number of music credits increases, both the math GPA and cumulative GPA show a slight upward trend. As the music credits increase, the lower GPAs in both categories become nonexistent. These figures suggest that music credits may have a small positive effect on math GPA and cumulative GPA. The figures were formed using MINITAB statistical software, release 14.</p> <hd id="AN0023093749-10">6. Discussion</hd> <p>From this study, no conclusion of the exact effects of music on math GPA and cumulative GPA can be made. The data show no statistically significant differences in means of the math GPAs or the cumulative GPAs in those students with some music credits versus those with none. What is interesting is that even though the differences are not significant, the mean math GPA and mean cumulative GPA of those who have had at least two music credits per grade level are higher than the remaining students. Further investigation should be considered into those who have had music participation or instruction their entire lives, considering music outside of the school as well. Of great interest is the slight upward trend noticed in the scatter plots. These do suggest that having music as part of the curriculum helps to eliminate those lower GPAs found in those with few to no music credits.</p> <p>Does music really make one smarter? Does music truly improve math GPAs or cumulative GPAs? More research needs to be done to see if long-term music participation can truly increase scores. Teachers should be trained to help students make the cross-curricular connections between music and other subject areas, and the effects of this training and teaching should be studied as well. Additional research on other high schools should be performed to see if similar results are found. Also, one might consider pieces of mathematics, such as spatial reasoning and logical reasoning, instead of math as a whole to see if individual pieces are affected by music. At this time, it is inconclusive whether music makes one smarter.</p> <hd id="AN0023093749-11">7. Limitations of the study</hd> <p>One limitation of this study is the sample size. The study is conducted at only one high school whereas a larger sample from a variety of high schools might be more useful. Another limitations is the size of the high school used: the only music credits available are band and choir. On the other hand, larger high schools may offer orchestra, piano, music appreciation, or music theory.</p> <hd id="AN0023093749-12">8. Summary</hd> <p>Although previous research suggests a link between math and music or overall academic success and music, this study does not find any statistically significant links. Before teachers, principals, and school boards put music on the chopping block during budget cuts, they should perform their own research. They should investigate how music programmes affect their students' math grades, overall academic success, and even their morale. They should look into training their teachers to make cross-curricular connections. Continued research is the only way to determine if there is an actual relationship between music and academics.</p> <ref id="AN0023093749-13"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Weinberger, NM. 1998. The music in our minds. Educational Leadership, 56: 36–40.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Begley, S. 2000. Music on the mind. Newsweek, 136: 50–52.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Rauscher, FH, Shaw, GL and Ky, KN. 1993. Music and spatial task performance. Nature, 365: 611</bibtext> </blist> <blist> <bibl id="bib4" idref="ref4" type="bt">4</bibl> <bibtext> Rauscher, FH, Shaw, GL, Levin, LJ, Wright, EL, Dennis, WR and Newcomb, RL. 1997. Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Neurological Research, 19: 2–8.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref5" type="bt">5</bibl> <bibtext> Marsh, A. 1999. Can you hum your way to math genius?. Forbes, 163: 176–180.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref6" type="bt">6</bibl> <bibtext> Grandin, T, Peterson, M and Shaw, GL. 1998. Spatial-Temporal versus Language-Analytic Reasoning: The Role of Music Training. Arts Education Policy Review, 99: 11–14.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref7" type="bt">7</bibl> <bibtext> Bahr, N and Christensen, CA. 2000. Inter-domain transfer between mathematical skill and musicianship. Journal of Structural Learning & Intelligent Systems, 14: 187–197.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext> Zohar, A. 1994. Teaching a thinking strategy: Transfer across domains and self learning versus class-like setting.. Applied Cognitive Psychology, 8: 549–563.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref9" type="bt">9</bibl> <bibtext> College Entrance Examination Board. 1995. New Jersey: Princeton.</bibtext> </blist> <blist> <bibtext> Robitaille, J and O'Neal, S. 1981. Phi Delta Kappa, 3: 213</bibtext> </blist> <blist> <bibtext> McCarthy, K. 1992. Music performance group membership and academic success. Revision of paper presented at Colorado Music Educators Convention. Colorado in January1992, Boulder.</bibtext> </blist> <blist> <bibtext> Mickela, T. 1990. Does music have an impact on the development of students?. Paper presented at the California Music Educators State Convention. 1990.</bibtext> </blist> </ref> <aug> <p>By H. A. Cox and L. J. Stephens</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref10"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref11"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref12"></nolink>
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  Data: The Effect of Music Participation on Mathematical Achievement and Overall Academic Achievement of High School Students
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  Data: A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least two music credits per grade level were placed into Group A. This category included ninth graders with two or more music credits, tenth graders with four or more music credits, eleventh graders with six or more music credits, and twelfth graders with eight or more music credits. The remaining students were placed into Group B. Group A students performed better than group B students. However, the differences were not statistically significant. Scatter plots indicated a slight upward trend in GPAs as the number of music credits increased. Lower GPAs were nonexistent as the music credits increased. (Contains 6 tables and 2 figures.)
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  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://taylorandfrancis.metapress.com/link.asp?id=X206G4M61KN62575" linkWindow="_blank">http://taylorandfrancis.metapress.com/link.asp?id=X206G4M61KN62575</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ753935
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ753935
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 757
    Subjects:
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Credits
        Type: general
      – SubjectFull: Music Education
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Nebraska
        Type: general
    Titles:
      – TitleFull: The Effect of Music Participation on Mathematical Achievement and Overall Academic Achievement of High School Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cox, H. A.
      – PersonEntity:
          Name:
            NameFull: Stephens, L. J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 15
              M: 10
              Type: published
              Y: 2006
          Identifiers:
            – Type: issn-print
              Value: 0020-739X
          Numbering:
            – Type: volume
              Value: 37
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: International Journal of Mathematical Education in Science & Technology
              Type: main
ResultId 1