The Effect of Music Instruction On Student Success In The Age Of HighStakes Testing and Accountabili

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The Effect of Music Instruction On Student
Success In The Age Of High-Stakes Testing and
Accountability

• A Dissertation Defense by
• Roxana Gonzalez Liñan

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Defense Format

• Purpose of the Study
• Research Questions/Findings
• Implications
• Recommendations

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Purpose of the Study

• The purpose of the study was to examine the
  possible impact of music instruction on student
  achievement in selected South Texas public
  schools with kindergarten through twelfth grade
  students.

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Significance of the Study

• To provide research on music implementation for
  all educators due to the increase of
  accountability on student achievement.
• To provide alternatives to utilize when striving
  for academic achievement.
• To provide awareness of how music instruction
  influences student achievement especially with
  administration whose decisions affect curriculum.

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Research Design Mixed Method

• Quantitative
• Comparative
• Questionnaire
• Descriptive statistics
• Frequencies
• One-Way Analysis of Variance (ANOVA)
• Chi-square/Crosstabulation
• Qualitative
• Open-ended questions for administrators,
  non-music educators, music educators, and school
  board members

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Population

• Quantitative data
• 121 respondents
• 7 elementary music educators
• 9 secondary music educators
• 83 non-music educators
• 16 administrators/
• directors
• 6 school board members

• Qualitative data
• 12 participants
• 4 elementary music educators
• 2 non-music educators
• 4 administrators
• 2 school board members

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Study Participants

• N 121
• Participant range for Quantitative data
• 13 Administrators
• 69 Non-music educators
• 13 Music educators
• 5 School board members

• N 12
• Participant range for Qualitative data
• 33 Administrators
• 17 Non-music
• educators
• 33 Music educators
• 17 School board
• members

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Does music instruction influence student
achievement?

• H01 There is no statistically significant
  difference in
• achievement between students in music
  appreciation
• classes and those who were not.
• One-Way Analysis of Variance (ANOVA)
• DV TAKS test scores
• IV student group music students/non-music
  students

There were significant differences between
grades seventh through twelfth because p lt .05.
Therefore the findings reject the null
hypotheses. The differences with the sixth grade
group were non-significant because p gt .05.
Therefore the findings failed to reject the null
hypothesis.
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Do years of teaching experience influence
perceptions regarding music instruction?

• H02 There is no statistically significant
  relationship between years
• of experience and implementation of music
  instruction.
• Chi-square, the IV was re-coded using a
  crosstabulation.
• Group 1 0-4 years
• Group 2 5-11 years
• Group 3 12-19 years
• Group 4 20-35 years
• Pearson chi-square (15, N 121) 15.38, p
  .43. Cramers V .21.
• There was no significant relationship and the
  findings failed to reject the null hypothesis.

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Qualitative Research

• Personal Interviews
• 1 open-ended question from the questionnaire
• Data were read, described, and categorized

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Four themes from the Questionnaire

• Using Music to Expose Students to Various Genres
• Played Music During Class
• Using Music for Memorization Purposes
• Using Music to Enhance Grammar

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Three themes from the interviews

• Collaboration
• Music Instruction Impacts Student Achievement
• Supporting Music Education

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Qualitative Research Questions

• Does music instruction influence the learning
  environment and school climate?
• Does music instruction influence brain
  development thus impacting student achievement?
• What is the level of awareness, implementation,
  and support of music instruction?

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Qualitative Findings(Questionnaire)

• Many of the 121 respondents had similar answers
  to the open-ended questions from the
  questionnaire.
• Using Music to Expose Students to Various Genres
• -Teaching the concept of genre by utilizing
  various styles of music
• Played Music During Class
• -Playing music during class time, stimulated the
  mind, facilitated the learning environment,
  increased attention span, and promoted
  discipline

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Qualitative Findings(Questionnaire cont.)
Using Music for Memorization Purposes -Teachers
perceived that classroom instruction coupled
with music expedites the learning process Using
Music to Enhance Grammar -Integrating music to
enhance reading, phonics, oral language
development, fluency, word recognition,
vocabulary terms, and cause/effect relationships

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Qualitative Findings (Interviews)

• The 12 interview participants shared many of the
  same responses from the open-ended questions.
• Collaboration
• -Collaboration is necessary between the music
  teacher and core area teacher, particularly
  because of TAKS accountability.
• Music Instruction Impacts Student Achievement
• -When music is tied to the core curriculum, it
  becomes more enjoyable for the students to
  learn music helps facilitate many positive
  characteristics.
• Supporting Music Education
• Opportunities provided in the district were not
  consistent with current research.

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Conclusions

• Administrators, non-music educators, music
  educators, and school board members believed
  music instruction was valuable when it was
  contingent on learning environment and school
  climate, student achievement, brain development,
  and a teaching tool connection.
• Administrators, non-music educators, music
  educators, and school board members believed
  music instruction facilitated learning when
  various genres were exposed to students, played
  during class, used for memorization purposes, and
  to enhance grammar.

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Conclusions cont.

• Administrators, non-music educators, music
  educators, and school board members perceived
  music instruction as a fundamental component as
  it relates to collaborating, impacting student
  achievement, and support.
• Students in seventh through twelfth grade who
  were in music appreciation classes scored higher
  on the TAKS test than those students who were
  not.
• There was no relationship between the years of
  teaching experience and implementation of music
  instruction.

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Implications

• 5 components student achievement, school
  climate/learning environment, brain development,
  awareness, and years of teaching experience.
• Respondents confirmed the importance
• Higher test scores
• No relationship between years of teaching
  experience and implementation of music
  instruction

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Recommendations

• Due to lack of awareness, more training and staff
  development should be provided to all
  stakeholders, not just music educators, with
  research based statistics on how music
  instruction impacts student achievement.
• The secondary TAKS test scores in the sixth grade
  were not statistically significant therefore,
  music appreciation classes should begin at the
  elementary level in fifth grade. Fifth graders
  should be required to participate in a music
  appreciation class but have the option to choose
  band, choir, or strings.

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Recommendations cont.

• Valuing the importance of music instruction must
  come from central administration. A Fine Arts
  Coordinator should be employed in order to ensure
  music components are being taught consistently
  across the district. Administrators must start
  valuing the music programs in order to make all
  stakeholders aware.

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Recommendations for Further Study

• Future studies should be conducted on a
  longitudinal basis to determine the TAKS test
  scores over a three year period. For example,
  comparing the TAKS test scores for three years
  and calculating how many points the test scores
  increase from year to year.
• What is the relationship between years of
  teaching experience and implementation of music
  instruction?

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Recommendations for Further Study cont.

• Further studies may include an experimental group
  and a control group in the elementary levels with
  the experimental group receiving more music
  instruction time with in-depth lessons as
  compared to the control group receiving less
  music instruction time with basic lessons.
• Further in-depth studies on the impact of student
  achievement of students who take private
  instrumental lessons.

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The Arts are an integral component of our
educational system in developing the attitudes,
characteristics, and intellectual capacities
required for students to participate successfully
in todays society
and economy.
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The arts teach self-discipline, reinforce
self-esteem, foster thinking skills and
creativity, and promote teamwork and cooperation.
Most notably, though, the Arts are important in
and of themselves in that they are a vital and
vibrant part of our personal, social, and
cultural environment.Shirley Neeley, Ed. D
Texas Commissioner of Education
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In conclusion, become aware of the benefits music
instruction has to offer and the impact it has on
academic achievement.
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Music for all! Music is the universal
language of mankind. Henry Wadsworth Longfellow
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The Effect of Music Instruction On Student
Success In The Age Of High-Stakes Testing and
Accountability

• A Dissertation Defense by
• Roxana Gonzalez Liñan

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