Interviews after the Keys to Success program reported some PSWB benefits inconsistently, with students reporting they did not understand the program or the survey¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of nine interviewed students, benefits such as school engagement (n=8/9) and self-efficacy (n=5/9) were reported, but responses were largely non-committal and suspicious, and all nine reported an absence of at least three benefits. → Crooke 2014

Evidence¶

Crooke 2014¶

Crooke, A. H. D., & McFerran, K. S. (2014). Recommendations for the investigation and delivery of music programs aimed at achieving psychosocial wellbeing benefits in mainstream schools. Australian Journal of Music Education, 2014(1), 15-37. https://eric.ed.gov/?id=EJ1061963

q2 · i? · qualitative · r2

Semi-structured interviews with nine intervention-class students and their teacher following the Keys to Success program. The article reports benefits were reported by few students and that "students didn’t understand the program (n=9/9)".

"Interview data also indicated students didn’t understand the program (n=9/9), and some didn’t understand the survey (n=6/9)."

Discussion¶

Related Claims¶

• A five-week school-based music therapy program for bereaved students captured no statistically significant survey benefits but well-endorsed interview-reported benefits — related
• A four-week classroom music program (Keys to Success) produced no statistically significant self-reported PSWB benefits in a quasi-experimental study with Year 7 students — related