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¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In a quasi-experimental pre-post survey study (20 intervention, 22 control students), mean changes on 18 PSWB scales were minimal and not statistically significant. → 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? · theoretical · r2
Quasi-experimental pre-post survey study of the Keys to Success classroom music program with 20 intervention and 22 control Year 7 students, using 18 scales across eight PSWB domains. The article reports mean changes were "minimal and not statistically significant".
"Survey data showed no reported benefits. Improvement was reported on five of the 18 scales by the intervention class, and four by the control, yet these mean changes were minimal and not statistically significant."
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
- Interviews after the Keys to Success program reported some PSWB benefits inconsistently, with students reporting they did not understand the program or the survey — related
- A nine-week cross-age peer mentoring program did not produce statistically significant increases in global school connectedness among rural middle school mentees, though mean scores rose in both groups — related
- Musical play intervention produced a significantly greater increase in teacher-reported self-regulation than usual music lessons in 6-year-olds — related
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