Music-mathematics integrated lessons produced statistically significant improvements in first- and third-grade students' MSA mathematical ability levels¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 After a five-week music-math integrated intervention, students in both grade levels showed statistically significant improvements in all three MSA areas (modeling, strategy, application) with p values less than 0.001 and Cohen's d > 1.66. → An et al. 2013

Evidence¶

An et al. 2013¶

Song An, Mary Margaret Capraro, Daniel A. Tillman. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities. Journal for Learning through the Arts, 9(1). http://escholarship.org/uc/item/0js732gf

q2 · i3 · causal · r1

Quasi-experiment with multiple pretests and posttests (10 MSA observations) in one first-grade class (n=21) and one third-grade class (n=25) across five weekly music-integrated lessons. The article reports "p values on all three MSA areas less than 0.001" and "Cohen's d > 1.66" for both grades.

"In general, the ability levels of the first and third grade students in all three mathematical areas as assessed by MSA showed statistically-significant improvements after the intervention (see Table 4 & 5) with p values on all three MSA areas less than 0.001. Large effect sizes were found in both first grade and third grade students before and after three MSA areas with Cohen's d > 1.66."

Discussion¶

Related Claims¶

• First-grade students improved in modeling, strategy, and application with effect sizes of 1.66, 1.75, and 1.70 respectively — a narrower finding that bears on this claim
• Third-grade students improved in modeling, strategy, and application with effect sizes of 3.40, 3.44, and 3.00 respectively — a narrower finding that bears on this claim
• Music group students' mathematics process ability (model, strategy, application) improved significantly across the intervention, with large effect sizes — a broader claim this one bears on
• Third-grade students receiving music-mathematics integrated lessons scored significantly higher on posttest mathematics achievement than non-music control students — related
• Both teachers integrated a variety of music activities spanning all five California mathematics content areas over the ten lessons — related