Descriptive results suggest the gap between high-achieving and low-achieving students narrowed during the music-mathematics intervention¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Alongside rising means, standard deviations on the process ability tests decreased from pretest to posttest, which the authors interpret as a reduced gap between high and low achievers. → Song A. An 2015

Evidence¶

Song A. An 2015¶

Song A. An, and Daniel A. Tillman. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45-60. https://eric.ed.gov/?id=EJ1107839

q2 · i? · causal · r2

Descriptive statistics across the 15 MSA tests (Figure 2) showed "reduction of standard deviations" on all three process ability levels; for example, overall SD fell from 0.46 at pretest to 0.24 at posttest (Table 4). This is a descriptive pattern, not a significance test of the gap change.

"This finding indicates that not only did most students improve their average mathematics process ability levels throughout the intervention of music-mathematics integrated curriculum and instruction, but also the gap between the high achieving and low achieving students was reduced."

Discussion¶

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