Third-grade students receiving music-mathematics integrated lessons scored significantly higher on posttest mathematics achievement than non-music control students¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 After the intervention, the music group's posttest mathematics achievement mean was significantly higher than the non-music group's (p<0.001, Cohen's d = 3.00). → 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

q3 · i3 · causal · r1

Independent t-test on the researcher-designed 28-item achievement test (adopted from the California Standard Test, alpha 0.817) comparing two randomly assigned third-grade classes (N=56). The music group posttest mean was "21.07 ± 3.71" versus 10.67 ± 3.73, with Cohen's d = 3.00 reported in Table 3.

"the music group (Mean music=21.07 ± 3.71) had a significantly higher score on mathematics achievement than the non-music group students (Mean non-music=10.67 ± 3.73) who did not receive the intervention (p<0.001; t=10.53)"

Discussion¶

Related Claims¶

• Children practicing music achieve significantly better overall average school marks than controls — related
• The music and non-music groups did not differ significantly on the mathematics achievement pretest — related
• Musical training remains a significant predictor of overall marks in multiple regression with income and grade, which have higher partial correlations — related