عنوان

Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

شماره

LA07h5f866

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

نام عام مواد

[Article]

نام نخستين پديدآور

Harris, Maureen Ann

متن يادداشت

While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the 'whole' child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music's effect on academic achievement and its contribution to a student's education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an "in-house" music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students' math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.

تاريخ نشر

2007

عنوان

Journal for Learning through the Arts

شماره جلد

3/1

عنصر شناسه اي

Harris, Maureen Ann

نام الکترونيکي

نوع ماده

[Article]

کد کاربرگه

275578

سطح دسترسي

a

تكميل شده

Y