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1. Publication Information Title Excusing Elementary School Student from Regular Classroom Activities for the Study of Instrumental Music: The Effect on Sixth-Grade Reading Language and Mathematics Achievement Author: Edward J. Kvet Date: 1985 Periodical: Journal of Research in Music Education

2. The Problem Related to problems inherent in the scheduling of special classes are the concerns of music educators toward the scheduling of instrumental music in the elementary schools.

3. The Purpose The purpose of the study was to ascertain whether significant differences list in sixth-grade reading, language and mathematics achievement between students who are excused from regular classroom activities for the study of instrumental music and students not studying instrumental music.

4. The Hypotheses of Research Questions Specific research questions asked were: 1. Is there a significant difference in sixth-grade reading achievement between students whop are excused from regular classroom activities for the study of instrumental music and those student not studying instrumental music? 2. Is there a significant difference in sixth-grade language achievement between students whop are excused from regular classroom activities

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SPM 6383

TERAS PENDIDIKAN MUZIK

for the study of instrumental music and those student not studying instrumental music? 3. Is there a significant difference in sixth-grade mathematics

achievement between students whop are excused from regular classroom activities for the study of instrumental music and those student not studying instrumental music? 4. Are the results consistent among school districts of differing size, location, socioeconomic status, and racial balance?

5.

The Procedure A single-sample multivariate matched-pairs design was employed to determine whether significant differences exist in sixth-grade reading, language and mathematics achievement between student who excused from regular classroom activities for the study of instrumental music and students not studying instrumental music. The subjects were first separated into one of the following groups by the school district 1. instrumentalists sixth-grade students who have received instrumental music instruction through the sixth grade 2. Non instrumentalists- sixth-grade students who have not received instrumental music instruction during school hours through the sixth-grade. 3. Instrumental students partial participation- sixth-grade students who have received some instrumental music instruction during regular school hours but not continually through the sixth-grade.

Students in the N1, I and IPP groups were than discarded from further use in study with the used of standard, standard error and socioeconomic status measurement.

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SPM 6383

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The matched and pairs was then discarded again if the conditions were existed. Hotellings T for correlated sample was applied to the sixth-grade achievement data from Districts A,B,C and D individually, and computed using the Finn Multivariance program (1978)

6. Statistical Devices 1. Table 1: Comparison of school Districts A, B, C and D 2. Table 2 : Mean Differences and Standard Deviations for Difference Variable in Districts A, B, C and D. 3. Table 3: Correlation Matrices for Difference Variable in Districts A, B, C and D. 4. Table 4: Multivariate Analyses and Related Effect Sizes for District A, B, C and D.

7. Result and Discussion 1. The result was tabulated into Table 1, 2, 3, 4 and Table 5 2. There is no significant difference in sixth-grade reading achievement between students who are excused from regular classroom activities for the study instrumental music and students not studying instrumental music. 3. There is no significant difference in sixth-grade language achievement between students who are excused from regular classroom activities for the study instrumental music and students not studying instrumental music. 4. There is no significant difference in sixth-grade mathematics achievement between students who are excused from regular

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SPM 6383

TERAS PENDIDIKAN MUZIK

classroom activities for the study instrumental music and students not studying instrumental music. 5. The results are consistent among four school districts that differ in size, setting, socioeconomic level and racial composition.

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