Author(s)

Glen LoweFollow

Date

9-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Barbara Boothe

Keywords

Attitudes, Math, Middle School Students, Music

Disciplines

Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education

Abstract

Being successful in math is considered to be important for future employability, and music may be an important venue for students to improve their math skills. Rather than being unrelated, strong musical education programs have been linked to higher performance in math and academics in general. The purpose of this correlational study was to determine whether a statistically significant relationship exists between students’ attitudes toward math and their attitudes toward music with regard to gender. A convenience sample of 107 eighth grade students from a metropolitan Atlanta, Georgia school district participated in two surveys: Tapia’s Attitude Toward Mathematics Inventory (ATMI) and Shaw and Tomcala’s Music Attitudes Inventory (MAI). Pearson correlations were utilized to test three null hypotheses to describe students’ attitudes toward math and music with regard to gender. No statistically significant relationship was found between students’ attitudes towards math and music. It was concluded that further research is needed to expand the sample to include sixth, seventh, and eighth grade students instead of just eighth grade students.