Date
12-2018
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Michelle Barthlow
Keywords
Instrumental, Music, Advanced Placement, Exam Scores, Gender
Disciplines
Education | Educational Leadership
Recommended Citation
Pettigrew, Robert Alston, "Marching into the Future: The Relationship between Instrumental Music Class Participation and Advanced Placement English Language and Composition Test Results" (2018). Doctoral Dissertations and Projects. 1920.
https://digitalcommons.liberty.edu/doctoral/1920
Abstract
Over the decades, there have been countless claims that participation in a music class will influence the cognitive abilities of students. Yet many districts elect to eliminate these programs in times of budgetary crisis. During a period when our national education system is focused on test scores, educational reformists should focus on the implementation of courses that yield academic success. This study was designed to determine if there is a significant relationship between instrumental music class participation and Advanced Placement English Language and Composition exam scores. Data for the group comparison consisted of 529 samples from a large county school district in the upstate of South Carolina. Participants include Advanced Placement English Language and Composition course students and both instrumental music participants and non-instrumental music participants from the Parkwood County School District. The data gained from this study revealed that there is no significant relationship between Advanced Placement English Language and Composition exam scores and participation in instrumental music classes. This data was gathered through the use of three independent t-tests that sought to find a relationship between Advanced Placement English Language and Composition exam scores, instrumental music course participation, and the gender of the participants. Suggestions for further research are included.
