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How Does Participation in Music Courses During High School Impact Students’ Academic
Caroline Lanier
Author Note
Studies.
Instruction for the format of this paper, as well as additional resources, provided
by Dr. Ginny Berkemeier, Center for Advanced Studies, Wheeler High School.
Contact: caroline.lanier@wheelermagnet.com
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 2
Table of Contents
Rationale of Study 3
Research Concept 4
Definition of Terms 5
Assumptions 7
Importance of Study 8
References 17
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 3
Rationale of Study
The purpose of this study is to understand the impact of music course participation on
students’ academic success in science, technology, engineering, and mathematics (STEM) fields.
Though many studies in the past have examined the impacts that music has on a student’s overall
academic performance, attitude, or time management skills, few have searched for the specific
connections between music and STEM fields. According to Sharp and Tiegs (2018), “students
develop instrumental 21st century skills, such as critical thinking, problem solving,
communication, and collaboration, as they engage in learning activities enriched with the fine
arts” (p. 25). However, despite these benefits, music education continues to fight for equality and
value within schools. The findings presented by Sharp and Tiegs’ study (2018) introduced data
that pointed to evidence for benefits associated with fine arts enrichment (p. 33). Together,
STEM and music incorporate the majority of essential skills needed by students and adults alike,
creating a need for research about a possible connection between the two.
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 4
Research Concept
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 5
How does participation in music courses during middle and high school impact students’
3. How does participation in music courses in middle and high school impact students’
graduating GPAs?
4. How does participation in varying levels of music courses in high school alone impact
1. Participation in music courses influences a students’ senior year to be greater than that of
relation to standardized math and science test scores than participation in lower levels.
Definition of Terms
systems of accountability all reflect and reinforce educational objectives and standards”
● Arts integration - “an approach to teaching in which students construct and demonstrate
understanding through an art form. Students engage in a creative process which connects
an art form and another subject area and meets evolving objectives in both” (Silverstein
● Content standards - “standards that describe what students should know and be able to do
Laboratory, 2010)
● EOC - end of course test. “The EOC tests align with Georgia's state mandated content
standards and include assessment of specific content knowledge and skills. The
assessments provide diagnostic information to help students identify strengths and areas
(GADOE, 2018).
● GPA - grade point average. “the standard way of measuring academic achievement in the
● Integrated curriculum - “using a single theme to teach a variety of subjects. It also refers
leads to examinations for highly motivated high school students. Students can earn
college credit from many universities if their exam scores are high enough” (Southwest
science, math, arts, or computer science. It is commonly designed to recruit students from
● SAT - “an entrance exam used by most colleges and universities to make admissions
decisions. The purpose of the SAT is to measure a high school student's readiness for
college, and provide colleges with one common data point that can be used to compare all
● STEM education - science, technology, engineering, and mathematics education that “is
about moving forward, solving problems, learning, and pushing innovation to the next
which “is set up to teach students how to think critically, enabling them to problem solve
effectively and use creative thinking to drive forward and complete projects using new
methods, tried and tested solutions and using their own initiatives” (Berg, 2017)
Assumptions
● The researcher assumes research participants will complete the survey honestly.
● The researcher assumes that each participant actively engages in his or her specific music
course of choice.
● The researcher assumes that participation in music courses impacts students’ academic
standing.
● The researcher assumes a balance of data from students in every sector of the high school
● The researcher assumes certain standardized test score data relates directly back to
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 8
● Studying the impact of orchestra, band, and chorus courses specifically. It does not
● Barriers of the school and classroom setting. Other interests in music outside of school
Importance of Study
Past studies have shown a decrease in music lesson and education involvement from elementary
school to secondary school (Cremaschi, Ilinykh, Leger, & Smith, 2015). Many possible causes of
this phenomena exist, including more difficult school course loads and extracurricular
involvement. However, research concerning the topic of music benefits, specifically in the
classroom, could cause students to reconsider dropping out of courses that are key to their
success and could even influence schools to implement more benefits for students who take such
classes. At the very least, musical engagement does not detract from academic performance
(Frey-Clark, 2015). Little research can be found specifically on the impact of music course
participation in regards to student achievement in STEM fields. Though many parents and
students stray away from the idea of continuous music education, it may hold the key to success
Topor, Keane, Shelton, and Calkins (2010) demonstrated that parent involvement in
children’s education almost always has a positive effect on student success in their study (as
cited in Baloglu, 2017, p. 38). In addition, economics plays an important role. According to
Baloglu (2017), students in their late teens are most impacted academically by economic
leadership in their family (p. 42). This study used GPA as a means for understanding academic
success. However, within the confines of Baloglu’s research (2017) in Turkey, financial status
fundamentally defines one’s family life (p. 42). Therefore, much more must be investigated in
Recent research by Cetinkaya (2017) has shown that parent education level also relates
directly to student success (pp. 102-103). In this Turkish study, Cetinkaya (2017) states,
“Turkish lesson success of students with fathers who graduated high school was higher than
those with fathers who graduated middle school” (p. 103). The same was true in regards to
maternal education level and student mathematic lesson success. The study’s trend showed that
factor that affects learning” (p. 216). With the most in-depth look on each student’s growth in the
classroom, teachers hold the keys to a student’s potential. Cetinkaya’s study (2017) demonstrated
that teachers assess student success most accurately (p. 97), because of their ability to speak of
Between all the studies analyzed in this review, the results consistently showed student
mindset as the most significant factor in determining a student’s academic success. All students
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 10
possess academic self-concept, in which, as Cetinkaya states (2017), they “perceive their own
skills as a result of feedback and experience they gain in the school environment”(p. 96). In
Cetinkaya’s research (2017), older students in each grade had a higher self-concept than younger
students (p. 101). These perceptions normally go on to influence student test scores and class
prepared student can most often succeed at the beginning of a new year (p. 54). Those students
who feel more prepared are mentally ready to take on a the new difficulties that may arise in a
new year.
Mindset also becomes critical when facing challenges in the classroom. Duckworth
(2007) states those students who possess the trait she termed “grit” are individuals who “work
strenuously toward challenges, maintaining effort and interest over years despite failure,
adversity, and plateaus in progress’’ (as cited in Hwang et al., 2018, p. 707). In regards to the
research of Hwang, Lim, and Ha (2018), the results proved those “gritty” students to be more
likely to achieve academic success (p. 717). Thus, perseverance is one of the best predictors of
student success.
Some teachers, because of various reasons, have never been exposed to the benefits that
music can offer students in the classroom setting. Generalist teachers have responsibilities for a
wide variety of material in many subject areas and are often unaware of past research-based
conclusions regarding positive impacts on the brain for students when music is incorporated in
the classroom. According to Collins (2014), “exposure to the neuromusical research findings…
heightened the values and levels of confidence, importance and intellectual rigour expressed by
the participants towards music education”(p. 14). Changed values can often result in a change in
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 11
action. When teachers become aware of the benefits music offers, they become more likely to
development it brings to cognitive processes used in school and in life. In a recent study at the
University of Texas at El Paso by An, Tillman, Siemssen, Zhang, Lesser, and Tinajero (2016),
preservice teachers went through the process of creating lesson plans for a mathematics course
involving music and then teaching them to a sample class of students (p. 23). An et al.’s study
(2016) indicated that the majority of teachers claimed that “teaching mathematics through music
benefited both their own teaching processes and students’ learning processes” (p. 25). Students
were most often reported to be more engaged and motivated in the classroom when music was
involved. This type of classroom learning also promoted creativity and innovation in students.
Along with its teaching benefits, music provides concentration in the form of background
music. This effect, specifically from classical music listening, known as the “Mozart Effect,”
relates to neuropsychology research done by Rauscher, Shaw, and Ky in 1993 and 1995. Taylor
and Row’s iteration of the previous research (2012) studied the effects of classical background
music on college students taking a trigonometry exam (p. 56). The results of Taylor et al.’s study
(2012) demonstrated that students listening to music while taking tests scored higher on average
than those students in the control group without music in the background (pp. 57-59).
Many past studies have demonstrated a variety of positive benefits for students who
participate in music and fine arts classes. In one 2014 study, Eerola and Eerola searched for
evidence that conveyed extended music education had social benefits for students. The study
results reported by Eerola et al. (2014) showed students in extended music education courses
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 12
were generally more satisfied in the classroom and felt like the classroom had a positive climate
(p. 98). Students also found that, as Eerola et al. (2014) states, “school provided them with
achievement and opportunity more often than the pupils in the normal music education courses”
(p. 98).
Students in Window on a Wider World (WOWW), a fine arts enrichment program in Texas
schools, were found by Sharp and Tiegs (2018) to have higher assessment scores in math,
reading, science, and writing than those who were not in such programs (p. 33). In another
Texas-based study by Frey-Clark (2015), school music programs wh possessed high academic
standards and scores also demonstrated significantly higher musical ability through their
competition scores (p. 45). Though these studies are both bound to similar geographical regions,
they presented empirical evidence for the benefits of fine arts involvement, specifically in the
This study aims to understand the impact of music courses, specifically band, orchestra,
and chorus, on STEM field academic success. Two parts exist within this study. The first focuses
on length of participation in music courses in high school in relation to students’ senior year
GPAs. The second aspect seeks out the relationship between varying levels of music courses and
The student data needed for this research includes 5 metrics: unweighted GPA, weighted
GPA, biology EOC score, geometry EOC score, and SAT score. The researcher will collect data
via an anonymous Google Form survey. Before the formal research study, the researcher will run
a pilot study with a test population in order to ensure that the survey collects the data needed to
Survey questions will tentatively include the following and may be altered according to
the pilot study findings. All survey answers will remain anonymous during the research process.
1. Year One
a. Intermediate
b. Advanced
c. Mastery
2. Year Two
a. Intermediate
b. Advanced
c. Mastery
3. Year Three
a. Intermediate
b. Advanced
c. Mastery
4. Year Four
a. Intermediate
b. Advanced
c. Mastery
iv. If yes, why did you choose to participate in music courses?
a. You are passionate about music
b. You want some down time in between other classes
c. Your parents want you to
d. Other (fill in the blank)
v. If no, why did you not?
a. You are uninterested in music
b. You want to take more AP classes than music allows
c. Other (fill in the blank)
4. Are you a magnet student?
a. Yes
b. No
5. Was music a priority to you in high school?
a. Yes
b. No
Please use your transcript in order to accurately complete the following section.
6. What is your current unweighted GPA? (fill in the blank)
7. What is your current weighted GPA? (fill in the blank)
8. What is your SAT score? (fill in the blank)
i. What is your math subscore out of 800? (fill in the blank)
ii. What is your reading subscore out of 800? (fill in the blank)
9. What is your 9th grade biology EOC score? (fill in the blank)
10. What is your 9th grade math EOC score? (fill in the blank)
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 15
Applied Subproblem #1
How does participation in music courses in high school impact students’ senior year GPAs?
Upon collection of this data, the researcher will perform the statistical analyses necessary
Applied Subproblem #2
How does participation in varying levels of music courses in high school alone impact students’
Level of Music Participation Biology EOC Score Geometry EOC Score SAT Score
Upon collection of this data, the researcher will perform the statistical analyses necessary
The researcher is a current orchestra student and a senior at the Wheeler High School
Prior to the administration of the student survey, parents, along with the research
coordinator, Dr. Ginny Berkemeier, and the high school principal, Dr. Peter Giles must sign the
parental consent form. After obtainment of the signatures, students will return the forms to the
researcher. Following the retrieval of these forms, the survey will be shared with students who
returned a consent form, and students will be asked to complete it on their own time after
receiving a link to the survey via email. Teachers may allow students to take the survey during
class if class time allows. The survey will be open for four weeks, tentatively November 1, 2018
through December 1, 2018. The survey responses will then be collected, counted, and analyzed
References
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ERIC database.
Berg, Brenda. (2017, July). The critical importance of STEAM education. STEM Diversity
https://stemdiversity.wisc.edu/featured/the-critical-importance-of-steam-education/
self-concept in 4th class primary school students. Higher Education Studies, 7( 4),
Collins, A. (2014). Neuroscience, music education and the pre-service primary (elementary)
generalist teacher. International Journal Of Education & The Arts, 15( 5), 1-20. Retrieved
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lessons: Recent research and recommendations for teachers. MTNA e-Journal, 15-26.
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