Running head: IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 1

The Impact of Music Course Participation on STEM Academic Success

Advanced Scientific Research Paper

Wheeler High School Center for Advanced Studies

by

LANIER, CAROLINE

The Center for Advanced Studies

Wheeler High School
Marietta, GA
December 2018
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 2

Abstract
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 3

Table of Contents

Chapter 1: Introduction…………………………………………………………………………...
Statement of the Problem………………………………………………………………….
Purpose of the Study……………………………………………………………………….
Research Questions………………………………………………………………………...
Hypothesis Statement……………………………………………………………………..
Definition of Key Terms……………………………………………………………………
Summary…………………………………………………………………………………

Chapter 2: Literature Review……………………………………………………………………...

Foundation Subtopic………………………………………………………………………
Summary…………………………………………………………………………………..

Chapter 3: Research Method……………………………………………………………………..

Research Method and Design……………………………………………………………..
Population…………………………………………………………………………………
Sample……………………………………………………………………………………..
Materials/Instruments……………………………………………………………………..
Data Collection, Processing, and Analysis………………………………………………
Assumptions………………………………………………………………………………
Limitations………………………………………………………………………………….
Delimitations………………………………………………………………………………..
Ethical Assurances…………………………………………………………………………
Summary……………………………………………………………………………………

Chapter 4: Findings………………………………………………………………………………....
Results……………………………………………………………………………………..
Evaluation of Findings……………………………………………………………………
Summary………………………………………………………………………………….

Chapter 5: Implications, Real World Connections, Recommendations, and Conclusions………

Implications………………………………………………………………………………
Recommendations………………………………………………………………………..
Conclusions……………………………………………………………………………….

References………………………………………………………………………………………

Appendix A: Title………………………………………………………………………………..

Appendix B: Title………………………………………………………………………………….
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 4

LIST OF TABLES
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 5

Chapter 1: Introduction

Statement of the Problem

How does participation in music courses during high school impact students’ academic

success in the Science, Technology, Engineering, and Math (STEM) fields?

Purpose of the Study

The purpose of this study is to understand the impact of music course participation on

students’ academic success in STEM fields.

Research Questions

1. How does participation in music courses in middle and high school impact students’

graduating GPAs?

2. How does participation in varying levels of music courses in high school alone impact

students’ math and science standardized test scores?

Hypothesis Statements

1. Participation in music courses​ influences a students’ ​senior year GPA​ to be greater than

that of students who do not participate in music.

2. Participation in the highest levels of music courses​ will be statistically significant in

relation to ​standardized math and science test scores​ than ​participation in lower levels​.

Key: ​Independent Variable​, ​Dependent Variable

Significance of the Study

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),
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 6

“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.

Definition of Key Terms

● ACT -​ “​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

applicants. There are four sections on the ACT: English, reading, math, and science.”

(The Princeton Review, 2018)

● 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

& Layne, 2010).

● Band ​- “An instrumental ensemble, usually made up of wind and percussion instruments

and no string instruments” (Austin Symphony, 2018)

● Chorus ​- STILL NEED DEFINITION

● Content standards​ - “Standards that describe what students should know and be able to

do in core academic subjects at each grade level” (​Southwest Educational Development

IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 7

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

of need in learning, therefore improving performance in all high school courses”

(GADOE, 2018).

● GPA​ - Grade point average. “The standard way of measuring academic achievement in

the U.S.” (Study in the U.S.A., 2017)

● Integrated curriculum​ - “Using a single theme to teach a variety of subjects. It also refers

to an interdisciplinary curriculum, which combines several school subjects into one

project” (​Southwest Educational Development Laboratory​, 2010)

● Magnet program/school​ - “A school that focuses on a particular discipline, such as

science, math, arts, or computer science. It is commonly designed to recruit students from

other parts of a school district” (​Southwest Educational Development Laboratory​, 2010)

● 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

applicants. There are two SAT sections: math and evidence-based reading and writing”

(The Princeton Review, 2018).

● STEM education​ - Science, technology, engineering, and mathematics education that “is

about moving forward, solving problems, learning, and pushing innovation to the next

level” (Gerlach, 2012)

IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 8

● STEAM education​ - Science, technology, engineering, art, and mathematics education

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)

● String orchestra ​- An orchestra “made up of only string instruments, with no woodwinds,

brass, or percussion. Four major kinds of instruments make up the string orchestra,

including the violin, the viola, the cello, and the double bass” (All Shore Orchestra, 2016)

Summary

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

for students in STEM courses.

IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 9

Chapter 2: Literature Review

Factors of Student STEM 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

this field of study, especially in the United States.

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

as parental educational levels increased, so did student success.

As reported by Yildizbas (2017), “The quality of teacher-student relations is a basic

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

the advantages and disadvantages each student faces.

Between all the studies analyzed in this review, the results consistently showed student
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 10

mindset as the most significant factor in determining a student’s academic success. All students

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

participation. According to Hepworth, Littlepage, and Hancock (2018), a more academically

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.

Through background research, it can be understood that parental involvement,

teacher-student relationships, and student mindset are critical to student STEM success. Without

each of these important aspects, students are less likely to excel in the classroom.

Benefits of Music Incorporation in Schools

Some teachers, because of various reasons, have never been exposed to the benefits that
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 11

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

action. When teachers become aware of the benefits music offers, they become more likely to

implement music integration in their own classroom.

Teachers identify music as a necessary element in the classroom because of the

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
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 12

(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 (p. 91). The

study results reported by Eerola and Eerola (2014) showed students in extended music education

courses were generally more satisfied in the classroom and felt like the classroom had a positive

climate (p. 98). Students also found that, as Eerola and Eerola (2014) state, “school provided

them with achievement and opportunity more often than the pupils in the normal music

education courses” (p. 98).

Other research in different learning environments has resulted in similar conclusions.

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 who 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

realm of academic achievement.

Music has positive effects in many areas of the classroom setting, according to past

research. Students are more engaged when mathematics is taught with music integration, and

when music is playing in the background of testing environments. Music and fine arts
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 13

participation also benefits students in social settings, feeling more positively about what was

going on in the classroom. Students participating heavily in fine arts and music courses are often

higher achieving on exams than those students who do not.

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

students’ standardized math and science test scores.

Summary

Chapter 3: Research Method

Need an introduction here. Refer to the template for more info.

Research Methodology and Design

The student data needed for this research includes 6 metrics: unweighted GPA, weighted

GPA, biology EOC score, geometry EOC score, SAT score, and ACT score. The researcher

collected data via an anonymous Google Form survey. Before the formal research study, the

researcher ran a pilot study with a test population in order to ensure that the survey collected the

data needed to answer the research question.

Population

High school seniors in band, orchestra, chorus, and advanced scientific research in the

fall semester were asked to participate. Of those who were told about the research,

Sample

The pilot study sample included a total of thirteen individuals within the Advanced
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 14

Scientific Internship and Research course. These individuals turned in parental consent forms on

November 7, 2018 during the research class period.

After this date, the researcher told orchestra, band, and chorus members about the

research during their class periods. Through this method of advertising, research participants

were not required to be members of the magnet program. All students who turned in parental

consent forms between November 8 and November 15 were a part of the actual survey study.

Materials/Instruments

Data Collection, Processing, and Analysis

Assumptions

The researcher assumes research participants will complete the survey honestly. The

parental consent form assured both parents and students that answers would remain confidential

and would not be linked to their identity. 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 music program will be retrieved. The researcher

assumes certain standardized test score data relates directly back to student academic

achievement in STEM areas. These test scores are a key part of the college admissions process

and are meant to accurately represent student academic success.

Limitations

This study is limited to the survey results that are submitted. Research was only able to

be conducted in one specific high school in Marietta, GA. This study is restricted to the bounds

of the Wheeler High School student body.

IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 15

Delimitations

The researcher has chosen to limit the study on the impact of orchestra, band, and chorus

courses specifically. The study does not include any research on other fine arts participation.

This study is limited to the barriers of the classroom setting. Other interests in music outside of

school are not taken into account.

Ethical Assurances

The researcher has maintained confidentiality throughout the process. Students were not

asked to submit any sort of identification within the survey. No survey data is linked to a named

individual.

Summary

Chapter 4: Findings

Results

Evaluation of Findings

Summary

Chapter 5: Implications, Real World Connections, Recommendations, and Conclusions

Implications

Real World Connections

Recommendations

Conclusions
IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 16

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An, S. A., Zhang, M., Tillman, D. A., Lesser, L. M., Siemssen, A., & Tinajero, J. V. (2016).

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IMPACT OF MUSIC COURSES ON STEM ACADEMIC SUCCESS 17

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