Relationship Between Musical Ability and Scientific Achievement

This examination tries to comprehend the relationship that lies between musical aptitude and scholarly accomplishment. This relationship is fundamental in discovering approaches to use music direction that upgrade reading and mathematical accomplishments of students. 6

Lit Review

Background of the problem

  1. There is a base measure of proof that has been introduced to show a connection between both musical aptitude and the mathematical and reading segments of STAAR
  2. Previous research has shown that music is subjective and needs proof that is quantifiable in both its efficiency and execution (Abril & Gault, 2006; Major, 2013; Proctor Duax, 2013).

  3. It has been resolved that the school atmosphere affects a students’ accomplishments. Past examinations grandstand a hole in the impact it has in the classroom atmosphere inside the advanced education framework (Black, 2010; Herndon, 2007).

Theoretical Foundation

  1. Theory of multiple intelligences (Gardner, 2006)
  2. Music learning theory (Gordon, 1986)

Review of Literature Topics

  1. A history of musical aptitude: Musical aptitude is normally characterized as potential for melodic accomplishment and analysts trust that melodic inclination can be acquired during childbirth (Stanton, 1922; Seashore, 1919).

  2. Academic achievement: It was proposed that with more homework broadened school days and years would build the student’s scholarly accomplishment (U.S. Department of Education, 1983). Be that as it may, this kind of change searched out to be in part good and bad (Burdick, 2012, Good, 2010; Palmer, Davis, Moore & Hilton, 2010).
  3. Music in relation to academic achievement: Argabright (2005) recommended that students who participated in music instruction programs increase their scholarly accomplishment. Students who took an interest in music courses had higher grades and achievement.

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    It was inferred that scholastic accomplishment started to rise when taking music classes, for example, choir.

  4. Musical aptitude and academic achievement: Melodic fitness is emphatically connected with phonological mindfulness and early improvement in examining kindergarten students (Rubinson, 2010).


  • a. Gap/Problem: There is a need to analyze holes in writing concerning connections to melodic inclination and sub-downright execution levels of examining the specific segments of STAAR
  • b. Prior Studies: Earlier examinations demonstrate a positive connection between scholastic accomplishment and melodic bent
  • c. Quantitative Studies: This study used quantitative methodology, with a correlation design.
  • d. Significance: Investigating the connections between academic achievement and aptitude can help school workforce and staff discover better approaches to enhance the test scores of their students. 4, 5, 23, 26, 33, 39

Problem Statement It is not known whether and to what degree a relationship existed between the level of musical aptitude and the level of both reading and mathematics scores on the State of Texas Assessment of Academic Readiness (STAAR) among starting band students 5

Research Questions 

a. R1: Is there a correlation between the level of musical aptitude and the composite and sub-categorical performance levels of the mathematics scores of the STAAR among beginning band students?

b. R2: Is there a correlation between the level of musical aptitude and the composite and sub-categorical performance levels of the reading scores of the STAAR among beginning band students? 8


  • a. Location: A small rural east Texas public school district
  • b. Population: Sixth grade band students enlisted in the school locale were required to select musical courses. This included the 2013-2014 enlistment which comprised of roughly 1,110 students
  • c. Sample: The sample consisted of 65 sixth graders who were required to enroll in band courses and take a musical aptitude test. 15, 66, 67 Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative) a. Independent variable: Musical aptitude
  • b. Dependent variable: STAAR 6

Methodology & Design This study utilized a quantitative approach to determine if, and to what degree, a correlation existed between musical aptitude and the STAAR among sixth grade beginning band students. 52

Purpose Statement The purpose of the study was to determine if a correlation existed between levels of musical aptitude and the reading and mathematical scores on the STAAR for beginning band students. 8

Data Collection Approach a. The specialist needed to get composed authorization from the Texas school locale.

  • b. Great Canyon University Institutional Review Board (IRB) endorsement must be required preceding the procedure of information accumulation
  • c. The specialist got access from every understudy’s execution information once the IRB endorsement was gotten.
  • d. The scientist viably utilized documented information, comes about because of the scholastic year 2013-2014 IMMA evaluation and additionally the outcomes from 2013-2014 with respect to science segments of the STAAR. 15, 16, 66, 73

Data Analysis Approach

  • a. The analyst related sub measurements of every factor with a specific end goal to get a more vivacious investigation.
  • b. Data was examined using a Pearson R relationship coefficient to give a numerical rundown of information.
  • c. Inferential and unmistakable measurable investigations were performed.
  • d. Descriptive insights were used to break down the two factors, melodic fitness and scholarly accomplishment, from the IMMA and STAAR scores 65, 67, 74

Evaluation (Maximum 250-500 words)

Luckett sought to decide the general melodic bent by using the IMMA and the STAAR to assess the science and reading accomplishments of the students. The issue that was expressed in this exploration was to what degree does this relationship exist between starting band understudies and their scores on the STAAR and in addition their melodic fitness. This started to impact the analysts reason to lead this examination, as he looked to quantify the relationship and to utilize the IMMA and STAAR evaluations so as to improve scores for the 6th grade students. Research questions were made as they related to melodic learning and the student’s capacity to process and comprehend sound, musicality and examples in sound. The writing concentrated on looking at the connection between the two factors: melodic aptitude and scholastic accomplishment. Past research endeavored to demonstrate that there was a positive connection between scholastic accomplishment and melodic bent.

Luckett took after the quantitative approach with a correlational outline to investigate numerical information between melodic aptitude and scholastic accomplishment of starting band students. Holsomback (2001, 2002) expressed that there are solid connections that can exist between scholarly accomplishment and melodic inclination. The scientist utilized quantitative research to build up connections amongst factors and endeavors to elucidate a marvel by playing out a factual examination of an assortment of numerical information (Fraenkel, Wallen and Hyun, 2012). The independent variable, musical aptitude, was estimated by the IMMA and the dependent variable, academic achievement, was estimated by the STAAR. The examination discoveries were then distinguished as noteworthy in light of the fact that a substantial relationship existed between melodic inclination and the composite and execution levels of the perusing and science segments of the STAAR. Both of these appraisals have gotten satisfactory legitimacy and unwavering quality.

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Relationship Between Musical Ability and Scientific Achievement. (2022, Apr 26). Retrieved from

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