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Description / Abstract
This study assesses the effectiveness of music as a teaching tool for science classrooms. Average test scores across three assessments were compared in two sixth grade classrooms to determine if exposure to content-rich music resulted in one classroom outperforming the other. In Test 1, neither classroom received a content-rich song to study with and the baseline of average test score between the classrooms was established. For Test 2, Class A received an original content-rich song to study with and Class B did not. For Test 3, the same procedure for Test 2 followed but instead Class B received the song. Quantitative analyses demonstrated that students studying with an educational song performed better on tests than students without. Qualitative surveys demonstrated that music had an overall positive impact on studying, recall, and classroom environment. Implications and limitations of the current study, as well as suggestions for successful implementation of music into the science classroom, are discussed.
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Keywordseducational music, science education, differentiated learning
Degree AwardedB.S. in Biology
Awarding InstitutionPoint Loma Nazarene University
Committee MembersRachelle Wong, Daniel Bolechowski
Supervisor or ChairJennifer Lineback
Periodical TitleArete: The PLNU Honors Journal
Peer Reviewed?No
Collections With This Resource
PLNU Undergraduate Honors Projects 2021-2025
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