Award Date

1-1-1985

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Number of Pages

77

Abstract

The purpose of this study was to determine if there is an effect on the academic, affective and attendance profiles of selected fourth grade students when baroque music is introduced subliminally into the classroom intermittently or continuously throughout the school day. Students were randomly assigned to three classrooms with one of three treatments: music continuously, music intermittently, or a no treatment, control group. Fourteen measures from the Children's Personality Questionnaire, two measures from the Stanford Achievement Test, and attendance and discipline records were used to assess outcomes of this study. Analysis of variance with repeated measures revealed a significant post test score in the sub-test for tension on the children's Personality Questionnaire, showing students in the classroom with no music becoming more tense than those in either classroom with music. Analysis of Variance revealed significantly more absences in the classroom with music continuously than in that with music intermittently or with no music. If questions about the possibility of increasing absences can be addressed, this study might be replicated with a larger population for further investigation of significant results.

Keywords

Academic; Affective; Attendance; Effects; Fourth; Grade; Investigation; Music; Profiles; Selected; Students

Controlled Subject

Education, Elementary

File Format

pdf

File Size

1382.4 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/2afj-yclg


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