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Effect of a Music Education Interven...

Merida-Gonzalez, Leslie.

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Effect of a Music Education Intervention on Fifth-Grade Students' Ability to Learn Fractions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effect of a Music Education Intervention on Fifth-Grade Students' Ability to Learn Fractions./
作者:	Merida-Gonzalez, Leslie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	237 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256281
ISBN:	9781369572346

Effect of a Music Education Intervention on Fifth-Grade Students' Ability to Learn Fractions.
Merida-Gonzalez, Leslie.

Effect of a Music Education Intervention on Fifth-Grade Students' Ability to Learn Fractions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 237 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

This sequential explanatory mixed-method study investigated the effect of a music education intervention student ability to master fractions. A minimum sample of 62 fifth-grade students (n = 49 students without disabilities and n = 13 students with disabilities) from two large inclusive general education classes in an elementary public school in Southwest Florida. Quantitative data was collected from the mathematics common core curriculum pre, mid, and post fraction assessments as well as from an open-ended question-based student questionnaire. One-way repeated measures ANOVA indicated significant changes between the pretest and posttest for students without disabilities, p =.000 and SWD, p =.002. The effects of the music-mathematics intervention proved to significantly improve the learning of fractions of fifth-grade SWD with and without disabilities. A two-way repeated measures ANOVA analyzed interactions between effects (time x type), p =.315. Based on these results, a noticeable mathematics achievement gap between students without disabilities and SWD was indicative. Open coding, across case comparison, and keyword frequency were used to analyze students' responses throughout the six open-ended questions. Open-ended questions 1-5 pertained to students' overall perception of the music-mathematics intervention, and open-ended question six pertained to what students recognized as being the most helpful musical idea in the music-mathematics intervention. Most the students perceived the music-intervention to be helpful and enjoyable, with a few admitting finding the lessons difficult, thus feeling confused, and disinterested. Most of the students recognized that combining music and mathematics concepts in the lessons helped them the most with learning fractions. Recommendations for future research include adapting the music-mathematics intervention to fifth-grade mathematics curriculum and incorporating fraction concepts in the first half of the music-mathematics intervention, and studying frequent fraction errors in students (with and without disabilities). In addition, future research includes expanding student exceptionalities and increasing sample size.

ISBN: 9781369572346Subjects--Topical Terms:

516693
Special education.

Effect of a Music Education Intervention on Fifth-Grade Students' Ability to Learn Fractions.
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