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Relationships among rhythmic achieve...

The University of North Carolina at Greensboro.

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Relationships among rhythmic achievement in music, mathematics achievement, and selected variables of third-, fourth-, and fifth-grade students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Relationships among rhythmic achievement in music, mathematics achievement, and selected variables of third-, fourth-, and fifth-grade students./
作者:	Duvall, Heather Causey.
面頁冊數:	166 p.
附註:	Adviser: Donald A. Hodges.
Contained By:	Dissertation Abstracts International67-02A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3206295
ISBN:	9780542551185

Relationships among rhythmic achievement in music, mathematics achievement, and selected variables of third-, fourth-, and fifth-grade students.
Duvall, Heather Causey.

Relationships among rhythmic achievement in music, mathematics achievement, and selected variables of third-, fourth-, and fifth-grade students. - 166 p.

Adviser: Donald A. Hodges.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2005.

The primary purposes of this study were to investigate the relationship between rhythmic and mathematics achievement and to determine the best equation to predict mathematics achievement from composite rhythmic achievement, grade level, gender, ethnicity, socioeconomic status (SES), and music background level of third-, fourth- and fifth-grade students.

ISBN: 9780542551185Subjects--Topical Terms:

1017588
Education, Mathematics.

Relationships among rhythmic achievement in music, mathematics achievement, and selected variables of third-, fourth-, and fifth-grade students.
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100 1 $a Duvall, Heather Causey. $3 1058199
245 1 0 $a Relationships among rhythmic achievement in music, mathematics achievement, and selected variables of third-, fourth-, and fifth-grade students.
300 $a 166 p.
500 $a Adviser: Donald A. Hodges.
500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0500.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2005.
520 $a The primary purposes of this study were to investigate the relationship between rhythmic and mathematics achievement and to determine the best equation to predict mathematics achievement from composite rhythmic achievement, grade level, gender, ethnicity, socioeconomic status (SES), and music background level of third-, fourth- and fifth-grade students.
520 $a Two hundred thirty-seven students from twelve intact elementary school classes served as subjects. Composite rhythmic achievement was defined operationally as the average of three rhythmic measures including meter discrimination, synchronization, and rhythmic pattern imitation. Colwell's (1970) Music Achievement Test 1, Part 3 and Flohr's (2000) Rhythmic Performance Test-Revised were used to measure rhythmic achievement. Overall mathematics achievement was measured using Pearson Digital Learning Company's (1999) Successmaker computer software program. Music background was measured using an updated version of Yoder-White's (1993) Music Background Questionnaire.
520 $a Correlation coefficients were determined for composite rhythmic achievement, overall mathematics achievement, grade level, gender, ethnicity, SES, and music background level. Multiple regression was used to determine the prediction of overall mathematics achievement from rhythmic achievement, grade level, gender, ethnicity, SES, and music background level.
520 $a A positive, moderately low correlation was determined for composite rhythmic and overall mathematics achievement (.27, p < .01). Both grade level (60, p < .01) and SES (.31, p < .01) demonstrated moderate relationships with overall mathematics achievement. Results of the multiple regression analysis revealed that the set of predictor variables including grade level, SES, composite rhythmic achievement, ethnicity and gender accounted for 51% of variance in overall mathematics achievement (p < .05). Grade level, the largest single predictor of overall mathematics achievement, accounted for 36% of variance. SES accounted for 8% of variance, composite rhythmic achievement contributed 4%, ethnicity added 3%, and gender contributed 1% of variance. Music background level was not a significant predictor of overall mathematics achievement (p > .05).
520 $a Findings from this study suggest that a positive, moderately low correlation exists between rhythmic and mathematics achievement. Rhythmic achievement accounted for a small amount of variance in mathematics achievement, preceded only by grade level and SES.
590 $a School code: 0154.
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790 1 0 $a Hodges, Donald A., $e advisor
791 $a Ph.D.
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