International Journal of Research in Education Humanities and Commerce

EXPLORING THE RELATIONSHIP BETWEEN AFFECTIVE DISPOSITION AND NAEP MUSIC SCORES

Authors: Nicholas R. Bledsoe & Mingyuan Zhang

ABSTRACT

This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) data set. The paper explored the relationship between affective disposition and average scores on the 2016 NAEP music assessment for eighth-grade students. To gain a better understanding of the relationship between students’ affective disposition and average music scores, this study used a quantitative descriptive research design to analyze the secondary data extracted from the 2016 NAEP data set. The findings include (1) students who agreed that they had a talent for music had significantly higher average music scores. (2) Students who had been told by others that they are good musicians had significantly higher average music scores. (3) Students who reported that they liked playing music for others had significantly higher average music scores. These findings indicate that budget constraints and cuts to music education in public schools may limit student intelligence and the development of a positive self-concept.

Keywords: NAEP, Student, Music Education, Self-Concept, Multiple Intelligences.

REFERENCES

• American Association for the Advancement of Science. (1994). Benchmarks for science literacy. New York: Oxford University Press.
• Bartolomei-Torres, P. (2022, January 14). Musical intelligence: Definition, characteristics, and activities for its development. Learningbp. https://www.learningbp.com/musical-intelligence-definition-characteristics-activities-development/
• Becker, L.A. (2000, March 20). Effect Size Calculators. University of Colorado Colorado Springs (UCCS). https://lbecker.uccs.edu/
• Brown, L. L. (2012, May 7). The benefits of Music Education. PBS Kids. https://www.pbs.org/ parents/thrive/the-benefits-of-music-education
• Gardner, H. (1987). The theory of multiple intelligences. Annals of Dyslexia, 37, 19-35. https://www.jstor.org/stable/23769277
• Gottlieb, J. (2019, November 21). New Harvard Study Says Music is universal language. Harvard Gazette. https://news.harvard.edu/gazette/story/2019/11/new-harvard-study-establishes-music-is-universal/
• Hash, P. M. (2017). Development and validation of a music self-concept inventory for college students. Journal of Research in Music Education, 65(2), 203–218. https://doi.org/10.1177/0022429417695750
• Herb, D. N. (2021). Effects of music self-perception on music education and Nonmusic majors’ ensemble participation. Update: Applications of Research in Music Education, 40(3), 20–29. https://doi.org/10.1177/87551233211043438
• International Society for Technology in Education. (2014). ISTE standards: Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards- T_PDF.pdf
• Kraus, N., & White-Schwoch, T. (2020). The argument for Music Education. American Scientist, 108(4), 210. https://doi.org/10.1511/2020.108.4.210
• Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23(2), 285302.
• Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
• Martin, A. (2020, August 21). The importance of music education in schools. Graduate Programs for Educators. https://www.graduateprogram.org/2020/08/the-importance-of-music-education-in-schools
• Mawang, L. L., Kigen, E. M., & Mutweleli, S. M. (2018). The relationship between musical self-concept and musical creativity among secondary school music students. International Journal of Music Education, 37(1), 78–90. https://doi.org/10.1177/0255761418798402
• Mills, S.W. (2001) The Role of Musical Intelligence in a Multiple Intelligences focused Elementary School. International Journal of Education and the Arts, 2(4), 1-20. http://www.ijea.org/v2n4/index.html
• Musacchia, G., & Khalil, A. (2020). Music and learning: Does music make you smarter? Frontiers for Young Minds, 8. https://doi.org/10.3389/frym.2020.00081
• NAfME. (2014, July 21). Important benefits of music in our schools. National Association for Music Education. https://nafme.org/important-benefits-of-music-in-our-schools/
• NCES. (2008). NAEP Data Explorer Technical Documentation. https://nces.ed.gov/nationsreportcard/tdw/database/data_tool.asp
• NCES. (2020). Interpreting NAEP Arts Results. https://nces.ed.gov/nationsreportcard/arts/interpret_results.aspx
• NCES. (2022a). About NAEP. https://nces.ed.gov/nationsreportcard/about/
• NCES. (2022b). NAEP Assessment Sample Design. https://nces.ed.gov/nationsreportcard/tdw/sample_design/
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.
• National Research Council. (1996). National science education standards. Washington, DC:  National Academy Press.
• Peralta, L. (2021, May 13). Why are schools cutting music programs?. Save the Music Foundation. https://www.savethemusic.org/blog/schools-cutting-music-programs/
• Piatetsky-Shapiro, G. (1996). Advances in knowledge discovery and data mining (Vol. 21). U. M. Fayyad, P. Smyth, & R. Uthurusamy (Eds.). Menlo Park: AAAI Press.
• Sanders, P. D. & Browne, L. A. (1998). Music self-concept of non-music majors. Contributions to Music Education, 25(1), 74-86. https://www.jstor.org/stable/24127068
• Silverstone, J. (2018, June 19). Tuning in: Six benefits of music education for kids. New England Board of Higher Education. https://nebhe.org/journal/tuning-in-six-benefits-of-music-education-for-kids/
• Tarrant, M., North, A. C., & Hargreaves, D. J. (2002). Youth Identity and Music. In R. MacDonald, D. J. Hargreaves, & D. Miell (Eds.), Musical identities (pp. 134–150). Oxford University Press.
• Yamaha Staff. (2022, November 29). Status of music education in public schools. Yamaha Music. https://hub.yamaha.com/music-educators/prog-health/advocacy/status-of-music-education-in-public-schools/
• Yao, Y., Zhong, N., & Zhao, Y. (2008). A conceptual framework of data mining. In Data Mining: Foundations and Practice (pp. 501-515). Springer Berlin Heidelberg.