The "Mozart Effect" and the Mathematical Connection

Autor/inn/en	Taylor, Judy M.; Rowe, Beverly J.
Titel	The "Mozart Effect" and the Mathematical Connection
Quelle	In: Journal of College Reading and Learning, 42 (2012) 2, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
Schlagwörter	Music; Mathematics Achievement; Program Effectiveness; Trigonometry; College Mathematics; Mathematics Tests; Scores; Classroom Environment; Comparative Analysis + Suchen Sie Ihr Suchwort? Musik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Trigonometrie; Klassenklima; Unterrichtsklima
Abstract	Educators are always looking for ways to enhance the performance of students on outcome assessments. There is a growing body of research showing the benefits of music on educational performance. The purpose of this study was to determine if a "Mozart Effect" improves student performance on outcome assessments in mathematics. In this study, during the six major tests that were given for three college trigonometry classes (n = 69) a CD of Mozart music was played for the duration of the test. The results were compared to three trigonometry classes (n = 59) that were given six major trigonometry tests with no music playing. The results indicate that students performed significantly better when Mozart was being played as background music during the outcome assessment. This study adds validity to the "Mozart Effect" and considers improved effectiveness for some learners through altered assessment environments. (Contains 2 tables.) (As Provided).
Anmerkungen	Texas State University San Marcos. Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site: http://www.crla.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10