Abstract
Drawing on 23 comprehensive studies and integrating 49 effect sizes via a three-level random-effects model, this meta-analysis critically examined the impact of music integration on mathematical learning. Our findings unequivocally highlight the substantial impact of music interventions on mathematical performance, unveiling distinct moderators—intervention methods, grade levels, music genres, and publication years—crucial in elucidating music's nuanced influence on mathematical performance. This synthesis not only solidifies the empirical foundation for the symbiotic relationship between music and mathematics but also furnishes actionable insights, empowering educators and researchers to tailor pedagogical strategies, thereby fostering enhanced mathematical competence. Also, this meta-analysis extends our comprehension of the intricate dynamics underlying music-integrated learning, fostering avenues for future research and pedagogical interventions geared toward elevating academic achievement in mathematics.
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