Abstract
The purpose of this study was to examine the ability of 11 variables to predict performance achievement, teacher rating of musical achievement and progress, and retention of beginning instrumentalists. The study involved 205 fifth-grade beginning instrumental music students and consisted of data collection, student instruction, and achievement assessment. At the conclusion of 7 months of instruction, student performance achievement was evaluated by three independent judges, teacher rating of student progress was obtained, and student retention was tabulated. Results indicate that scholastic ability, reading achievement, and math achievement had the strongest relationship to both adjudicator and teacher ratings of student performance achievement. Student retention was best predicted by socioeconomic status, self-concept in music, reading achievement, math achievement, and scholastic ability. The five variables predicted retention with 97% accuracy.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.