The Effects of Using Classical Music and Traditional Teaching Strategies on Student's Academic Achievement in a Selected Social Studies Class

Abstract

The purpose of this study was to examine the effects of classical background music during work times and assessments versus traditional teaching methods in an 8th grade Social Studies classroom. The study also examined the academic achievement of males and females when subjected to classical background music. The sample consisted of an experimental and control group. The experimental had nine students white the control had nine students. Data were collected using a teacher made pre-test and post-test. The experimental group was taught a unit with classical background music during class work time and during the post test while the control group had no background music and was subjected to traditional teaching methods. Data were analyzed using a one way ANCOVA. The results indicated there was no significant difference in academic achievement for students who were in the experimental group and in control group. Two way ANCOVA results on gender when taught using classical background music indicated no significant different on academic achievement. The results suggest that classroom teachers need to be selective in selecting background music during work time.