Faculty Mentor
Jennifer Miceli
Major/Area of Research
Music Theory and Composition
Description
The issue that this master’s thesis addresses is the relationship between music aptitude and academic achievement and its implications for recruiting, retaining, and placing effective music teachers. The purpose of this master’s thesis is to examine the relationship between academic achievement and stabilized music aptitude in high school seniors intending to begin a collegiate music program of study at Long Island University (LIU) Post. In addition to the relationship between music aptitude and academic achievement, the relationship between stabilized music aptitude, high school GPA, SAT score, ACT score, and New York State Certification Exam scores and first-year teaching evaluations will also be examined. The researcher gathered data from the LIU Post Department of Music, College of Education and Information Sciences, and three LIU Post Music Education program completers who are in their first year of teaching. The findings show that there is a statistically significant correlation between composite music aptitude and high school GPA and composite music aptitude and ACT score. This master’s thesis will be useful for music educators and music teacher preparation programs because it points to the importance of carefully examining high school GPA, ACT score, and stabilized music aptitude as indicators of success in first year teachers.
Included in
The Relationship Between Music Aptitude and Academic Achievement
The issue that this master’s thesis addresses is the relationship between music aptitude and academic achievement and its implications for recruiting, retaining, and placing effective music teachers. The purpose of this master’s thesis is to examine the relationship between academic achievement and stabilized music aptitude in high school seniors intending to begin a collegiate music program of study at Long Island University (LIU) Post. In addition to the relationship between music aptitude and academic achievement, the relationship between stabilized music aptitude, high school GPA, SAT score, ACT score, and New York State Certification Exam scores and first-year teaching evaluations will also be examined. The researcher gathered data from the LIU Post Department of Music, College of Education and Information Sciences, and three LIU Post Music Education program completers who are in their first year of teaching. The findings show that there is a statistically significant correlation between composite music aptitude and high school GPA and composite music aptitude and ACT score. This master’s thesis will be useful for music educators and music teacher preparation programs because it points to the importance of carefully examining high school GPA, ACT score, and stabilized music aptitude as indicators of success in first year teachers.