The Effect of Rhythmicity on Student Test Scores and Attitude

The Effect of Rhythmicity on Student Test Scores and Attitude

Author: 
Tenille D. Harris
Program of study: 
Ed.D./CI
Abstract: 
For this research study, an investigation was conducted to comprehend how music rhythms may influence high school student learning outcomes. The auditory cortex was identified as the brain component that was initially sensitive to acoustic rhythms, prosody, pitch, and tones that additionally evoked the affective sensation. The components of this study helped direct secondary school students toward a learning process where chemistry concepts are familiarized through implicit learning techniques. This study had a quantitative research design where the sample size was 84 students in total; 42 students as the control group and 42 students as the experimental group. The selection of ten additional students formed a pilot test group. Questions for this study were: What is the effect of musical macrorhythmicity and microrhythmicity on high school student science test scores? What is the effect of musical macrorhythmicity and microrhythmicity on the attitudes of high school science students? The independent variable was: Music using macrorhythmicity and microrhythmicity stimulus. During this periodicity, several states of consciousness or states of mind were expected to activate and intentionalize the encodings and set the codes to specialized memory. Macro rhythms distributed tone, pitch, rhythm pulsations. Micro rhythms bifurcated within the brain to encephalic regions. During this experiment four pretests and posttests, excluding a midterm test, revealed P-values of 0.131, 0.740, 0.711, and 0.708, respectively. Although there was no statistical significance among experimental and control group students, mean values for the experimental group revealed higher test scores. The experimental group also improved in attitude.
Dedication: 
I dedicate this dissertation to one of the most influential people I have ever met in my life, my father-in-law Edward Faison. Through his constant words of encouragement, along with his wife Beryl Faison, I would not have finished this monumental work. Words of strength and motivation were incessantly expressed from the two. Their words helped me to liberate myself from internal negative thoughts that I experienced from time to time and helped me to recognize that I could achieve and complete this wonderful work. Their words also helped me to recognize that I could make a meaningful impact in my community through this work. I have truly been blessed.
Acknowledgements: 
Thanks belongs to my God. Because of Him I was allowed to exist, to create this exciting study and experience an incredible doctoral journey! I am grateful for the opportunity He has allowed me to experience in order to create this study. Moreover, I am especially grateful for all of the days I have endured during this doctoral journey in which I encountered either tribulations or very stressful circumstances. He has brought me through all these moments and I am deeply, deeply thankful! Nevertheless, I would like to thank my dissertation committee who has also made this dissertation possible. A special thanks goes to Dr. Michelle Hill for accepting the position as my dissertation chair. She was always willing to provide detailed suggestions and guidance for creating the research proposal and final, full dissertation report. Her credentials and background proved of much added value to this study and I thank her. I thank Dr. Deborah Gilbert and Dr. Regina Trice, who were also willing to work with me throughout my doctoral journey. The two provided skillful, timely guidance and direction for creating this work; thank you. I would like to acknowledge my two kids, Bethesda Faison and Michael Faison, who struggled to stay up at times with me as their mother worked on the computer typing this work. I was always encouraged from the notion that one day they could attend school and tell other students, "My mother is a doctor". I would like to thank my husband, Deuel Faison, who helped me to put things into perspective and recognize my potential upon completing this great work. He also did a great job helping to care for the household and the two kids while I worked on this project. Thank you Deuel! Finally, thanks goes to Dr. T. and Dr. E. who were participants in the experiment, as well as all the students we worked with, my academic advisors, school and district officials who approved this study. I will never forget each one of you.