Music training and performance score of students in university of Ghana basic school

Abstract

This research was a correlational study conducted in the University of Ghana Basic School to investigate the relationships between music training and English Language and Maths performance score. The study employed quantitative approach using the positivist paradigm. In the study multiphase sampling techniques were used to select 84 students from primary 6 classes. They were put into two strata of students with background of music training and students with background of no music training to correlate with their performance scores. The data was analysed using Pearson Product moment correlation and ANOVA. Results indicated that there are significant differences between the subject score of school children who have had music training and school children who have not. However, there were no statistical significant differences between the number of years a student have had music training and his or her English and Maths performance scores. Implications of this study are that music training influences performance scores among school children in the University of Ghana Basic School. The study however did not quantifiably examine if it was the years of music training that enhances performance or years of quality music training. Future researchers should therefore study quantifiably how years of quality music training increases performance score among students.