'The Mozart effect': A listening experience with developmental mathematics students at a community college

International academic exams have increased the need for educational assessment and innovative strategies. This paper explains a descriptive research project that examines music listening as a potential factor in the improvement of competency test results in algebra by community college students who need developmental courses. In the two-semester project (Fall 2000, Spring 2002), survey questionnaire results and student records provide student profile data concerning both mathematics and musical backgrounds of those students. The researcher compares minimal competency exam results of music listening participants with non-participants. Inspired by the work of Dr. Gordon Shaw, University of California, Irvine, and Dr. Fran Rauscher of the University of Wisconsin, Oshkosh, the study addresses a current pedagogical controversy called "the Mozart effect." This effect is defined as an enhancement of performance or change in neurophysiological activity associated with listening to the music by composer, Wolfgang Mozart or, according to Shaw, as the ability of a Mozart sonata, under the right circumstances, to improve the listener's mathematical and reasoning abilities. The researcher examined other musical activities with developmental mathematics students at Ashland Community College in an effort to find a feasible environment for description. Those involved a keyboard project using Pachelbel's Canon in D, listening to "Kenny G" or utilizing a "Tune Room", and a Celtic Dance activity. Results indicate that listening to music during an exam does not improve competency test results. However, other factors, such as building a sense of community or learning to play an instrument, show greater potential for improvement in mathematics test results. The best hope for scientific proof of such probably lies in brain research.