| This study compared two types of life science instruction, musical motivational instruction and traditional instruction. Treatment groups received musical motivational instruction in addition to traditional instruction. Comparison groups received only traditional instruction. Musical motivational instruction consisted of concept specific songs on vertebrates, composed and performed by the researcher, professionally recorded, and copied to standard cassette tape format. Subjects were students enrolled in four seventh grade life science courses at a rural middle school located in Southern Mississippi. Two instructors, implementing both types of life science instruction, conducted the study.; After the completion of the study, the instructors administered the Vertebrate Content Test to measure achievement and the Science Opinionnaire to measure student attitude. Stanford Achievement Test scores for each subject involved in the study were collected and used to control for prior achievement. Treatment group song preferences were also determined. Data were analyzed using a variety of statistical techniques.; Students receiving musical motivational instruction did not differ significantly on achievement in life science from students receiving traditional instruction while controlling for prior achievement. However, treatment groups did show significantly higher attitude than comparison groups. Specific content test items referred to in the song lyrics did not differ significantly on achievement between treatment and comparison groups. Students receiving musical motivational instruction preferred certain songs over others.; Although not indicated by this study, it is suggested that musical motivational instruction be used as an interrelated experience for gaining higher degrees of achievement in life science. The primary listening of music can make the learning of scientific concepts effective, meaningful, and enjoyable. The researcher stresses the need for further research in this area, especially in regards to song repetition, different listening environments, and student motivation. |
