The findings of a recent study by Dr Susan Hallam, Professor of Education and Music Psychology at the Institute of Education and Kevin Rogers, of Hampshire Music Service, show that young people playing a musical instrument enjoy greater progress and better academic outcomes than those who do not, with the greatest impact for those playing the longest.
The study drew on existing data from three secondary schools in England and compared the attainment of 608 young people at the ages of 11 and 16.
Of these, 493 students (81%) did not learn to play an instrument or have voice tuition in school, while 115 students (19%) did. Of those who were learning to play an instrument, 55 had been learning for up to three years, and 60 had been learning for four or five years.
The researchers collected the student’s scores in mathematics and English tests taken at the age of 11 , as well as data on whether they played a musical instrument and if so, how long they had been playing for (see above). They then used GCSE results (the General Certificate of School Education, a national examination taken at age 16 in the UK), to assess each student’s attainment.
The study shows that playing a musical instrument enhances performance in national exams at KS4, shows progress between KS2 and KS4, and that the impact is greater the longer a young person has been playing an instrument. The instrumentalists across all three schools, on most measures, performed at nearly one standard deviation better than those not playing an instrument at KS4 despite there being negligible differences at KS2. Those who had been learning for four or five years had the best results.
Cambridge University Press: https://www.cambridge.org/core/journals/british-journal-of-music-education/article/div-classtitlethe-impact-of-instrumental-music-learning-on-attainment-at-age-16-a-pilot-studydiv/F439F0A77A79858988B66C172FF5CC72/core-reader
|TARGET GROUP:||YOUNG PEOPLE|
|TYPE OF STUDY:||ACADEMIC RESEARCH|
|PERIOD OF STUDY:||UNKNOWN (DATA COVERS 5 YEARS)|
Published with permission from Music Education Works. Original article can be found on: