Date of Conferral
6-21-2024
Date of Award
June 2024
Degree
Ph.D.
School
Psychology
Advisor
Patty Loun
Abstract
Academia and education advocates have reported a concern about the elimination of art and music education classes from high school curriculums in the United States. Studies using mean SAT test scores from 1984 and 1994 versions of the SAT test indicated participants who had art and music education classes had higher verbal and mathematical SAT test scores compared to those who did not. However, since revision of the SAT test in 2005, whether students had significantly increased mean SAT test scores with each added year of art and music education participation, and whether students who participated in art and music education courses had higher mean SAT test scores was unknown. Thus, this nonexperimental comparative study involved examining comparative differences that each additional year (1/2 year or less, 1, 2, 3, 4, 4+) makes in terms of archived mean SAT critical reading, math, and writing SAT test scores, as well as differences between mean SAT test scores of those who took art and music education courses versus those who did not. A one-way ANOVA indicated mean SAT test scores increased from 1/2 year or less to 1 year and from 3 to 4 years. A t-test revealed significantly increased mean SAT test scores involving art and music education courses. Thus, findings revealed students continue to benefit from art and music education. Positive social change results from significantly increased academic achievement test scores indicating possible higher functioning due to art and music educational programs. This in turn supports students in terms of functioning in society.
Recommended Citation
Beyer, Margaret Ellen, "Differences in Art and Music High School Students’ SAT Test Scores from 2006 to 2015" (2024). Walden Dissertations and Doctoral Studies. 16197.
https://scholarworks.waldenu.edu/dissertations/16197
