The Relationship between Musical Aptitude and Academic Achievement among Beginning Band Students

The purpose of this quantitative correlational study was to examine if and to what degree a correlation existed between the musical aptitude measured by Intermediate Measures of Music Audiation (IMMA), and reading and mathematics scores on the State of Texas Assessment of Academic Readiness (STAAR) among sixth grade beginning band students. Two research questions guided the study: (1) was there a correlation between the level of musical aptitude on the IMMA and the composite and sub-categorical performance levels of the mathematics scores on the STAAR among beginning band students? and (2) was there a correlation between the level of musical aptitude and the composite and sub-categorical performance levels of the reading scores on the STAAR among beginning band students? The theoretical foundation was Gardner's theory of multiple intelligences supported by Gordon's music learning theory. Results from regression analyses indicated there was a statistically significant relationship between students' musical aptitude and mathematics achievement composite scores, R = .673, R2 = .453, F (1, 63) = 52.132, p < .001, between students' musical aptitude scores and five mathematics achievement subscales, R = .709, R2 = .502, F (5, 59) = 11.915, p < .001, between students' musical aptitude and reading achievement composite scores, R = .848, R2 = .718, F(1, 63) = 160.722, p < .001. Results from the multiple regression analysis indicated a significant relationship between students' musical aptitude scores and three reading achievement subscales, R = .861, R2 = .740, F(3, 61) = 58.022, p < .001. The implications suggest that music programs designed to increase musical aptitude may have a positive effect on reading and mathematics achievement among middle school students.