| This quasi-experimental design investigates critical thinking through music compositions of sixth grade general music students. Through the use of the Cornell Critical Thinking Test Level X, scores were compared between the treatment (music composition) and control (regular music classroom curriculum) groups. Participants (N=193) were in eight in-tact classes. Each class was randomly assigned to four groups: (1) Experimental Group A (Pre/treatment/post); (2) Control Group B (pre/post); (3) Experimental Group C (treatment/post); (4) Control Group D (post). T-tests and ANOVAs were utilized to analyze results and to determine statistical significances. While treatment was determined statistically significant for one of the four groups, the direction of significance was quite intriguing. |
