Document Type : Original Article

Authors

1 Department of Art, Payame Noor University, Tehran, Iran

2 MSc in Guidance and Counseling, Islamic Azad University, Kermanshah Branch, Iran

3 Professor in Department of Educational Psychology, Allameh Tabatabai University

Abstract

Inventing and applying motivational, highly efficient, and engaging strategies for teaching elementary school students is a concern that has always occupied the minds of teachers and experts in this field. Meanwhile, using music as an easy and accessible, low-cost, and popular solution in creating and promoting creativity, self-confidence, motivation, and cognitive skills and students' self-directed learning has been considered an important and effective strategy. To this end, the present research investigated the music and melodic teaching impact on the math learning progress of the third-grade elementary school students in Tehran. The research adopted a quasi-experimental design with the experimental and control group. The statistical population included about 20,000 third-grade students in region 1 of Tehran that were selected as available sampling from two Rastar and Meysam Tamar schools, from which 30 students were randomly assigned to the experimental and control groups (15 in each group) as the study sample. Both groups learned the same and the specified concepts. However, the experimental group learned these concepts using music and melodic teaching while the control group learned these concepts using the lecture-based teaching method and the final math scores of the students were used in the analyses. As the instrument, a demographic information questionnaire, the mathematic motivation questionnaire, a progress test and an achievement test were used in this study. The results of covariance analysis showed that teaching math using music and melodic method has a significant positive impact on elementary school students’ math learning (70.8%) and more motivated learning (86%).

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