Skunk River Review September 1993, vol 5

https://openspace.dmacc.edu/skunkriver/1008/thumbnail.jp

Proceedings of the 28th International Seminar of the ISME Research Commission

Aptitude might be influenced by nature and nurture (Gordon, 1986; Webster, 1988), and has involved skills related to tonal and rhythmic imagery (Gordon, 1986), music syntax, flexibility, and originality (Webster, 1988). Although Gordon (2001) defined music aptitude as the potential for music achievement, the definition may be problematic (Karma, 1997) due to its multifaceted nature. The purpose of the current meta-analysis was to explore relationships regarding the intersection and alignment of music aptitude and music achievement. Analyses yielded an overall medium effect size (r = 0.42, 95% CI [0.42, 0.43]) regarding the relationship between music aptitude and music achievement. Preliminary moderator variable analyses included the following categories: grade level, grade level groups, and special populations. Subsequent analyses will yield information regarding condition, age, gender, publication source/year, and research design. Preliminary analyses indicated that teachers, overall, should be able to observe the relationship between aptitude and achievement, although the ease varies based on aptitude test, level, and experience. Subsequent analyses will aim to provide more definitive answers while suggesting future directions for both aptitude and achievement measures.This accepted presentation is published as Svec, C. L. (2021). Music aptitude and music achievement: A meta-analysis. In P. Gonzalez (Ed.), Proceedings of the 28th International Seminar of the International Society for Music Education Research Commission (pp. 240–249). Dubai, UAE: Canadian University Dubai. https://urn.fi/URN:ISBN:978-951-39-8515-8. Posted with permission.Copyright © 2021, by ISME – International Society for Music Education Published under CC BY 4.0 license