Build the Mind for Math

Relationship Between Music Interest and Math Achievement

Why did not Music Training used on students’ Math Understanding and their Math Achievement in Turkey?


—Music is common and a tool to go fun for human being. However, its importance is insufficiently realized in todays. While people listen and generate music, tunes and sounds, some investigators think that producing and listening to music provide people with activating their brain systems. (Fiore, 1992)

Identification of The Problem

´According to our research, there is a significant relatinship between Music Training and students’ Math Understanding and their Math Achievements. Why did not Music Training used on students’ Math Understanding and their Math Achievement in Turkey?


Taken together, the literature review results indicate that music plays a significant role on mathematics achievement. Firstly, when we examined the Spelke’s (2008) research, it was about effects of music instruction on developing cognitive system of math and science. And it was resulted that musical training affects positively on representation and reasoning in geometry and estimation, people who took the education of music and dance are more successful in estimation, number line, map activities and geometrical invariants than others, as well as musicians show the higher performance on the geometrical invariants activity. 

Literature Review

Music Aptidute Score with Mathematical Achievement

In the research article by Rother (2000), has demonstrated that music direction can have a constructive outcome on different regions of learning, in the same way as science and spatial-fleeting thinking. Besides, the art as a whole, when coordinated into a school's educational program, has indicated incredible results in understudy's execution in school and state of mind about school.

Village Institutions and Music Training

When we look at the development of music education, one of the important development was the Village Institutions movement that began in 1940.

The major propose of the Village Institutes was to carry education every possible place in Turkey.

Analyze of Data

The reliability of the questionnaire included three parts was measured by the test-retest method. 19 students who study in collage participated in the test.

Because of structure of the questionnaire, we do not need to use other reliability methods such as equivalent form method, internal consistency method.

In the process of analyzing data, descriptive statistical techniques for percentage, mean, median, mode and frequency will be used by utilizing from SPSS program.

In this process, T-test for independent samples and one-way ANOVA test will be used for deciding whether or not there is a meaningful relationship between them by accepting that significance is in .05 level of confidence.

T-test will be used in analyzing the relationship between students’ musical interest and mathematics achievements or scores.

Conclusion & Suggestions

As a result of the study, we concluded that people with high music interest are successfull in mathematics (Calculus I and Calculus II) than others who are not interested in music.

Because music interest is highly effective on mathematic success, education of music should be increasing and qualified in schools. In order to improve cognitive skills, music courses should include musical note information and wide variety of musical instruments.

As a result of the study, there is a significant relationship
between music interest and mathematic achievement.


Cheek Joyce M., S. L. (1999). Music traing and mathematics achievement of ninth graders. Adolescence, Vol. 34, No. 136 . Edwards, A. (1957). Techniques of Attitude-Scale Construction. New York: Appleton-century-Crofts. Gardner, H. (1999). The Disciplined Mind. New York: Simon & Schuster Gardner, H. (1995). Reflections on multiple intelligences. Phi Delta Kappan, 77, 200-209. Gazzaniga, P. M. (2008). Effects of Music Instruction on Developing Cognitive Systems. in 3rd chapter, P. E. Spelke , Learning, arts and he brain 17-51. New York/Washington, D.C.: Dana Press. Grandin, T. and Peterson, M. (1998). Spatial-temporal versus language-analytic reasoning: The role of  music training. Arts Education Policy Review, 99 (6), 11-14. Marsh, A. (1999). Can you hum your way to math genius? Forbes, 163 (8), 176-178. Nantais, K. M., & Schellenberg, E. G. (1999). The Mozart effect: An artifact of preference.  Psychological Science, 10, 370–373. Oppenheim, A. (1966). Questionnaire Design and Attitude Measurement. New York: Basic Books, Inc.

Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1995). Listening to Mozart enhances spatial-temporal  reasoning: Towards a neurophysiological basis. Neuroscience Letters, 185, 44–47. Rother, S. (2000). The correlation of music aptitude scores wıth mathematical achievement scores.  Spelke, E. (2008). Effects of Music Instruction on Developing Cognitive Systems. Learnıng, Arts,and The Braın, 17-52. Steele, K. M., Bass, K. E., & Crook, M. D. (1999). The mystery of the Mozart effect: Failure to replicate.  Psychological Science, 10, 366–369. Stephens, H. A. (2006). The effect of music participation on mathematical achievement and overall academic achievement of high school students. International Journal of Mathematical Education in Science and Technology, 757-763. Howell, D. C. (2011). Fundamental statistics for the behavioral sciences. Belmont, CA:Wadsworth Cengage Learning.   Gay, L. R., & Airasian, P. (2000). Introduction to educational research. In K. M. Davis, J. Peters, & S. Mitchell (Eds.), Educational research: Competencies for analysis and application (pp. 3-36; 6th ed.). Upper Saddle River, NJ: Prentice-Hall. © İmece Halkaları ve Bilişimci Martılar Eğitimi», Hayal Köksal, İstanbul, 2014