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Introduction
Educational theorists have long sought answers to the question of how we
can best teach students to learn well. Models for teaching have evolved and will
no doubt continue to be developed. Some of today's' leading learning
technologies embrace the use of music to assist in learning.
Music was utilized by the researcher in the classroom as springboard of
Science lesson to arouse the interest of the
better memory retention . The creation of music expresses inner thoughts and
feelings and develops the musical intelligence through understanding of rhythm,
pitch, and form. Writing songs related to content allows students to express how
they feel about the topic .
According to Miles (1997) , when we use music that is related to the
content we're learning, it also makes students' learning more relevant.
According to Ortiz (2012) Music is a natural part of learning. It connects
the experience to the mind and vice versa, it
experience. It touches our lives every day
Music
N
49
S.D.
4.10
Mean
17.71
Descriptive Equivalent
Satisfactory
Mean
S.D.
d.f.
t-value
p-value
Decision
Post-test
49
-6.06
3.22
48
13.16
.000
Significant
Table 3 shows Paired Sampled T-test on Concept Retention in Science.
It shows that the pre-test and t-value is 13.16 with a Mean Score of -6.06 and
S.D. of 3.32. It generates a p-value of .000 which is interpreted as significant.
Table 4: The Effect size of Concept Retention in Science
N
t-value
Eta2
Descriptive Equivalent
49
13.16
.78
Large Effect
Table 4 shows the test of effect size of Concept Retention in Science. It
generated an eta2 value of .78 which signifies large effect through the used of
music integration strategy- an effective tool in Concept Retention in Science.
Conclusion
Results of this study provided information that Music helps improve
learning