Running head: EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

Effects of Students Enrollment in Musical Ensembles and Athletic Activities on Academic

Achievement
Thomas J. Pavlovich
Concordia UniversityPortland

An Action Research Report Presented to

The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Masters in Education
Concordia University
2014

EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

The Effects of Students Enrollment in Musical Ensembles and Athletic Activities on

Academic Achievement
The purpose of this study is to identify a possible link between academic success and a
students enrollment in a musical ensemble as well as in competitive athletics. Academic success
in secondary schools determines the affordability of post-secondary opportunities for many urban
and suburban students. Determinations have been made previously linking students academic
success with their participation in interscholastic athletics or in school sponsored music
education ensembles such as choir or band. The relationships between music paired with
academics and athletics paired with academics will be analyzed in order to provide insight on the
importance of achievement in more than one school setting. The research will provide a
background on whether or not participating in athletics and music will sustain greater academic
success than participation in music or athletics alone.
Review of the Literature
Standardized Testing
Standardized testing is a method that the United States readily utilizes to assess the
abilities of the students enrolled in educational systems across the nation. Testing occurs
annually in most cases, so the subsets of data can only be evaluated on a year-by-year basis.
Because the testing does occur annually, and student scores are tracked with their enrollment of
classes at institutions, it is possible to drawn conclusions from data about success rates of
students and their involvement in activities that are considered other than academic.
According to the National Association for Music Education (2014), data gleaned from the
SAT (2012) states students who participated in music scored an average of 31 points above
average in reading, 23 points above average in math, and 31 points above average in writing.

EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

Furthermore, research continues that students who attend schools with prolific music programs
statistically perform higher on a wide range of standardized tests compared to those from a
school with a deficient music education program, regardless of the socioeconomic level of the
school or school district (National Association for Music Education, 2014). Common thought
also considers athletic groups after school will not only keep students out of trouble, but also
enrich the educational program (Michigan High School Athletic Association, 2014).
Why Students Participate In Extra Curricular Activities
According to Fredricks, et al., (2002) there are three reasons students might participate in
extra-curricular activities: psychological factors, perceptions of context, and weighing the
benefits and costs. The most common psychological reason that was referenced by Fredricks, et.
al. (2002) is that students reported enjoyment from the extra-curricular activities. This enjoyment
might be an underlying factor in the success of their academic careers as well because it provides
students a reason for a positive outlook on academic and interscholastic participation.
Students participation is also shaped based on the social contexts of the activity
according to Fredricks, et. al. (2002). Students socioeconomic status and the values of the
overlapping cultures inherently influence what the students will consider important. Students
also consider the effective opportunity cost of participation in the activity and what it takes time
from or how it associates them socially (Fredricks, et. al., 2002). The association of scheduling
of the activity and whom the activity is performed with drives the success of the participant in
the activity and the extent to which the participant will continue. In order to generate academic
success corollaries later, the student needs to be able to find reason to continue participation in
the activity. A successful in school music or athletic program is able to do this regularly,
providing little turnover in the participation of a student in the secondary school system.

EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

The Mozart Effect

The Mozart effect refers to the enhancing of young childs spatial and intellectual
capabilities through high exposure to classical genre music including Mozart (Cuthbert, 2011).
First published by Rauscher, Shaw, and Ky in (1993), the effect of listening to Mozart on
children has produced conflicting results. The study produced young children that scored higher
in spatial and intellectual practices in a small setting after listening to classical music for a short
period. Rauscher, et al., (1993) also stated in their findings that exposure to a sonata by Mozart
enhanced the childs spatial IQ. This study only utilized exposure over a short period and other
researchers were not able to replicate the results of the study. However, its implications impacted
the importance of music education in young children as well as its influence in older students for
years to come.
Conversely, McKelvie and Low (2002) conducted two experiments, one testing scores of
students after listening to Mozart compared to popular dance music against a pre-test post-test
design and the other replicating what had been used previously to determine the Mozart effect
existed. McKelvie and Low (2002) determined that because there were not significant
differences between the two scores during the two experiments; the Mozart effect was not as
instantaneous as described by previous researchers. The experiments undoubtedly prove that
with the short-term exposure of music, there is no lingering special or intellectual effect on
children.
Dowd (2008) claims that the over sensationalism of the Mozart Effect was rooted in
commercialism. Shortly after the publication by Rauscher, Shaw, and Ky in 1993, the American
economy was jolted into a small boom. A million dollar enterprise was created when Don
Campbell trademarked the Mozart Effect in 1996 according to Dowd (2008). The trademarks

EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

lead to the publication of books and albums that were derived from minimal research at best.
Dowd (2008) claims that the Mozart Effect experiment has been replicated many times but
similar results have never been reached. These signs point distinctively to the determination that
the short-term effects of music on the brain are immeasurable at best.
Most important in this scientific and music conflict is a statement by McKelvie and Low
(2002) that more study needs to be done to determine if there is an effect on students if they
experience long term exposure to music such as over two years. McKelvie and Low (2002)
reference other studies that incorporate subjects who enroll in music lessons including piano who
take similar course loads to students who are not enrolled in music lessons. Throughout the study
referenced, the gap between the students enrolled in music and those who are not widens over
the course of the two-year study. This aligns with the hypothesis that long-term exposure to
music might create more dedicated and successful students in the academic arena.
The Brain and Music
Holden (2001) quotes research as saying that the brain interprets music very vividly and
differently than spoken language. In-key chords produced activity in the auditory cortex of the
brain while random chord clusters produced activity in the temporal lobes where speech is
recognized. Music is an art that contains more brain activity than other organized extra-curricular
activities. It also harnesses the implicit ability to apply harmonic principles to music in
untrained persons and has implications to academic learning (Holden, 2001 p. 623).
In studies as cited by Kelstrom (1998), researchers found that long term music exposure
had a positive effect on academic success of first grade students on a standardized test as the
study was conducted over the course of two years. The research quoted by Kelstrom (1998)
shows that the longer students are exposed to a conformed music program, the higher their

EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

achievement is when compared to students who are not enrolled in a music program. Students
exposure through high school could then determine their success rates on the American College
Testing tests, Scholastic Aptitude Test, and other standardized tests when compared to those
students who were not enrolled in a school music program. These results were also found in
further research conducted by Kelstrom (1998).
The implications for inclusion of the arts in all aspects of education for all students are
very strong. Kelstrom (1998) references several studies showing that other countries have
already seen success of wholly incorporating the arts in every facet of the educational curricula.
There are also strong correlations between music participation and mental discipline. This mental
discipline is also present in students that participate in athletics. Mental discipline is an attribute
that educational institutions strive to incorporate into their academic studies so that students can
be readily prepared for the demands of secondary and post-secondary educational processes.
Athletics in Education
Research in some cases shows that participating in school athletics does not always have
a positive outcome. Hoffman (2006) indicates that depending on socioeconomic status, the use of
alcohol by males and females rises with their participation in athletics rising with low
socioeconomic status (SES) in females, and rising with higher SES in males. Hoffman also notes
that the grade point average (GPA) of students that use alcohol or other substances while
participating in athletics in school is notably lower than those students participating in athletics
but not using substances. Although the study did not identify specifically the percentage of
students that ended up participating in the use of substances as a direct result of participation in
athletics, it does provide information that identifies negative effects of athletic participation by
students.

EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

Pressley (1996) supports a claim that students who participated in activities generally
had a higher GPA than students who did not (p. 1). The studies quoted by Pressley (1996)
including one done by the U. S. Department of Education directly link participation in athletics
with academic success. These relate to the methodical scheduling and mental control of student
athletes to manage time more effectively. The participating students also display more
commitment to athletics and academics as they re-enroll in athletics because the mental
dedication is fostered in the students and is transferred to their academic success. Hoffmans
(2006) study identifies that students who participate in athletics tend to maintain a higher GPA
than those who do not participate in athletics. There are also thoughts that the participation in
extra-curricular activities by students has a positive impact on the dropout rate of high school
aged students. Hoffmans (2006) research also identifies cases where it is identified that students
who participate willingly in school athletics and other extra-curricular programs are more likely
to achieve and remain in school.
Motivation of Student Athletes and Musicians
Within the research it is shown that the relationship between participation in music or
organized athletics produces a higher positive self-concept than other activities. According to
Simkins, Vest, and Becnel (2009), participants in sport and performing art activities report
higher rates of self-knowledge experiences during the activity than participants of other
activities (p. 1368). Because the activities are voluntary and more intense for a shorter duration,
students involved commit deeply mentally and build internal motivational skills (Simkins, et al.,
2009). Within education, instilling a sense of self worth is important. Participation in outside
scheduled activities or music programs for repetitive years produced students who had higher
values of self-concept, creating the internal motivation to succeed in an academic setting,

EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

according to the study, showing greater drive by those students as well as showing a determinant
link between how music and athletics can positively affect academic success. Rinn and Wininger
(2007) also support that both gifted and nongifted students experienced higher perceptions of
social acceptance, athletic competence, scholastic competence, physical appearance, and global
self-worth if they participated in team sports (p. 38). Because self-concept is at the forefront of
current educational discussions and research, the link between athletics and academic success
should also be evaluated more extensively.
Particular to athletics, Cathey (2008) states students involved in extracurricular activities
had higher test scores than students who did not take part in sports (p. 80). Research statistics
from the U. S. Department of Educations National Center for Educational Statistics agrees with
Cathey (2008) that these types of activities have a great positive impact on the students social
development as well as their academic success. The skills are determined to widely transfer from
what exists in the social and competitive setting of the athletic field to that of the academic
setting. Harnessing the power of these mental states and the competitive edge is what teachers
strive to achieve success for all of their students.
In order to play at a competitive collegiate level, students are required to maintain
specific social and academic standings. Althouse (2007) states that universities need to continue
to work to improve programs for athletes to further academic success. This is because at a
collegiate level, with the emergence of international athletic coverage, the pressure of being a
student athlete changes focus from being student first to being equal balanced importance. In
order to continue their success, Althouse (2007) suggests a more structured schedule, similar to
what is found before the collegiate level where students found success, including tutor periods,
team meeting time, and regimented meals.

EFFECTS OF ENROLLMENT IN MUSIC AND ATHLETICS

Analysis
The research listed above clearly states that there is a need for linking research between
further academic success within the secondary schools and music and athletic participation. The
research also provided a basis to consider that music and athletic participation are directly linked
with the self-worth assessments of students. Students who participate in these types of organized
activities have a decisively higher level of self-worth and are also generally more successful
academically.
Long-term participation in music has shown to have an intellectual effect on students,
although the specific type of effect is not readily identifiable. Students score higher on
standardized tests as well as in their GPA when enrolled in a music program. Similar to
participation in music, athletic participation provides that students will achieve higher and show
more commitment to academic success when engaged as a long-term participant. Whether these
academic successes are due to the high demands of state mandates of GPA requirements for
participation in interscholastic athletics is uncertain.
A larger portion of the success is attributed to the social ethics created by participation in
both music and athletic organizations (Simkins, et al., 2009). These social ethics include
commitment, dedication, and immersion in the process of achievement required by musical and
athletic participation. The close social structure of the athletic team also promotes collective
educational strategies because students are surrounded by other students in travel, study tables,
and practice. The close proximity of students allows for the collaborative educational process
that educators strive for in the classroom. Students are actively engaging in physical movement
as well as mental stimulation in applying strategy and learning techniques within the athletic
group, exercising their mental capacity to learn and apply new knowledge. These qualities are

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not always readily present in the academic realm of education and are readily incorporated in the
areas of athletics and music.
Conclusion
Because of the research listed above, it would be beneficial to see if further academic
success could be gleaned from students who participate in both music and athletic programs
while enrolled in the secondary school system. Music has the ability to activate different areas of
the brain simultaneously while boosting the level of perceived self-worth of a student. It has also
been shown in short controlled instances to increase memory and intellectual function. In long
term, students who participate in music have shown to have higher scores, aptitudes, and spatial
awareness than students who do not participate in music education for extended periods.
Athletic participation provides students with the structure and mental state of
commitment to also provide academic success, increasing the self-worth of students. The
mandates of state organizations that provide athletic competition in schools could be part of the
reason for academic success of school athletes as well. Students participating in interscholastic
athletics have been shown to often create better schedules of time management, better social
support networks, and higher scores of self-worth.
Negative impacts of participation in athletics do exist. Students can become more apt to
participate in negative social situations such as consumption of alcohol. There are also studies
that have shown that there are not definitive reasons to believe that exposure to music alone
creates more intellectual students. It has been shown to take prolonged participation, not just
exposure, to music to possibly make a difference in academic achievement, but it has not been
proven what that determinant effect might be.

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Success of students during and after enrollment in schools is a goal of every educational
establishment. In order to maximize the success of students, schools have created numerous
programs that involve students in more than an academic platform. Two programs that have
shown success through research in increasing student success are routinely athletics and the arts,
specifically music. One area where research has been absent is if students enrolled in both music
and athletics could score higher than if only one program is prevalent in the students regular
school experience. Because success is found singularly with both music and athletics in boosting
GPA and student success academically, it could be assumed that involvement in both would
further the academic success. This study will inquire if the participation of students in both
athletic and music programs will increase students academic success further than if the student
participated in one of the single entities alone.

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References
Althouse, J. N. (2007). Testing a model of first-semester student-athlete academic motivation
and motivational balance between academics and athletics. (Doctoral dissertation, The
Pennsylvania State University). Retrieved from http://ezproxy.cu-portland.edu
Becnel, J. N., Simpkins, S. D., & Vest, A. E. (2009). Participating in sport and music activities in
adolescence: The role of activity participation and motivational beliefs during
elementary school. Journal of Youth Adolescence 39. 1368-1386
Cathey, K. S. (2008). The effect of athletic participation on academic achievement of middle
school students. (Doctoral dissertation, Tennessee State University). Retrieved from
http://ezproxy.cu-portland.edu
Cuthbert, L. (2011). Human intelligence: whats the Mozart effect? Retrieved from
http://curiosity.discovery.com/question/what-is-the-mozart-effect
Dowd, W. (2008). The myth of the Mozart effect. Skeptic, 13, 21-23, & 80.
Fredricks, J. A., Alfeld-Liro, C. J., Hruda, L. Z., Eccles, J. S., Patrick, H., and Ryan, A. M.,
(2002). A qualitative exploration of adolescents' commitment to athletics and the arts.
Journal of Adolescent Research, 17(1), 68-97. doi: 10.1177/0743558402171004
Hoffmann, J. P. (2006). Extracurricular activities, athletic participation, and adolescent alcohol
use: Gender differentiated and school-contextual effects*. Journal of Health and Social
Behavior, 47(3), 275-90.
Holden, C. (2001). How the brain understands music. Science, 292. 623.
Kelstrom, J. M. (1998). The untapped power of music: Its role in the curriculum and its effect on
academic achievement. National Association of Secondary School Principals.NASSP
Bulletin, 82(597), 34-43.

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McKelvie, P., & Low, J. (2002). Listening to Mozart does not improve children's spatial ability:
Final curtains for the Mozart effect. The British Journal of Developmental Psychology,
20, 241.
Michigan High School Athletic Association (2014). Retrieved from www.mhsaa.com
National Association for Music Education (2014). Retrieved from http://nafme.org/
Pressley, J. S., Whittley, R. L. (1996). Lets hear it for the dumb jocks. National Association
of Secondary School Principals NASSP Bulletin, 80.
Rauscher, F. H., Shaw, G. L., &Ky, K. N. (1993). Music and spatial task performance. Nature,
365, 611.
Rinn, A. N., Wininger, S. R. (2007). Sports participation among academically gifted
adolescents: Relationship to the multidimensional self-concept. Journal for the
Education of the Gifted 31(1). 35-56.

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CAPSTONE PROJECT DOCUMENTATION FORM

ACTION RESEARCH PROJECT
Name: Thomas J. Pavlovich
Title of Project: The Effects of Students Enrollment in Musical Ensembles and Athletic
Activities on Academic Achievement
Date Completed: July 25th, 2014
IMPLEMENTATION TIME FRAME:
Number of weeks: 2 Weeks
TIMELINE of ACTION RESEARCH PROJECT:
Start Date: July 6th, 2014
End Date: July 19th, 2014
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area?
How does it directly impact you?
The area of focus for this Action Research project is the extra-curricular involvement of
students and their academic success, specifically concerning their participation in music and
athletics and their academic standing when compared to participating in music or athletics alone.
This area of research was chosen because the researcher is both a coach and a music teacher.
Ample amounts of research exist linking academic success and extra-curricular involvement but
most only link music to success academically or athletics to success academically. The action
research is impactful because it provides fuel for the coexistence of healthy music and athletic
programs in order to bolster the academic success of all students in the public school if there is a
connection between participation in multiple facets of extra-curricular activities and academic
success. It would also provide an intervention strategy for students who are not successful
academically that can create a positive intervention utilizing extra-curricular activities instead of
interventions with a negative connotation such as detentions or Saturday school programs.
RESEARCH QUESTION:
Does participation in athletics and music increase students academic success more than athletics

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or music alone?
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved?
What statistics will give a clear understanding of the context and culture of the research
site? (Do not use name as an identifier.) Provide references for sources used.
This research project will take place at a public middle school and high school in
Southeastern Michigan. The school sizes are relatively small, within the bottom third based on
student population, compared to the area schools, creating a close-knit environment of students
that area capable of participating in multiple extra-curricular activities (State of Michigan, 2014).
The socioeconomic status of the families is comparable to those of many suburban areas of
major metropolitan areas throughout the United States (United States Census Bureau, 2014).
TARGET GROUP: Who are the students you are trying to impact? (Do not use names you must use another identifier.) How do you think this strategy or content focus will
benefit the target group?
The students that this study attempts to impact are those students who are capable of, but
do not regularly participate in both music instruction as well as athletic competition within the
public secondary school setting in an organized fashion. The content focus will identify if
students who participate in both music and athletics perform better academically. This study
could identify a positive aspect of involving students in multiple ways in order to better serve atrisk students in the school system. It could also serve as a direct link between the importance of a
diversified extra-curricular offering and academic solidarity for students.
BASELINE DATA: What are the baseline data that support your choice for this area of
focus? What patterns or trends do you see in the data? What is your proof that an issue
exists in this focus area? (NOTE: You may not depend solely on Standardized Test Scores.)

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It has been noticed that several students that graduated this past June within the high
school where the action research took place were musically and athletically involved. It was also
noticed that students who are involved in both types of extra-curricular activities were within the
top third of the graduating class based on grade point average. Past research has also determined
that singular participation in athletics or music has been beneficial to students success
academically. Although not all students involved in music achieved highest within the graduating
class, the need for the study exists in that students who did participate in both music and athletics
were within the top third of their graduating class this past spring.
ACTION PLAN
IMPLEMENTATION PLAN: What is your plan to implement the strategy or content
knowledge? How did you collaborate with other staff involved with this issue?
The researcher met with the middle school counselor as well as another varsity coach at
the high school in order to identify a possible solution for students who may be struggling
academically or lacking structure in their school situation. It was determined that a solution
needed to be created where students had a positive outlet to receive attention within the school
programs in order to begin creating a positive school atmosphere. The staff members also
identified that students who performed athletically or in a music ensemble in the school were
among the academically successful group within the schools. The suggestion was proposed that
if athletics and music create successful students separately, than a student who was enrolled in
both music and athletics would achieve further academic success than a student only enrolled in
a singular extra-curricular activity. Students would be given a survey to asses their own opinions
of their academic, athletic, and musical success in order to determine how they perceive
participation in extra-curricular activities effects their academic standing. Students will also be

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introduced to two similar lessons. At the end of the lessons, students will be given a writing
assignment. The students writings from the second writing when they are involved with both
music and athletics will be compared to the writing from when they are involved with only
music or athletics.
PROCEDURES & MEASURES: What are the steps you will follow? How will you
measure student progress?
1.

Students who returned the informed consent form will be given a survey to determine
their thoughts on their own abilities academically, athletically and musically. The survey
will also designate if the students is currently in a music course or participating in
athletics currently and their current perceptions on their academic achievement.

2. After completing the survey, students will be instructed on a lesson regarding music
history. During this week, students who will be instructed are only participating in music
instruction outside of the lesson, and not in athletic participation. The lesson will be
administered utilizing a PowerPoint slideshow. The slideshow contains links to music
tracks that coincide with the period being discussed in the PowerPoint lesson.
3. After the lesson, the students will write a brief essay summarizing the information
learned in the lesson.
4. During the second week, students will be administered a second lesson regarding music
history, again, in a PowerPoint slideshow. During this time the students will have also
begun their participation in athletic programs for the summer. The second slideshow will
be very similar to the first, but contain different information about a different period in

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music history.
5. After the second lesson, students will again write a brief essay summarizing the
information learned in the second lesson.
6. Student progress and change will be measured based on the differences between the
quality of the two essays during the first of which they only participated in music, and
during the second of which they participated in music and athletics.
DATA COLLECTION: What data will be collected? How often? What tools will be used?
Copies of tools will go in appendixes.
In order to determine the students impressions of their participation in athletics, music
and academic success, a survey will be administered during the first week. This will provide the
researcher with information on how each students feels about their academic success paired with
corollaries on whether or not they participate in music or athletics and to what extent they feel
their abilities are. It will also provide what percentage of students in the survey are participants
in both music and athletics during the course of an academic year. This data will be collected
only once during this Action Research.
Another data collection tool that will be utilized is the collection of essays from the
students during weeks one and two of the Action Research. The researcher will administer two
lessons on music history, one each week, that are similar and the lessons will be given in the
same manner, utilizing a PowerPoint presentation. The students will then write an essay and the
quality of the essay will be used as a determinant if student growth occurs when a student moves
from participating in one extra-curricular activity (music) to participating in two extra-curricular
activities (music and athletics).
The final data collection method that will be included in the Action Research is a student

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survey. The student survey asks the participants in the lessons their interpretations of how
participation in various extra-curricular activities affects their academic performance. It also asks
how their academics are affected by their participation in athletics or music singularly. This
survey will provide the researcher with pertinent information on how the participants perceive
the importance of participating in extra-curricular activities.
IMPLEMENTATION: (Describe the actual implementation of your plan.)
Week 1:
Monday:

Pre-Project survey of students where they self evaluate their athletic, musical, and
academic abilities

Tuesday:

Administer lesson to students on the blues genre through PowerPoint lesson allowing
time for students to ask questions if necessary as if administered during a regular class
period during the school year

Assign students to write a short essay summarizing the information presented and to draw
conclusions about the genre from their own experiences with the genre

Wednesday-Friday:

Collect short essays from students as they are turned in with a deadline of 11:59 p.m.
EST on Friday.

Review essays and grade based on structure, analysis of the topic, and inclusion of
personal examples

Review survey results to determine students disposition on participation of athletics

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and/or music and their academic abilities

Week 2:
Monday:

Administer lesson to students on the gospel spiritual genre through PowerPoint lesson
allowing time for students to ask questions if necessary as if administered during a
regular class period during the school year

Assign students to write a short essay summarizing the information presented and to draw
conclusions about the genre from their own experiences with the genre

Tuesday-Thursday:

Collect short essays from students as they are turned in with a deadline of 11:59 p.m.
EST on Thursday

Friday:

Review essays and grade based on structure, analysis of the topic, and inclusion of
personal examples

Compare students first short essay from when the student was only enrolled in music to
their second short essay when they were enrolled in both music and athletics

Correlate results from Week 1 survey with the results of differences between Week 1 and
Week 2 essays.

DOCUMENTATION OF ADJUSTMENTS: How did the plan change during the course of
the Action Research timeline? What prompted the change? What were the effects of the
changes?

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The action plan was followed completely as described. The major change that occurred
was to the action plan as a whole. The original plan prescribed interactions with students during
the scheduled classroom periods that they were enrolled in. Because the action research timeline
occurred during the summer break for the students involved in the research, the overall plan had
to be adapted. Lessons were changed and presentation methods were changed from in classroom
techniques to an Internet friendly method of administering lessons through PowerPoint
presentations and having students email a short essay back to the researcher. The study methods
were also changed to compare students first essay and second essay because students would be
identifiable based on the return methods for the essays.
The preliminary survey was also adapted from using a clicker system installed in the
researchers classroom to utilizing a written and emailed survey administered at the beginning of
the research period. Due to the research timeline falling over the summer months, students
received and returned the surveys via email to the researcher. This limited participation to
approximately 70% of the total students enrolled in the researchers class, but was representative
of the student population demographics.
ANALYSIS & REPORTING
REPORTING RESULTS: What are your results and how will you share them? How does
the baseline data compare to the ending data? What is the story told by your data?
The evidence from the Week 1 survey demonstrated that students who are enrolled in
athletics and music during the same time rate themselves higher in academic ability. The students
who rated themselves high in music and athletic ability also consequently rated themselves as a
model student on the survey. Students who did not participate in music and athletics during the
same time period rated themselves lower in academic abilities. Based on the grades from this

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school year, the student surveys do coincide with the academic achievement of the school, with
students enrolled in both music and athletics performing slightly higher overall academically
than those who are only enrolled in one type of extra-curricular activity.
Based on the writing samples provided by the students during the research period,
students who are enrolled in both a music and athletic extra-curricular activity write more clear
and concise answers that are more focused, well organized, and pertinent to the assignment
guidelines than those that are only enrolled in one type of extra curricular activity. Students who
were enrolled in both music and athletic extra-curricular activities during the second week of the
research showed improvement in their vocabulary and organizational writing structure. Although
the changes were small, the greatest improvement was shown in males who were involved in
music and athletics.
Although exactly what about extra-curricular involvement provides students to enrich
their success, the data sets did prove that slight improvement in student ability were made. Male
students showed slightly more improvement than female students, and only a few students
showed no change at all in the writing samples. The conclusions from the writing sample data
sets reinforce the validity of the student assessment survey where students rated their own
abilities showing that students who participate in music and athletics consider themselves to be
better students.
IMPLICATIONS FOR FUTURE: How will the results impact your teaching in the future?
How did the project inform your decision-making as a professional?
The data presented in through the action research project provided the researcher with
valuable insight on how to motivate students who may not be achieving their full potential
academically. The data provides slight indications that students will perform better if given
opportunities to participate in the educational experience in more than an academic setting.

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Students who are struggling academically can be encouraged to participate in both music and
athletic extra-curricular activities in order to provide a more positive school experience to bolster
their academic achievement through positive interventions as opposed to negative consequences.
Further research on this topic over a longer period of time with a larger group of students
is planned by the researcher to see if lasting effects can be created through this intervention
strategy and to compare this academic intervention strategy with others to determine which is
most effective for the student body in the given demographic. This further research will also
provide the researcher with the opportunity to determine if this strategy is more beneficial for a
specific gender, age group, or age range in the secondary school setting. Information will also be
presented to the guidance office in the secondary schools in the district where the research took
place in order to assist in the recuperation of academic achievement of students struggling within
the district.
CONCLUSIONS: Did this study improve student performance? Explain. Did this study
improve your skills as a teacher? Explain.
This action research project aimed to determine whether or not participation in multiple
extra-curricular activities, specifically music and athletics, would improve student performance
academically. While the results of the study were limited, students did show growth in academic
based writing ability when they were involved in both music and athletics. This improvement
demonstrates that students time spent outside of academics does have an impact on their
schoolwork, and when they are enrolled in music and athletics, that impact is a seemingly
positive one. Although the study sample size was small, improvement in the students writing did
occur.
The researcher intends to utilize this information to guide the recruitment process for
music and athletics in order to assist students who may need outlets in extra-curricular activities

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in order to glean higher academic performance. The information will also be dispelled to other
coaches and instructors within the district to improve the overall standing of the school on state
performance indicators. Creating a curriculum that incorporates more extensive study in music or
the arts and athletic participation of a competitive extent should be considered by the district in
order to create an overarching system that will glean higher academic achievement.
There is a need for further research on this topic as the timeline for research was short
and the project occurred when access to student participants was minimal. A longer study period
is needed to determine if the effects only occur while a student is enrolled in the extra-curricular
activities or if the effects will last after the extra-curricular activities are discontinued. It would
also be beneficial to study a larger sample group than what had participated in this study to
determine if the effects can occur across multiple disciplines of the arts and through multiple
athletic activities. The possibility of substituting an arts course for an extra-curricular involving
differentiated social interaction was not considered in this study, but the researcher
acknowledges the possibility of this substitution also being valuable in order to create positive
change in the academic success of the study group.
REFERENCES:
State of Michigan (2014). 2013-14 Pupil headcount data (MSDS): District data. Retrieved from
http://www.michigan.gov/cepi/0,4546,7-113-21423_30451_30460-325960--,00.html
United States Census Bureau. (2014). State & county quickfacts. Retrieved from
http://quickfacts.census.gov/qfd/states/26/2616160.html
PERSONAL REFLECTIONS:
In order to complete this project, a lot of communication was needed. Students were
embarking on their summer break and were difficult to communicate with. Advanced

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25

arrangements were made with dates that the students could expect communications from the
researcher and clear instructions on how to complete both the assessments after lessons as well
as the survey on the first day of the research timeline. Students who did not readily have access
to the internet were excluded out of necessity because of the communication difficulties, which
could have possibly skewed the results of the study.
Although the action research project was the culminating experience for the program,
significant research information was also gained from the literature survey. The information from
the literature survey guided what became the ultimate question to be researched, as opposed to
the question being posed before research began. This led to the research inspiring the project and
a more directed research question and timeline for the action research initiative.
The most important information that was gleaned from this action research for a
classroom music teacher is that there shouldnt be a juxtaposition of athletes against musicians in
the public school system. Although more research is clearly needed over a greater timeline,
initial results proved that the most successful musicians are also athletes in the public schools,
and this combination also produces the greatest academic success as opposed to participation in
one extra-curricular activity alone.

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Appendix A
Survey (Please circle your answer)
(Week 1)
1) Do you participate in organized sports?
a. Yes

b. No

2) Do you participate in a music program?

a. Yes

b. No

3) How long have you participated in sports?

a. Less than 1 year

b. 1-3 years

c. 3 or more years

4) How long have you participated in music?

a. Less than 1 year

b. 1-3 years

c. 3 or more years

5) How would you describe your athletic skill?

a. best on my team

b. some athletes are better

c. many athletes are better

6) How would you describe your music skill?

a. best in my group

b. some musicians are better c. many musicians are better

7) How would you describe your grades in school?

a. model student

b. good grades, but could be better

c. school is difficult

8) Which word best describes you?

a. competitive

b. creative

c. quiet

9) If you could improve one category, which would it be?

a. athletics

b. music

c. academics

10) What is your favorite part of school?

a. sports

b. music

c. being around the other students

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Appendix B
Interview Questions
(Week 2)

1) What is your opinion of participating in music courses?

2) What is your opinion of participating in athletic programs?

3) How do you think that your academics are affected by your participation in music?

4) How do you think that your academics are affected by your participation in athletics?

5) Do you think participating in both athletics and music creates a positive or negative
impact on your academic success?

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