Music on Fine Motor Skills Effects Research Paper

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¶ … Music on Fine Motor Skills

EFFECTS of MUSIC on FINE MOTOR SKILLS

The Effects of Music on the Fine Motor Skills of Pre-School Students

This study investigated the effects of music on the fine motor skills of pre-school students. Participants included 12 students 6 boys and 6 girls from ages 3 to 5 years old. These students were exposed to 3 different conditions, party music, classical music and no music, while completing fine motor activities such as, tracing, coloring, drawing and cutting. The results were (opposed) to what was hypothesized, there was (a/not) difference in performance between the groups that listened to either genres of music or worked with no music.

Participants

Twelve students from the Cubbies Den Integrated pre-school program took part in this experiment. Six were boys and six were girls. The participants ranged in age from 3 to 5 years old. All participants were recruited for this study through an informative letter and a signed parental consent form.

Instruments

The Beery VMI, test of visual motor integration skills was used at the beginning and at the end of the study. Participants were given the same fine motor work sheets consisting of coloring, tracing, cutting and drawing tasks. A selection of party songs for kids from the popular music of Kidz Bop 19 soundtrack and the soundtrack titled Bach, Beethoven and Baby, a selection of instrumental classical music, were used for the background music.

Procedure

Participants were randomly selected into three groups. Each participant was seen individually and given and informal test using the Beery VMI, test of visual motor integration skills in order to obtain their current skill level. Each group, seen separately on three occasions, was given the same set of pre-writing worksheets and fine motor activities to complete. While engaged in the activities, group one listened to the music from Kidz Bop 19, group two listened to the soundtrack titled Bach, Beethoven and Baby, and group three did not listen to any music. After the activities on the final day, all participants were seen individually and, again, given the Beery VMI, test of visual motor integration skills.

Data Analysis

Each participant's tests were scored and compared. It was predicted that test comparison would show an increase in fine motor abilities in the two groups that listened to the music and the group that listened to the music of Kidz Bop 19 would show the highest increase.

Results

The null hypothesis for the study was that the group means for all three groups (types of music) would be equal. The alternative hypothesis for the study was that at least one of the group means would be statistically significantly different from the other group means. In other words, the study wanted to test whether the type of music (or lack thereof) that a student listened to would influence their performance on the evaluation. There were no outliers in the data, as assessed by inspection of a boxplot for values greater than 1.5 box-lengths from the edge of the box. Performance scores for performance were normally distributed for all three groups. The assumption of homogeneity of variance was also met, as assessed by Levene's Test for the Homogeneity of variances.

The sample (N = 12) was divided into three separate groups. One group listened to party music, one group listened to classical music and the final group did not listen to any music. An initial examination of the data provided the following understanding of the final motor skills performance means in each of the three groups. The students exposed to party music displayed a mean performance score of 1.25, with a standard deviation of 1.7. The students exposed to classical music displayed a mean performance of .5 with a standard deviation of 1.3. The students exposed to no music at all displayed a mean performance score of 1.5, with a standard deviation of .57.

The results of the one-way ANOVA indicated that there were statistically significant differences between the three groups of students, F (2,9) = .661, p = .540. Consequently, no post-hoc analyses were run. The lack of significant differences indicates that the study failed to reject the null hypothesis and that the alternative hypothesis could not be accepted.

Discussion

The results of the statistical analysis indicated that there were no significant differences between the groups of students with respect to… [END OF PREVIEW]

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Music on Fine Motor Skills Effects.  (2013, May 3).  Retrieved December 13, 2019, from https://www.essaytown.com/subjects/paper/music-fine-motor-skills-effects/1999410

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"Music on Fine Motor Skills Effects."  Essaytown.com.  May 3, 2013.  Accessed December 13, 2019.
https://www.essaytown.com/subjects/paper/music-fine-motor-skills-effects/1999410.