수학 과목과 음악적성간의 상관관계 연구

Abstract

The purpose of this study is to testify the statistical relationship between math scores and music aptitude of the 2^(nd) graders and 3^(rd)graders in middle school and, based on the results, to show the importance of the music education in the future. The study targeted total 200 students, each hundred of 2^(nd) graders and 3^(rd) graders in a middle school in Kyoungki. Korean Music Aptitude Test was taken by the samples. The math scores of the samples used in this study were, in the case of the 2^(nd) graders, the mean of the two test scores, mid- and final-term in the spring semester, and, in the case of the 3^(rd) graders, the mean of the three scores, mid- and final-term of the spring semester and the mid-term of the fall semester. The statistical analysis was conducted with the mean, standard deviation, correlation, level of significance, and the scatter diagram. The results of the analysis are as follows: First, in the case of all students, the correlation coefficient between the math scores and rhythm, 0.441(p-value < .05), is statistically significant, and the one between the math scores and melody, 0.367 (p-value < .05), is also statistically significant. Second, in the case of all male students, the correlation coefficient between the math scores and rhythm, 0.540 (p-value < .05), is statistically significant, and the one between the math scores and melody, 0.439 (p-value < .05), is also statistically significant. In the case of all female students, in addition, the correlation coefficient between the math scores and rhythm, 0.276 (p-value < .05), is statistically significant, and the one between the math scores and melody, 0.229 (p-value < .05), is also statistically significant. Third, in the case of the male 3^(rd) graders, the correlation coefficient between the math scores and rhythm, 0.591 (p-value < .05), is statistically significant, and the one between the math scores and melody, 0.488 (p-value < .05), is also statistically significant. In the case of the female 3^(rd) graders, the correlation coefficient between the math scores and rhythm, 0.209 (p-value > .05), however, is statistically insignificant, and the one between the math scores and melody, 0.394 (p-value < .05), is also statistically significant. In the case of all the 3^(rd) graders, in addition, the correlation coefficient between the math scores and rhythm, 0.476 (p-value < .05), is statistically significant, and the one between the math scores and melody, 0.463 (p-value < .05), is also statistically significant. Last, in the case of the male 2^(nd) graders, the correlation coefficient between the math scores and rhythm, 0.452 (p-value < .05), is statistically significant, and the one between the math scores and melody, 0.311 (p-value < .05), is also statistically significant. In the case of the female 2^(nd) graders, the correlation coefficient between the math scores and rhythm, 0.286 (p-value < .05), is statistically significant, and the one between the math scores and melody, 0.053 (p-value > .05), however, is statistically insignificant. In the case of all the 2^(nd)graders, in addition, the correlation coefficient between the math scores and rhythm, 0.391 (p-value < .05), is statistically significant, and the one between the math scores and melody, 0.223 (p-value < .05), is also statistically significant. The results of this study exhibit there is a statistically significant relationship between the math score and the music aptitude of students, except for the one with rhythm of the female 3^(rd) graders and the one with melody of the female 2^(nd) graders. To be more specific, there are stronger relationships with rhythm than with melody, with both rhythm and melody of the male students than of the female students, and of the 3^(rd) graders than of the 2^(nd) graders. This study testifies that there is a statistically significant relationship between math scores and music aptitude of students. However, the results don’t mean the relationship is common in everywhere. Therefore, more studies that shows there is a relationship between math scores and music aptitude should be done so that people realize the importance of the music education.