MULTIPLE REGRESSION A Journal Article

Psy520M Advanced Psychological Statistics

Presented by: FLORABEL S. SUAREZ

Steven K. Hedden, University of Iowa

Prediction of Music Achievement in the Elementary School

Journal of Research in Music Education, Vol. 30, No.1 (Spring, 1982), pp. 61-68

The Research Problem

The purpose of the present investigation was to evaluate a set of variables as predictors of music achievement in elementary general music classes. The research question was: Which of the five variables (i.e., academic achievement, attitude toward music, self-concept in music, music background, and gender) is the best single predictor of music achievement?

Description of Variables

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Academic achievement – Iowa Test of Basic Skills (ITBS)

Attitude toward music – Attitude Toward Music Scale (ATMS)

Self-concept in music – Self-Concept in Music (SCIM) Scale

Music background – Music Background (MB)

ScaleGender

Music achievement – Music Achievement Test (MAT), Level 1

predictor variables ( ‘x’ )

criterion variable (‘y’)

Appropriateness of the Analysis

Number and type of variables:

– use of 2 or more predictor/IV variables of an interval/ratio scale of measurement. Although another predictor, i.e. gender, of nominal level was added, multiple linear regression accommodated the data by means of coding

– use of one dependent variable (i.e., music achievement) that is an interval/ratio level of measurement.

The Procedure

The study had chosen a group of fifth- and sixth-grade students from two schools who were attending regularly scheduled music classes that were taught by a music specialist who had been teaching in her present school for at least five years. The administrative procedures for testing were straightforward. The music specialist administered the ATMS, SCIM, and MB and the investigator administered the MAT one week later in the presence of the specialist. In an effort to control for possible order effects, one fifth-grade and one sixth-grade class at each school had a test order of ATMS, SCIM, and MB; the remaining class at each grade level had a test order of SCIM, ATMS, and MB. ITBS scores, on the other hand, were transcribed from school records.

Statistical Output

Statistical Output – Intercorrelations

Statistical Output

Regression Analysis *

Regression Analysis

Hypothesis:

What are the null and alternative hypothesis for testing whether the % of total variance in music achievement that is explained together by ITBS, SCIM, MB, ATMS and Gender is significantly different from zero?H0: R2 = 0

HA: R2 > 0

R2 is estimated to be 33.64% (school one)R2 is estimated to be 60.84% (school two)

Conclusion

The major research question posed in the present investigation asked about the magnitude of the relationship between music achievement and a set of predictor variables-academic achievement, attitude toward music, self-concept in music, music background, and gender. Of the variables investigated in the present study, the academic achievement measure (ITBS) clearly was the best single predictor of music achievement. For school one, 25% of the variance in MAT scores could be attributed to academic achievement. The corresponding figure for school two was 40%.

Thank You !