The effect of music participation on mathematical achievement and overall academic achievement of high school students

A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least two music credits per grade level were placed into Group A. This category included ninth graders with two or more music credits, tenth graders with four or more music credits, eleventh graders with six or more music credits, and twelfth graders with eight or more music credits. The remaining students were placed into Group B. Group A students performed better than group B students. However, the differences were not statistically significant. Scatter plots indicated a slight upward trend in GPAs as the number of music credits increased. Lower GPAs were nonexistent as the music credits increased.