Musical Ability of Palestinian Public School Students in Nablus Governorate
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Date
2003
Authors
Ammar Mohamd Masoud Qadamani
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Abstract
This study sought to discover the musical ability of seventh, eighth, ninth and tenth graders in public schools in Nablus Governorate. To this end, the study raised the following questions:
1. Does the musical ability of students differ due to sex, place of living, birth order in the family, number of family members, educational level and parents' education?
2. Does the students' ability to distinguish sounds and their volume, beat remembering, musical timing, quality of sound and rhythm remembering differ due to the independent variables of sex, class, place of living, birth order in the family, size of family and parents' education? To answer the questions and test the hypotheses of the study, the researcher administered a test to a randomly chosen sample of 2,143 students of both sexes in the seventh, eighth, ninth, tenth grades in Nablus Governorate public school. They were distributed among 62 sections in 12 different schools: 6 for males and six for females.
To test the reliability of the instrument, the researcher used internal consistency-Cronbach's Alpha coefficient reliability. It was 0.9348. For data analysis, the researcher used One-Way Analysis of Variance, Three-Way Analysis of Variance and Multi-Way Analysis of Variance of dependent variables according to Holting's method of hypothesis testing. Study findings:
1. It was found that there were statistically significant differences at α = 0.05 among the averages of students' grades in the general musical ability test which were due to sex. The differences were in favor of females.
2. There were statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be attributed to place of living. The differences were found to be in favor of the city.
3. There were also statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be due to family size. The differences were in favor of small-size families, save the measurement to distinguish sounds and quality of sounds.
4. No statistically significant differences were found at α = 0.05 among averages of students' grades in the general musical ability test which might be due to birth order in family.
5. There were statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be attributed to parents’ education. The differences were in favor of those who had a higher level of education.
6. There were no statistically significant differences at α = 0.05 among the averages of students' grades in the general musical ability test which might be due to interaction between the two sexes, birth order in the family, and father's education.
7. There were statistically significant differences at α = 0.05 which might be due to mother's education.
8. There were statistically significant differences at α = 0.05 which might be due to family size.
9. There were statistically significant differences at α = 0.05 which might be attributed to interaction between mother's and father's education as well as family size.
10. There were statistically significant differences at α = 0.05 among the averages of students' grades in the test scale of distinguishing sound, its volume, beat remembering, timing, quality of sounds and rhythm remembering which might be due to sex variable. The differences were found to be in favor of females.
11. There were statistically significant differences at α = 0.05 which might be due to place of living. The differences were in favor of those from the city.
12. There were statistically significant differences at α = 0.05 which might be attributed to class. The differences were in favor of older age groups save the scale of beat remembering.
13. There were statistically significant differences at α = 0.05 which might be due to order of birth in the family.
This study sought to discover the musical ability of seventh, eighth, ninth and tenth graders in public schools in Nablus Governorate. To this end, the study raised the following questions: 1. Does the musical ability of students differ due to sex, place of living, birth order in the family, number of family members, educational level and parents' education? 2. Does the students' ability to distinguish sounds and their volume, beat remembering, musical timing, quality of sound and rhythm remembering differ due to the independent variables of sex, class, place of living, birth order in the family, size of family and parents' education? To answer the questions and test the hypotheses of the study, the researcher administered a test to a randomly chosen sample of 2,143 students of both sexes in the seventh, eighth, ninth, tenth grades in Nablus Governorate public school. They were distributed among 62 sections in 12 different schools: 6 for males and six for females. To test the reliability of the instrument, the researcher used internal consistency-Cronbach's Alpha coefficient reliability. It was 0.9348. For data analysis, the researcher used One-Way Analysis of Variance, Three-Way Analysis of Variance and Multi-Way Analysis of Variance of dependent variables according to Holting's method of hypothesis testing. Study findings: 1. It was found that there were statistically significant differences at α = 0.05 among the averages of students' grades in the general musical ability test which were due to sex. The differences were in favor of females. 2. There were statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be attributed to place of living. The differences were found to be in favor of the city. 3. There were also statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be due to family size. The differences were in favor of small-size families, save the measurement to distinguish sounds and quality of sounds. 4. No statistically significant differences were found at α = 0.05 among averages of students' grades in the general musical ability test which might be due to birth order in family. 5. There were statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be attributed to parents’ education. The differences were in favor of those who had a higher level of education. 6. There were no statistically significant differences at α = 0.05 among the averages of students' grades in the general musical ability test which might be due to interaction between the two sexes, birth order in the family, and father's education. 7. There were statistically significant differences at α = 0.05 which might be due to mother's education. 8. There were statistically significant differences at α = 0.05 which might be due to family size. 9. There were statistically significant differences at α = 0.05 which might be attributed to interaction between mother's and father's education as well as family size. 10. There were statistically significant differences at α = 0.05 among the averages of students' grades in the test scale of distinguishing sound, its volume, beat remembering, timing, quality of sounds and rhythm remembering which might be due to sex variable. The differences were found to be in favor of females. 11. There were statistically significant differences at α = 0.05 which might be due to place of living. The differences were in favor of those from the city. 12. There were statistically significant differences at α = 0.05 which might be attributed to class. The differences were in favor of older age groups save the scale of beat remembering. 13. There were statistically significant differences at α = 0.05 which might be due to order of birth in the family.
This study sought to discover the musical ability of seventh, eighth, ninth and tenth graders in public schools in Nablus Governorate. To this end, the study raised the following questions: 1. Does the musical ability of students differ due to sex, place of living, birth order in the family, number of family members, educational level and parents' education? 2. Does the students' ability to distinguish sounds and their volume, beat remembering, musical timing, quality of sound and rhythm remembering differ due to the independent variables of sex, class, place of living, birth order in the family, size of family and parents' education? To answer the questions and test the hypotheses of the study, the researcher administered a test to a randomly chosen sample of 2,143 students of both sexes in the seventh, eighth, ninth, tenth grades in Nablus Governorate public school. They were distributed among 62 sections in 12 different schools: 6 for males and six for females. To test the reliability of the instrument, the researcher used internal consistency-Cronbach's Alpha coefficient reliability. It was 0.9348. For data analysis, the researcher used One-Way Analysis of Variance, Three-Way Analysis of Variance and Multi-Way Analysis of Variance of dependent variables according to Holting's method of hypothesis testing. Study findings: 1. It was found that there were statistically significant differences at α = 0.05 among the averages of students' grades in the general musical ability test which were due to sex. The differences were in favor of females. 2. There were statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be attributed to place of living. The differences were found to be in favor of the city. 3. There were also statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be due to family size. The differences were in favor of small-size families, save the measurement to distinguish sounds and quality of sounds. 4. No statistically significant differences were found at α = 0.05 among averages of students' grades in the general musical ability test which might be due to birth order in family. 5. There were statistically significant differences at α = 0.05 among averages of students' grades in the general musical ability test which might be attributed to parents’ education. The differences were in favor of those who had a higher level of education. 6. There were no statistically significant differences at α = 0.05 among the averages of students' grades in the general musical ability test which might be due to interaction between the two sexes, birth order in the family, and father's education. 7. There were statistically significant differences at α = 0.05 which might be due to mother's education. 8. There were statistically significant differences at α = 0.05 which might be due to family size. 9. There were statistically significant differences at α = 0.05 which might be attributed to interaction between mother's and father's education as well as family size. 10. There were statistically significant differences at α = 0.05 among the averages of students' grades in the test scale of distinguishing sound, its volume, beat remembering, timing, quality of sounds and rhythm remembering which might be due to sex variable. The differences were found to be in favor of females. 11. There were statistically significant differences at α = 0.05 which might be due to place of living. The differences were in favor of those from the city. 12. There were statistically significant differences at α = 0.05 which might be attributed to class. The differences were in favor of older age groups save the scale of beat remembering. 13. There were statistically significant differences at α = 0.05 which might be due to order of birth in the family.