Demographic Aspects In The Use Of Music- Action Integration In Teaching Mitosis

Music and action integration had been used in a lot of pedagogical studies in the field of science education. This study sought to situatedemographic factors such as sex and educational background to use it as a tool in teaching mitosis. Using experimental- correlational design, the level of significance was identified using t-test for the performance based on the pre and posttests. Results showed that music-action integration was an effective tool in teaching mitosis compared to the traditional lecture discussion. Factors such as sex and educational background did not affect students� performance.

REFERENCES

[1] Armstrong, T. Multiple Intelligences in the Classroom. (2nd Edition). Association for Supervision and Curriculum Development. Alexandria, Virginia USA.

[2] Baker R.A. (2011). The relationship between music and visual arts formal study and academic achievement on the eight- grade Louisiana educational assessment program (LEAP) test. (Doctoral dissertation, Louisiana State University, 2011).

[3] Berk, R.A. (2008). Music and music technology in college teaching: Classical to Hip hop across the curriculum. International Journal of Technology in Teaching and Learning, 4(1), 45-67.

[4] Boeije, H. (2002). A purposeful approach to the constant comparative method in the analysis of qualitative interview. Utrecht University, Faculty of Social Sciences, Department of Methodology & Statistics,TC Utrecht, The NetherlandsKluwer Academic Publishers.

[5] Calapre, I.P. (1994). The effects of modular instruction in the achievement in rational numbers of grade six pupils. Leyte State College, Tacloban, City.

[6] California Standards Test. Retrieved from http://www.cde.ca.gov/ta/tg/sr/resources.asp.

[7] Campbell,D. & Stanley, J. (1887). Experimental and quasi-experimental designs for research: G. Miranda & Sons Bookstore.

[8] Casey,Polansky, Sievers, & Wheatley (2012).Music and movement share a dynamic structure that supports universal expressions of emotion.Department of Psychological and Brain Sciences and Department of Music, Dartmouth College, Hanover, NH 03755.

[9] Cochran, W.J. (1977). Sampling technique (3rd edition). Canada: John Wiley & Sons, Inc.

[10] Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson: Merrill Prentice Hall.

[11] Dominowski, R. (1980). Research methods: Manila: Complex research design.

[12] Fllis, A., & Fouts, J. (2001). Interdisciplinary curriculum: The research base: The decisions to approach music curriculum from an interdisciplinary perspective should include a consideration of all the possible benefits and drawbacks. Music Educators Journal,87(22), 22-26, 28.

[13] Forgeard, M., et al. (2008). Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. PLoS ONE 3: e3566

[14] Gardner, Howard. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

[15] Green, J., Siddall, H. and Murdoch, I. (2002) �Learning to live with glaucoma: A qualitative study of diagnosis and the impact of sight loss�, Social Science and Medicine, 55: 257�67.

[16] Griss, Susan. Minds in Motion: A Kinesthetic Approach to Teaching Elementary Curriculum.Portsmouth, NH: Heinemann, 1998.

[17] Lardizabal, A. (1988).Foundations of education: Manila: Rex Bookstore.

[18] Lazar, M. (2014). Interactive music strategies for the academic curriculum.

[19] Lewis, J., Leach, J. & Wood-Roinson C. (2000 b). Chromosomes: The missing link-young people�s understanding of mitosis, meiosis, and fertilization. International Journal of Biological Education, 34(4), 189-199.

[20] Lewis, J., & Wood-Roinson, C. (2000). Genes, chromosomes, cell division and inheritance- do students see any relationship? International Journal of Science Education, 22(2), 177-197.

[21] Lewis, J., Leach, J. & Wood-Roinson C. (2009). What�s in cell?-young people understanding of genetic relationship between cells, within an individual. International Journal of Biological Education, 34(3), 129-132.

[22] Lichtenberg, J., et al. (2008). Ready to innovate. Are educators and executive aligned on the creative readiness of the U.S. workforce? New York, NY: The Conference Board.

[23] Lubeke, Kim. �The Dance of Mitosis.� Teaching the Best Practice Way: Methods That Matter, K-12. Ed. Harvey Daniels and Marilyn Bizar. Portland, ME: Stenhouse Publishers,2005. 100 � 103.

[24] Merriam, S. B. (1998). Qualitative research and case study applications in education.San Francisco, CA: Jossey-Bass.

[25] Morse, J. M. (2000). Determining Sample Size. Qualitative Health Research, 10(1), 3-5.

[26] North Carolina Test of Biology. (2009). Division of Accountability Services/North Carolina Testing Program Raleigh, North Carolina 27699-6314. Retrieved from ww.ncpublicschools.org

[27] Oztap, H., O Ozay, E., & Oztap, F. (2003). Teaching cell division to secondary school students: An investigation of difficulties experienced by Turkish teacher. International Journal of Biological Education, 38(1), 13-15.

[28] Rauscher, F. H., & Zupan M.A. (2000). Classroom keyboard instruction improves kindergarten children�s spatial temporal performance: A Field Experimental. Early Childhood Research Quarterly 15 (2), 215-228.

[29] Schneider, S. (2011). Wise teaching to students �kinesthetic intelligence: the teacher as surrogate, guru, foreshadower, choreographer, or expeditionist. JAEPL, Vol. (16), 23-39.

[30] Green, J., Siddall, H. and Murdoch, I. (2002) �Learning to live with glaucoma: A qualitative study of diagnosis and the impact of sight loss�, Social Science and Medicine, 55: 257�67.

[31] Tan, M.L. (2005). The acquisition of integrated science process skills in biology through direct instruction using the control of variables strategy. The Masteral Study. Walterhouse, L., (2006 a). Inadequate evidence for multiple intelligence, Mozart effect, and emotional intelligence theories. Educational Psychologist, 4(4), 247-255.

[32] Walterhouse, L., (2006 b). Multiple Intelligence, the Mozart effect and emotional intelligence: A critical review. Educational Psychologist, 4(4), 207-225.