Department of Education, Schools Division Office of Quezon Province, Pagbilao, Quezon, Philippines
A study on the use of music as an instructional strategy has proven its effectiveness to enhance the knowledge of students in mathematical concepts. Music is seen as a great tool to employ in teaching content that engages each student and provides a pathway for connections and deeper understanding (Alegria,2017). Don MacMannis, a clinical psychologist and author, similarly claimed that music as a valuable teaching tool makes complex contents more accessible and enjoyable, and enhances the cognitive abilities of an individual. Music is a human experience that is universal and ageless just as fundamental to the world as Mathematics (DreamBox Learn, 2019). It is an ultimate fact that Mathematics as a science and study of quality, structure, space, and change, builds mental discipline and encourages logical reasoning and mental rigor (Tennessee Tech University, 2021; ICMI, 2021). Accounting to the existing relevance and connection between music and Math, music has been considered a great tool to help teachers in teaching mathematical concepts. As noted by Alegria (2017), musical notes aid in teaching fractions, patterns, frequency, and ratios. The same note on the contribution of music in Mathematics has been claimed by the Education World. The literature reviewed by Yoho in her study also supported the preceding claims on the use of music to increase the knowledge retention of students resulting positively in student achievement on immediate and future assessments. The study of Yoho also proved that the use of music in Math instruction produces greater gains than instruction without music. Related findings were also cited by Civil (2007), revealing that music helps in building positive attitudes and performance among students in learning Math. Considering relevant claims on the use of music as an effective instructional strategy, it is hereby recommended to integrate this strategy in teaching Math lessons to enhance the knowledge of students in mathematical concepts. However, relevant demographics of the students should importantly be noted when employing music as a strategy to ensure its effectiveness. Barriers related to the learning environment must also be taken into consideration to achieve a positive impact on learning. Other instructional strategies may also be blended when using music in teaching mathematical concepts to make it more interesting and useful in the classroom. To summarize, music when use appropriately as an instructional strategy would be very effective to enhance the knowledge of students in mathematical concepts when related learning characteristics and existing barriers are taken into consideration.
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