Design And Implementation Of Genre Specific Multimedia Educational Supplements For Non-Major Undergraduate Students
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Type of WorkText
DepartmentEnglish and Languages
ProgramMaster of Arts
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The use and production of music is an exceptional tool for learning dynamics because, unlike many technological advancements, it is available everywhere. Music can successfully penetrate both the conscious and subconscious brain, left and right hemispheres, without hindrance (Cardinell 353). The power of music causes students, who make constructive use of it, to achieve higher grade point averages than their non-musical peers (Stover 1). Advantages for participants of musical programs include enhanced listening skills along with an increased rate of physical development (Glenn 2). Napoleon Bonaparte sums up the influence of music in his quote: "Give me control over he who shapes the music of a nation, and I care not who makes the laws" (qtd. in O'Donnell 1). The successful application of music in the adolescent academic environment is not at all contested; however, in multi-cultural countries including the United States of America, the monumental demographic gaps cannot be overlooked. To effectively address cultural demands it is imperative that educational enrichment be explored and expanded to appeal to the university landscape. The objective of this study was to examine whether or not creating supplemental learning materials, in the form of genre-specific music videos, would help undergraduate college students retain course information. After completing a well-received pilot study in an adult class setting, the hypothesis was broadened to a non-science major's introductory biology course. Using a quantitative approach, two sections of volunteer students were anonymously surveyed in order to identify statistically significant preferences of the general populace. Media was scripted, developed, and presented within an audio/visual supplement that was designed to reinforce course material comprehension to an arbitrary group of students. A statistical method was utilized in order to identify the influence of the supplement. Statistical analysis addressed whether or not students believed that music could be an effective teaching tool at the university level. It also marked appropriate t-test score trends on standardized assessments presented to both exposed and non-exposed students. Final analyses of performance assessment results suggest insufficient contact with the stimulus. However, positive student response encourages further exploration in this area with future opportunities of multiple exposures.