Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

Table 6.5d.III (in appendix 6.5d) summarises the results to view the improvement as
percentages in all the statements about school. The majority of students improved in
one third of statements, that is, in four of the twelve questions (Centre School = 50%;
CVC = 33%), which indicates that some students’ attitude to school and learning did
improve. However, the mixed pattern created by these results means that further
investigation is needed for any real trends to be found.
6.5.3 The music therapy project questionnaire: inferential statistics
As it was not a standardised test like the Beck Inventories for Youth, logistic
regression was used to observe the percentage of students who scored plus or minus
by an analysis of proportions. The model was run with group and school as main
effects but neither was shown to be significant (appendix 6.5e). The 95% confidence
intervals (School=0.268 - 9.552; Group = 0.160 - 6.259) were very wide, reflecting
the variability in the data as seen in figures 6.5.1 - 6.5.6 and showed no particular
patterns. Although this weakens the results, it can be explained by the lack of data,
and therefore very little power, provided by this questionnaire.
6.6 Findings from the teachers’ questionnaire: comparing results before and
after music therapy
The findings from the teachers’ questionnaires add to the main research enquiry into
the impact of music therapy on students’ emotional well-being, as well as address the
secondary questions concerning student’s self-esteem, integration with peers and
motivation to learn.
More than 60 teachers were involved in the study because three teachers completed a
questionnaire for each student (5.5). Each was assigned as teacher 1, 2 or 3. Having
responded using a scaling system of 0-7, their answers (collected at the same times as
the students’ data) were added together. The results in this section show the
difference in scores which teachers gave after the student’s music therapy, compared
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