Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

6.7 Findings from school attendance records
Attendance levels were included in the project’s data collection because high
absenteeism could have affected the study’s results. When this project began in 2009,
national truancy had risen to record levels with 1.05% of secondary-aged pupils
missing lessons due to unauthorised absence (DCSF, 2010). However, the attendance
records in figure 6.7a (in appendix 6.7) show that most students at The Centre School
and CVC attended school regularly and therefore received consistent therapy
sessions.
Average attendance was 87.6% for group A and 89.7% for group B. Table 6.7b (in
appendix 6.7) is a record of the number of sessions each student attended. It shows
that 67% of students attended at least 17 out of 20 sessions (85% or more) and
demonstrates a high level of commitment (9.3).
6.8 Conclusion
The primary data, which looked at the difference in scores from the three Beck
Inventories for Youth taken before and after music therapy, helped to determine the
effects of music therapy. First of all the data showed that students became more selfaware
through music therapy, and to a greater extent for students at CVC than for
students at The Centre School. However, students at The Centre School generally
have more complex emotional needs and this baseline factor was found to be
statistically significant.
Secondly, there was no evidence of major change in levels of anxiety. The 50:50 split
in results could indicate that students are reluctant or ambivalent about admitting to
this difficult feeling. Thirdly, students at The Centre School gave a mixed response in
reporting their disruptive behaviour whereas CVC students reported virtually no
change. The baseline score was again shown to be statistically significant which, like
the levels of self-concept, showed that the students’ starting point was crucial to the
changes they made.
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