Abstract:
The purpose of this study was to seek to identify and assess factors that contributed to undergraduate student acceptance, matriculation, and success in MUS 115, Music Theory, during the academic years of 2008-12. Data were (a) student ACT test scores, (b) SOM Audition Diagnostic Exam scores, and (c) final grades for students who registered in MUS 115 during the years 2008-12. Student gender, major, performing medium, home state and scholarship offer was also included in the analysis. Research questions were: (1) To what extent did student gender, major, performing medium, home state, diagnostic exam score, standardized test score and scholarship offer affect student acceptance to the University of Alabama School of Music (UA SOM)? (2) To what extent did student gender, major, performing medium, home state, diagnostic exam score, standardized test score and scholarship offer affect matriculation to the UA SOM? (3) To what extent did student gender, major, performing medium, home state, diagnostic exam score, scholarship offer, standardized test score and diagnostic exam score affect success in Theory I? (4) What was the mean diagnostic exam score of accepted students by performing medium and major? (5) What was the mean standardized test score of accepted students by performing medium and major? (6) What is the percentage of success in MUS 115, Music Theory, of matriculated students by performing medium and major? Data for this study were provided as a numeric data set with student names and other identifying information removed. The database included standardized test scores, Music Audition Diagnostic Exam scores, high-school grade point average, declared major, home state, gender, and principal instrument. Results were reported as they related to changes and trends over time. The results suggested (a) home state, performing medium, and major influenced success in Theory I, (b) diagnostic exam scores did not appear to affect acceptance, matriculation, or success in Theory I, and (c) standardized test scores influence success at the freshman level. The results gathered from this study will be helpful in better identifying students with the potential to succeed in the School of Music at the University of Alabama.
