INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Music Aptitude and Music Achievement of Second-Grade Learners:  
Basis for the Development of Teacher-Support Materials  
Caithlene Jophiel R. Perez1, Dondon Buensuceso, PhD2  
1Master of Arts in Education, FEUr, Philippines  
2FEUr, Graduate School, Philippines  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000847  
Received: 10 November 2025; Accepted: 20 November 2025; Published: 26 November 2025  
ABSTRACT  
This study investigates the relationship between music aptitude and music achievement among second-grade  
learners and its implications for the development of teacher-support materials. The respondents consist of 156  
second-grade learners enrolled in Term 2 at Thai-Singapore International School during the academic year of  
2022-2023. The Primary Measure of Music Audiation was used to assess music aptitude in terms of tonal and  
rhythm, while Term 1 grades were obtained from progress report cards. Statistical analysis includes the T-test  
and the Pearson product-moment coefficient for testing significant differences and correlations, respectively.  
Findings revealed that according to the profile, the respondents performed well in Music in Term 1, with the  
majority receiving the highest possible grade. The second-grade learners at Thai-Singapore International School  
may have stronger tonal aptitude than rhythm aptitude. However, it was important to note that the two aspects  
of music were interrelated, and overall music aptitude was a combination of both tonal and rhythm aptitude.  
Gender did not play a significant role in determining tonal aptitude. However, there was a significant difference  
in music aptitude between learners with a very good grade in music and those with a good grade in music. Based  
on these findings, the study proposes the development of teacher-support materials, including lesson plans and  
instructional resources, specifically designed to improve the level of music aptitude of second-grade learners.  
Keywords: Music Aptitude, Music Achievement, tonal, rhythm, audiation, gender, Music Aptitude Test,  
Primary Measures of Music Aptitude  
INTRODUCTION  
Edwin Gordon once said, "When students are taught to understand music, they learn music”. Music as a subject  
provides essential benefits to learners to become versatile individuals. Schools offer a holistic education to assist  
learners in developing, discovering, and nurturing their potential. Music positively influences learners’ academic  
performance, develops social skills, and provides an outlet for creativity that is essential to their development.  
Everyone has the potential to achieve in music. Enhancing this kind of potential thoroughly as early as second  
grade will lead to higher music achievement. Music educators must ensure that learners engage in meaningful  
music experiences that ignite all areas of child development and skills.  
Nevertheless, in order to address these musical needs, music educators should first understand the differences  
between the concept of music aptitude and music achievement. A measure of ability to learn is called music  
aptitude. On the other hand, the level of one’s music achievement reflects the music lessons they have acquired.  
The perception of musical talent of a learner often depends on music achievement and not on the potential to  
succeed. Nobody is born with the ability to create music or play an instrument in a specific style. It must be  
learned. It is considered a music achievement once it has been learned. Everyone, on the other hand, has some  
musical ability and may develop the ability to listen to and perform music successfully. A wide variety of  
listening, performing, analyzing, and generating tasks are included in music ability.  
Music aptitude refers to the ability to cultivate musical skills. However, since the aptitude tests basically reflect  
the initial aptitude of the individual, the aptitude test also evaluates the degree of achievement. Nonetheless,  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
music achievements are determined not only by aptitude but also by the quality of instruction and the interest in  
music and inquisitiveness of a learner.  
Numerous studies show that more than two-thirds of us are of average musical ability. While the rest are either  
above average or below average in terms of music aptitude. Further, there are fewer people who have outstanding  
musical aptitude, regardless of their musical level. Valid music aptitude tests show that one to two out of every  
hundred individuals have great musical ability. The potential to become a music genius is a rarity; only a person  
in a thousand has the potential to be a genius in music. While an individual’s genetic composition does not have  
an impact on their musical ability, it is important to note that musical ability is influenced by biological  
inheritance, but it is not determined by it (Gordon, 2001).  
With appropriate guidance, these same learners can achieve equal levels of success as those who already possess  
a high level of music aptitude and music achievement. Similarly, learners with low music aptitude, when  
provided with proper instruction, may attain more success compared to learners with average music aptitude  
who receive inadequate instruction. Assessing the musical level of learners through music testing is not a  
common standard practice in most schools.  
This study suggests that a music aptitude test can help music educators meet the individual needs of learners and  
develop responsive musical instruction, ultimately increasing music achievement. Moreover, only a reliable  
music aptitude test can distinguish between current achievement and the potential for further growth in musical  
abilities. A music aptitude test helps music educators meet each learner's unique needs. This study aims to  
address a gap in music teaching and learning and hopes to create teacher-supported instructional materials based  
on the findings.  
The study of music aptitude and music achievement represents important focal points within the realm of music  
education research. There is a growing body of research exploring the relationship between music aptitude and  
music achievement. In addition, research explores the various factors that contribute to these abilities. A recent  
study publication in the Journal of Research in Music Education (Hanson, 2019) explored the correlations  
between music aptitude and music achievement within the context of high school students. The study found that  
the potential to learn in music was a significant indicator of music achievement. Students who scored higher on  
music aptitude tests also scored higher on music achievement measures.  
Overall, these studies suggest that music aptitude is a crucial factor in determining an individual's music  
achievement. However, it should be emphasized that music aptitude is not the only factor that contributes to  
music achievement. Other factors such as motivation, practice habits, and access to resources can also play a  
significant role.  
Research Questions  
To develop a prototype teacher-support material for second-grade learners in the music subject, there is definitely  
a need for music educators to be aware of the students’ music aptitude so that they are able to educate the learners  
to fully obtain their music potential.  
This study attempted to address the following research problems:  
1. What is the profile of the second-grade learners at Thai-Singapore International School in terms of:  
a) Gender  
b) Term 1 Grade in Music  
2. What is the level of the music aptitude of second-grade learners at Thai-Singapore International School  
in terms of:  
a. Rhythm  
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b. Tonal  
3. Is there a significant difference in the level of music aptitude of second-grade learners at Thai-Singapore  
International School in terms of tonal when grouped according to profile?  
4. Is there a significant difference in the level of music aptitude of second-grade learners at Thai-Singapore  
International School in terms of rhythm when grouped according to profile?  
5. Is there a significant relationship between music aptitude and music achievement of second-grade  
learners at Thai-Singapore International School?  
6. Based on the results of the study, what prototype teacher-support materials can be developed to help  
improve the level of music achievement of the second-grade learners at Thai-Singapore International  
School?  
Hypotheses  
1. There is no significant relationship in the level of music aptitude of second-grade learners when grouped  
according to gender and their Term 1 grade in Music.  
2. There is no significant difference between music aptitude and music achievement of second-grade  
learners in terms of tonal.  
3. There is no significant difference between music aptitude and music achievement of second-grade  
learners in terms of rhythm.  
METHODOLOGY  
Research Design  
This study used descriptive-correlational methods of research. Descriptive research is research that describes  
what is occurring at a particular point. Correlational research is a research design to discover relationships among  
variables and to allow the prediction of future events from present knowledge (Lally & Valentine-French, 2019).  
Hence, descriptive-correlational studies aim to provide a description of variables and the natural relationships  
that occur between and among them (Sousa, Driessnack & Mendes, 2007). In this particular study, the goal was  
to determine the music aptitude and music achievement of the second-grade learners enrolled at Thai-Singapore  
International School. It collected numerical data such as Term 1 grades of the respondents in Music and their  
level of music aptitude through the Primary Measure of Music Audiation. The data that was analyzed using  
Primary Measures of Music Audiation objectively answered the research questions.  
Research Locale  
This study was conducted at Thai-Singapore International School (TSIS) in Samut Prakan, Thailand. Thai-  
Singapore International School (TSIS) offers preschool to secondary education under a comprehensive  
curriculum adopted and adapted from the Singapore Ministry of Education to provide learners with quality  
education. TSIS is a renowned institution that is dedicated to equipping learners with the necessary skills to  
succeed in the modern global economy. The school emphasizes the importance of 21st-century skills, including  
not only academic knowledge but also innovation, communication, collaboration, information literacy, and  
social skills. By fostering an engaging learning environment, TSIS strives to enable learners to reach their  
maximum potential and confidently embrace future challenges in a rapidly evolving world. The school’s mission  
is to provide a comprehensive and high-quality education within a nurturing, trilingual setting, allowing learners  
to develop an open-minded approach and readiness for the global landscape ahead.  
In addition, its Primary School Education at TSIS follows the Singaporean syllabus, known globally for its  
effectiveness in fostering literacy and numeracy skills. By aligning with this curriculum, the school provides  
learners with a strong foundation in core subjects such as English, Chinese Language, Mathematics, and Science.  
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Recognizing the importance of holistic development, TSIS also offers a range of subjects, including Music, Art,  
Social and Health Education, ICT, and Physical Education, to nurture the body and spirit of learners.  
The primary curriculum at TSIS is designed to prepare learners with essential life skills required to thrive in a  
rapidly evolving world. In line with this objective, the school has adopted a student-centered approach to  
complement the existing curriculum. Recognizing that mere acquisition of content is insufficient, TSIS  
emphasizes the development of learning skills and the ability to apply acquired knowledge effectively. The focus  
is on enabling learners to become self-directed learners who can adapt and succeed in various contexts (school  
website).  
Moreover, the estimated population of learners is 2000 from nursery to secondary.  
Participants of the Study  
The respondents of this study were the second-grade learners of Thai-Singapore International School for Term  
1 Academic Year 2022- 2023. In particular, all six classes of second-grade learners were treated as respondents.  
There were 26 learners for each class, with a total of 156 learners; three learners were transferees. Five learners  
were not present during the test period.  
The researcher employed purposive/non-probability sampling, which involved selecting participants based on  
specific or convenience sampling rather than random selection. This sampling method facilitates data collection  
conveniently and efficiently.  
Instrument  
The instruments used in this study were acquired and adapted by the owner for research purposes. Modifications  
were made to ensure that the instruments were appropriate for the study and to enhance their functionality. An  
authorization certificate was provided by the author of the instruments to certify that they were used with  
permission and in compliance with any relevant regulations.  
The main instrument that was used in this study was the Primary Measures of Music Audiation (PMMA). PMMA  
was developed by a well-known American music educator and music psychologist, Edwin Gordon. This music  
aptitude test was designed to act as an objective aid by providing the child with appropriate opportunities and  
instruction. It is intended to diagnose and measure music potential, which is relevant in assisting music educators  
to adapt instruction to the musical needs of the learners in the Primary level.  
The Primary Measures of Music Audiation (PMMA) is a standardized test used to assess music aptitude and  
audiation skills. Numerous studies have investigated the reliability and validity of PMMA, and the findings  
suggest that the test has high test-retest reliability, internal consistency, and inter-rater reliability. Furthermore,  
the PMMA has good content validity, construct validity, and predictive validity, indicating that it assesses  
specific musical concepts and skills, is related to other measures of musical ability and achievement, and can  
predict an individual’s proficiency in music learning and performance.  
Additionally, the accompanying material provided with the Primary Measures of Music Audition (PMMA) test  
includes various forms of evidence regarding its validity. The test manual mostly relies on cross-sectional  
research to demonstrate the variability of musical aptitude for young children. Gordon's extensive research on  
developing PMMA is incorporated with more recent longitudinal studies that examine how young children’s  
musical aptitude fluctuates based on musical exposure and training.  
In a specific study conducted in April 1978, the PMMA was administered to 873 children in grades K-3 across  
nine elementary schools in West Irondequoit, New York. This represented slightly over 95% of the children  
enrolled in those grades. The distribution of enrollments across grades was as follows: 127 in kindergarten, 202  
in grade one, 280 in grade two, and 264 in grade three. Approximately two weeks later, the tests were  
administered a second time. The reliability analysis indicated acceptable split-half Tonal and Rhythm subtests  
across grade levels (K through 3), although the test-retest reliability was generally unacceptable, especially for  
the Rhythm subtest.  
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The concurrent validity result was varied, indicating that teacher ratings of musical achievement were  
significantly correlated with tonal subtest scores but not with rhythm subtest scores. Additionally, composite test  
means were found to be significantly higher for suburban and urban samples than for rural samples, and they  
were also higher for higher grade levels. Moreover, there was a significant correlation observed between item  
difficulty coefficients and grade levels.  
The Primary Measures of Music Audiation (PMMA) consists of two sections, namely Tonal and Rhythm, and  
is administered as recorded group tests featuring short musical phrases on a separate cassette. Each section  
includes forty questions with practice examples provided. It is worth noting that learners do not require language  
or music reading skills, or even the ability to understand numbers, in order to complete the answer sheet for  
either test. The test utilizes two audiotapes that assess respondents on two fundamental musical aspects: Tonal  
and Rhythm. The respondents will be asked to recognize whether the patterns are the ‘same’ or ‘different’ and  
choose a pair of images on the given answer sheet. The total duration of the two audiotapes is 24 minutes.  
In addition, Gordon identified three levels of music aptitude: high, average, and low. This scale was adopted as  
a reference to assist in the interpretation of this study:  
Music Aptitude Scale  
Raw Score on PMMA (Tonal)  
Description  
High  
31-40  
21-30  
Average  
Low  
20 and below  
Raw Score on PMMA (Rhythm)  
Description  
High  
31-40  
21-30  
Average  
Low  
20 and below  
Data Collection  
A letter asking permission to conduct a study was sent to the parents of the respondents and to the Managing  
Deputy Director of Thai-Singapore International School. After the approval of the request from the MDD, the  
researcher gathered the Term 1 grades of the respondents.  
The respondent’s Term 1 grade in Music was taken from the school record of the Term 1 Progress Report. The  
grading system at Thai-Singapore International School in Primary Level consists of four categories: A*(91%  
and above) for Very Good, A (74.5% - 90.4%) for Good, B (59.5% - 74.4%) for Needs Improvement, and C  
(59.4% and below) for Not Meeting Expectation.  
Moreover, after the grades were collected, the researcher personally administered the test class by class. The  
learners responded to the questions presented on the cassette by circling the corresponding pictures on the answer  
sheet. To indicate that the two musical phrases sounded the same, the learner simply circled the pair of faces on  
the answer sheet that matched. Conversely, if the two musical phrases sounded different, the learner circled the  
pair of faces on the answer sheet that represented the difference.  
The cassettes for each Tonal and Rhythm test were approximately 12 minutes in length. The administration of  
each test, including directions and practice examples, takes approximately 20 minutes. It took no more than 40  
to 45 minutes to administer the complete Primary Measure of Music Audiation.  
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Data Analysis  
There were three statistical tools used in this study. The first tool used was a T-test, which was employed to  
determine whether there was a significant difference between the means of two groups that shared certain  
characteristics. The mean was calculated for both tonal and rhythm aptitude of all the respondents, which was  
obtained independently from the Primary Measures of Music Audiation (PMMA). Additionally, the mean was  
utilized to analyze music achievement through the grades from Term 1 of the respondents.  
The second statistical tool utilized was Analysis of Variance (ANOVA), which was employed to investigate  
potential statistical differences in music aptitude and gender, and music achievement and gender.  
Lastly, the Pearson product correlation coefficient was utilized to assess the linear correlation between various  
variables, including tonal aptitude and gender, tonal aptitude and Term 1 grades, rhythm aptitude and gender,  
and rhythm aptitude and Term 1 grades.  
RESULTS  
This chapter contains information about the results of the study and the analysis and interpretation of data  
gathered with the use of the adapted statistical measures. The presentation includes a narrative discussion of the  
results and implications of the data gathered, which are illustrated in tables.  
Problem No. 1. Profile of the second-grade learners at Thai-Singapore International School in terms of:  
1.1 Gender  
1.2 Term 1 grade in Music  
Table 1.1 Profile of the respondents in terms of gender  
Gender Frequency  
Percentage  
Female  
Male  
81  
55  
47  
45  
Total  
148  
100  
Table 1.2 Profile of the respondents in terms of Term 1 Grade in Music  
Range  
Grade  
Description  
Frequency  
Percentage  
90.5%-100%  
74.5%-90.4%  
59.5%-74.4%  
Below 59.4%  
Total  
A*  
A
Very Good  
127  
21  
86  
14  
Good  
B
Needs Improvement  
Not Meeting Expectation  
C
128  
100  
Mean  
90.69 (Very Good)  
5.31  
SD  
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Table 1.1 presents the profile of the respondents in terms of their gender. The table shows the frequency and  
percentage of female and male respondents in the sample. According to the table, there were 81 female  
respondents, which represents 55% of the sample, and 47 male respondents, which represents 45% of the sample.  
A total of 148 Second-Grade learners from 6 classes were treated as respondents of this study.  
Table 1.2 presents the profile of the respondents in terms of their term 1 grade in Music. The table shows the  
range, grade description, frequency, and percentage for each grade range. The progress reports, which are  
official records given to parents on a termly basis, were used to determine the respondent's term 1 music grade.  
The four categories that make up the TSIS grading scheme are as follows: A*(91% and above) for Very Good,  
A (74.5% - 90.4%) for Good, B (59.5% - 74.4%) for Needs Improvement, and C (59.4% and below) for Not  
Meeting Expectation. According to the table, 86% of the respondents received an A* grade, which is considered  
“Very Good”, while 14% received an A grade, which is considered “Good”. No respondents received a grade  
below B, which is “Needs Improvement”. Furthermore, the mean grade is 90.69, which falls within the A* range,  
indicating that the respondents performed very well in Music in Term 1. The standard deviation (SD) is 5.3,  
which suggests that the grades were relatively consistent among the respondents.  
These descriptive statistics show that the learners’ achievement scores were heavily clustered at the top end of  
the grading scale. Because 86% of the learners received the highest possible category, this indicates a ceiling  
effect, meaning the grading scale did not allow enough room to distinguish performance differences among  
higher-achieving learners. This ceiling effect limits the ability to detect, relationship between music achievement  
and other variables, such as rhythm and tonal aptitude, as the grades do not vary enough to reveal meaningful  
patterns.  
These grades are a fair representation of their level of music achievement in classroom music activities and  
assessments, rather than an indicator of how talented they are. However, Gordon (2004) pointed out that musical  
aptitude and musical achievement are not synonymous. Despite the fact that it is most likely that people who  
demonstrate high music achievement also possess high levels of music aptitude, it is also highly unusual for  
those with high aptitude not to always exhibit high levels of achievement.  
There have been several studies that have explored factors related to high music achievement. A study by  
Schellenberg and colleagues (2015) examined the role of practice in predicting music achievement in young  
musicians. The study found that the amount of practice time was a significant predictor of music achievement,  
with more practice time associated with higher levels of achievement.  
A study by Harris and colleagues (2016) explored the relationship between teacher expectations and student  
music achievement. The study found that teacher expectations were positively associated with student  
achievement, indicating that high expectations can motivate students and lead to higher levels of music  
achievement.  
Problem No. 2. The level of music aptitude of second grade at Thai-Singapore International School in terms of:  
2.1 Rhythm  
2.2 Tonal  
Table 2.1 Level of the Music Aptitude of Second Grade at Thai-Singapore International School in terms of  
Rhythm  
PMMA Interval Scores Description  
Frequency  
Percentage  
31-40  
High level of Music Aptitude  
108  
33  
7
73  
22  
5
21-30  
Average level of Music Aptitude  
Low level of Music Aptitude  
20 and below  
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Total  
Mean  
SD  
148  
100  
31.95 (High Level)  
5.06  
Table 2.2 Level of the Music Aptitude of Second Grade at Thai-Singapore International School in terms of Tonal  
PMMA Interval Scores  
Description  
Frequency  
Percentage  
31-40  
High level of Music Aptitude  
Average level of Music Aptitude  
Low level of Music Aptitude  
129  
87  
10  
3
21-30  
14  
20 and below  
Total  
5
148  
100  
Mean  
35.34 (High Level)  
5.36  
SD  
Table 2.1 presents the level of music aptitude of second-grade students at Thai-Singapore International School  
in terms of rhythm, based on their Primary Measures of Music Audiation interval scores. The table includes the  
frequency and percentage of students in each category. According to the table, out of 148 second-grade students,  
108 students (73%) scored between 31-40 on the PMMA Interval Scores, indicating a high level of rhythm  
aptitude. 33 students (22%) scored between 21-30, indicating an average level of rhythm aptitude. Finally, 7  
students (5%) scored 20 or below, indicating a low level of rhythm aptitude. The mean rhythm score of the  
students is 31.95, which falls under the category of a high level of music aptitude. The standard deviation (SD)  
of the scores is 5.06, which indicates that the scores are moderately dispersed around the mean score.  
To address concerns about rhythm stability in young learners, it is important to note that the PMMA rhythm  
subtest has been shown in previous research and the test manual to demonstrate acceptable reliability for early  
elementary learners, with reported reliability coefficients typically ranging from .80 to .90. These values suggest  
that the Rhythm subtest provides consistent and dependable measurements of learners’ rhythm aptitude.  
Furthermore, Table 2.2 shows the level of music aptitude of second-grade students at Thai-Singapore  
International School in terms of tonal, based on their PMMA Interval Scores. The table displays the frequency  
and percentage of students in each category. According to the table, out of 148 second-grade students, 129  
students (87%) scored between 31-40 on the PMMA Interval Scores, indicating a high level of music aptitude  
in tonal. 14 students (10%) scored between 21-30, indicating an average level of music aptitude. Finally, 5  
students (3%) scored 20 or below, indicating a low level of music aptitude in tonal. The mean score of the  
students is 35.34, which falls under the category of a high level of music aptitude. The standard deviation (SD)  
of the scores is 5.36, indicating that the scores are moderately dispersed around the mean score.  
The PMMA Tonal subtest also demonstrates strong reliability, with reported reliability coefficients generally  
falling between .80 and .90, indicating that the tonal aptitude scores are stable and consistent for learners of this  
age group. This supports the use of PMMA as a valid tool for assessing tonal skills in young learners.  
There have been several studies conducted on students with high tonal aptitude. One study published in the  
Journal of Research in Music Education in 2016 found that students with high tonal aptitude tend to have greater  
musical achievement, both in terms of their ability to perform music and their ability to understand music theory  
(Nichols, 2016). The study also found that students with high tonal aptitude tended to have better working  
memory and cognitive flexibility, which are important skills for learning and performing music.  
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Another study published in the Journal of Research in Music Education in 2018 found that students with high  
tonal aptitude are more likely to engage in activities such as singing and playing musical instruments outside of  
school, and they tend to have more positive attitudes towards music (Wolf & Kopiez, 2018).  
Overall, these studies suggest that students with high tonal aptitude tend to have greater musical ability and  
enjoyment, and they may benefit from music education programs that focus on developing their tonal skills.  
However, it's important to note that musical aptitude is not the only factor that contributes to musical success,  
and with practice and training, anyone can improve their musical abilities regardless of their natural aptitude.  
Problem No. 3. Difference in the level of music aptitude of second-grade learners at Thai-Singapore  
International School in terms of tonal when grouped according to profile.  
Table 3 Difference in the Level of Music Aptitude of Second-Grade Learners at Thai-Singapore International  
School in Terms of Tonal when grouped According to Profile  
Profile Variable  
Gender  
Mean  
Computed T-test Value p-value  
Decision  
Interpretation  
35  
-0.843  
2.095  
0.401  
0.038  
Do not Reject the Not Significant  
Null Hypothesis  
Female  
35.75  
Male  
Grade in Music  
Very Good  
35.71  
Reject the Null Significant  
Hypothesis  
Note: p-value ≤ 0.05 – significant, p-value > 0.05 – not significant  
The table presents the results of a study on the difference in the level of music aptitude of second-grade learners  
at a Thai-Singapore International School, in terms of tonal, when grouped according to gender and grade in  
music. For the gender variable, the mean level of music aptitude for females is 35, while for males it is 35.75.  
The computed t-test value is -0.843, and the p-value is 0.401. Since the p-value is greater than 0.05, the null  
hypothesis is not rejected, which means that there is no significant difference in the level of music aptitude  
between females and males. Furthermore, for the grade in music variable, the mean level of music aptitude for  
learners with a very good grade in music is 35.71, while for learners with a good grade in music, it is 33.10. The  
computed t-test value is 2.095, and the p-value is 0.038. Since the p-value is less than or equal to 0.05, the null  
hypothesis is rejected, which means that there is a significant difference in the level of music aptitude between  
learners with a very good grade in music and learners with a good grade in music.  
In summary, the study found that there is no significant difference in the level of music aptitude between females  
and males, but there is a significant difference in the level of music aptitude between learners with a very good  
grade in music and learners with a good grade in music.  
There have been several studies examining the relationship between music achievement and music aptitude. One  
such study, published in the Journal of Research in Music Education, found a significant difference in music  
aptitude between learners with different levels of music achievement. The study involved a sample of high school  
students who were divided into three groups based on their level of music achievement. The high achievement  
group included students who had received an A or A+ in music, the medium achievement group included  
students who had received a B or B+ in music, and the low achievement group included students who had  
received a C or lower in music. The researcher administered the Seashore Measures of Musical Talents, a widely  
used test of music aptitude, to all three groups of students. He found that the high achievement group scored  
significantly higher on the test than the medium and low achievement groups. The researcher suggested that this  
difference in music aptitude may be due to a number of factors, such as differences in motivation, practice habits,  
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and exposure to music. The researcher also noted that the high achievement group may have had innate musical  
abilities that allowed them to excel in music more easily than the other groups (Reynolds, 2000).  
Overall, this study suggests that there may be a significant relationship between music achievement and music  
aptitude. However, it is important to remember that musical ability is complex and multifaceted, and that  
individual differences within each group are likely to be much greater than any differences between groups.  
Problem No. 4. Difference in the level of music aptitude of second-grade learners at Thai-Singapore School in  
terms of rhythm when grouped according to profile.  
Table 4 Difference in the Level of Music Aptitude of Second-Grade Learners at Thai-Singapore International  
School in Terms of Rhythm when grouped According to Profile  
Profile Variable  
Gender  
Mean  
Computed T-test Value p-value  
Decision  
Interpretation  
31.91  
31.99  
-0.845  
1.301  
0.932  
0.195  
Do not Reject the Not Significant  
Null Hypothesis  
Female  
Male  
Grade in Music  
Very Good  
32.17  
Do not Reject the Not Significant  
Null Hypothesis  
Note: p-value ≤ 0.05 – significant, p-value > 0.05 – not significant  
The table presents the results of a study conducted on the difference in the level of music aptitude of second-  
grade pupils at Thai-Singapore School in terms of rhythm, when grouped according to two profile variables:  
gender and grade in music. In addition, for the gender variable, the mean score for females is 31.91, and for  
males is 31.99. The computed paired t-test value is -0.845, and the p-value is 0.932. The decision is not to reject  
the null hypothesis, and the interpretation is that there is no significant difference in the level of music aptitude  
of second-grade pupils in terms of rhythm between females and males. Moreover, for the grade in music profile,  
the mean music aptitude score for pupils with a very good grade in music was 32.17, and for those with a good  
grade, it was 30.62. The computed paired t-test value was 1.301, and the p-value was 0.195. Since the p-value is  
greater than the significance level of 0.05, the null hypothesis is not rejected. Therefore, the difference in the  
level of music aptitude between pupils with very good and good grades in music in terms of rhythm is not  
significant.  
While there are many studies that suggest a positive relationship between rhythm aptitude and music  
achievement, there are also some studies that have found no significant correlation between the two variables.  
For example, a study by Pembrook and Mueller (2013) found that while rhythm aptitude was positively  
correlated with certain aspects of music performance, such as timing accuracy, it was not significantly related to  
overall music achievement. Another study by Hébert and Poulin-Charronnat (2016) found that rhythm aptitude  
was not a significant predictor of music achievement in a sample of undergraduate music students. However, it  
is important to note that these studies had different sample sizes, study designs, and measures of music  
achievement, which may have contributed to the varying results.  
Overall, while there are some studies that suggest a weak or non-significant relationship between rhythm aptitude  
and music achievement, the majority of research supports the notion that rhythm aptitude plays an important role  
in musical development and achievement.  
Problem No. 5. Relationship between music aptitude and music achievement of second-grade learners at Thai-  
Singapore International School.  
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Table 5 Relationship Between Music Aptitude (Tonal and Rhythm) and Music Achievement (Grade) at Thai-  
Singapore International School  
Variable  
Computed  
Description p-value  
Decision  
Interpretation  
Person r Value  
0.290  
0.228  
Weak  
Correlation  
0.001  
0.005  
Significant Reject  
Hypothesis  
the  
the  
Music Aptitude (Tonal) vs  
Music Achievement  
Weak  
Correlation  
Significant Reject  
Hypothesis  
Music Aptitude (Rhythm) vs  
Music Achievement  
Note: p-value ≤ 0.05 – significant, p-value > 0.05 – not significant  
Based on the data provided, there is a weak positive correlation between music aptitude (tonal) and music  
achievement, with a computed Pearson r value of 0.290 and a p-value of 0.001, which is significant. This means  
that as music aptitude (tonal) increases, there is a tendency for music achievement to increase as well. However,  
the correlation is weak, which suggests that other factors may also contribute to music achievement. Similarly,  
there is a weak positive correlation between music aptitude (rhythm) and music achievement, with a computed  
Pearson r value of 0.228 and a p-value of 0.005, which is also significant. This suggests that as music aptitude  
(rhythm) increases, there is a tendency for music achievement to increase as well. However, like the previous  
correlation, the correlation is weak, indicating that other factors may also play a role in music achievement.  
Overall, based on the computed Person r values and p-values, we can conclude that there is a significant but  
weak positive correlation between both music aptitude (tonal and rhythm) and music achievement at the Thai-  
Singapore International School. However, other factors, such as motivation, practice, and instruction, may also  
contribute to music achievement, which should be further investigated to gain a more comprehensive  
understanding.  
Research has shown that there is a weak correlation between music aptitude and music achievement. Music  
aptitude refers to the potential a person has to learn and perform music, while music achievement refers to the  
level of skill and knowledge a person has in music.  
Studies have found that while there is some correlation between music aptitude and music achievement, the  
relationship is not very strong. For example, a study conducted by Corrigall and Trainor (2011) found that while  
there was a correlation between music aptitude and music achievement, it was not strong enough to predict music  
achievement on its own. Other factors, such as motivation, practice habits, and environmental factors, were  
found to be more important in predicting music achievement.  
Another study by McPherson, Davidson, and Faulkner (2012) found that while music aptitude was a good  
predictor of initial music achievement, it did not necessarily predict long-term achievement. According to their  
study, other factors like motivation, practice routines, and possibilities for musical engagement were more  
crucial in predicting long-term music achievement.  
Overall, even though there is a correlation between music aptitude and music achievement, it is not sufficient to  
predict success in music on its own. In addition to them, motivation, practice habits, and environmental factors  
are significant predictors of music achievement.  
Problem No. 6: Prototype teacher-support materials developed and validated to help improve the level of music  
achievement of the second-grade learners at Thai-Singapore International School  
Title: Prototype Teacher-Support Materials  
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Rationale: To develop a prototype teacher-support material for second-grade learners in the music subject, there  
is definitely a need for music educators to be aware of the students’ music aptitude so that they are able to educate  
the learners to fully obtain their music potential. Addressing the needs of high-aptitude learners: Second-grade  
learners with a high level of music aptitude in terms of tonal and rhythm require differentiated instruction to  
ensure their needs are being met. The development of teacher-support materials specifically designed to target  
their needs can help these learners reach their full potential.  
● Enhancing teaching quality: Providing teachers with additional support and resources can enhance their  
teaching quality and ultimately benefit all students, not just those with high music aptitude. When  
teachers have access to materials that have been validated through research, they can be more confident  
in their instruction and feel better equipped to meet the needs of all learners.  
● Improving student outcomes: Developing and validating prototype teacher-support materials can lead to  
improved student outcomes in music achievement. When teachers have access to materials that have  
been designed to meet the needs of high-aptitude learners, they can create more effective lesson plans  
and deliver instruction that is engaging and challenging. This can lead to improved student motivation,  
participation, and ultimately achievement in music.  
● Promoting innovation: Developing and validating prototype teacher-support materials is a creative and  
innovative approach to improving student outcomes. This approach encourages teachers to think outside  
the box and develop new strategies to meet the needs of high-aptitude learners. This can lead to the  
development of new teaching techniques and approaches that can benefit all students in the long run.  
● Enhancing school reputation: Thai-Singapore International School can enhance its reputation as an  
institution that values and supports high-aptitude learners by investing in the development and validation  
of prototype teacher-support materials. This can help the school attract and retain high-aptitude students  
and foster a positive learning environment for all learners.  
Implementing Guidelines:  
Specific Objectives  
Activity  
Definition  
● These  
1. Develop differentiated lesson Differentiated Lesson  
plans that provide more Plans  
challenging activities and  
plans  
should  
include  
opportunities for students to explore  
more complex tonal structures while  
working on rhythm skills. (see  
appendices)  
assessments for students with a  
high level of tonal aptitude and  
scaffolded support for students  
with average rhythm aptitude.  
● Develop  
activities  
that Rhythm-focused  
● These activities should be engaging and  
age-appropriate and should provide  
opportunities for students to practice  
and develop their rhythm skills.  
specifically focus on rhythm activities  
skills, such as clapping  
exercises  
activities.  
and  
drumming  
● Develop assessment tools that Assessment tools  
measure both tonal and rhythm  
skills separately, as well as  
together.  
● These tools should be aligned with the  
lesson plans and should measure  
students' understanding of both tonal  
and rhythm concepts.  
● Provide audio and visual aids Audio and visual aids:  
that support both the tonal and  
rhythm aspects of the lesson  
plans.  
● These aids should be high-quality and  
should be used to enhance students'  
understanding of musical concepts.  
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DISCUSSION  
Among the important findings of this research were:  
1. The profile of the second-grade learners in terms of gender and term 1 grade in Music.  
86% of the respondents received a grade of A*, which corresponds to a description of "Very Good." 14% of the  
respondents received a grade of A, which corresponds to a description of "Good." None of the respondents  
received a grade lower than B, which corresponds to a description of "Needs Improvement."  
2. The level of music aptitude of second-grade learners in terms of tonal and rhythm.  
Out of 148 respondents who took PMMA in terms of rhythm aptitude, 73% scored in the range of 31-40, which  
indicates a high level of music aptitude. 22% of the respondents scored in the range of 21-30, indicating an  
average level of music aptitude. Only 5% of the respondents scored 20 or below, indicating a low level of music  
aptitude. In addition, out of 148 respondents who took PMMA in terms of tonal aptitude, 87% scored in the  
range of 31-40, indicating a high level of music aptitude. 10% of the respondents scored in the range of 21-30,  
indicating an average level of music aptitude. Only 3% of the respondents scored 20 or below, indicating a low  
level of music aptitude.  
3. The significant difference in the level of music aptitude of second-grade learners in terms of tonal when  
grouped according to profile.  
There is no significant difference in the level of music aptitude between, but there is significant difference in the  
level of music aptitude between learners with a very good grade in music and learners with a good grade in  
music. The results of two t-tests were conducted to compare the mean level of tonal aptitude between the profiles  
of the respondents. The first t-test compares the mean level of tonal aptitude between genders. The computed t-  
test value is –0.843, and the p-value is 0,401. The null hypothesis is not rejected since the p-value is greater than  
0.05, which means that there is no significant difference in the level of music aptitude between females and  
males. Moreover, the second t-test compares the mean level of tonal aptitude between Term 1 grades in music.  
The computed t-test value. Is 2.095, and the p-value is 0.038. The null hypothesis is rejected, which means that  
there is a significant difference in the level of music aptitude between learners with a very good grade in music  
and learners with a good grade in music.  
4. The significant difference in the level of music aptitude of second-grade learners in terms of rhythm when  
grouped according to profile.  
The study found that there is no significant difference in the level of music aptitude between females and males,  
based on the results of a paired t-test with a p-value of 0.932. This means that there is not enough evidence to  
conclude that gender plays a significant role in determining rhythm aptitude. However, there is a significant  
difference in the level of rhythm aptitude between learners with a very good grade in music and learners with a  
good grade in music. The results of a paired t-test with a p-value of 0.195 indicate that there is not enough  
evidence to reject the null hypothesis, suggesting that music achievement may be a more important factor in  
determining rhythm aptitude than gender.  
5. The significant relationship between music aptitude and music achievement of second-grade learners at Thai-  
Singapore International School.  
The study found that there is a weak positive correlation between music aptitude and music achievement at the  
Thai-Singapore International School. The computed Person r values of 0.290 and 0.228 for tonal and rhythm,  
respectively, indicate that as music aptitude increases, there is a tendency for music achievement to increase as  
well. The p-values of 0.001 and 0.005 for tonal and rhythm, respectively, indicate that these correlations are  
significant.  
6. Prototype teacher-support materials were developed and validated to help improve the level of music  
achievement of the second-grade learners at Thai-Singapore International School  
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To develop prototype teacher-support materials for second-grade music learners, it is essential to consider  
students’ tonal and rhythm aptitude, as the study found that while most learners demonstrated high aptitude, a  
meaningful portion showed average rhythm skills. These findings highlight the need for differentiated rhythm  
instruction, which is addressed in the materials through activities such as clapping and echo-pattern exercises,  
layered percussion tasks, movement-based rhythm games, and guided rhythm improvisation. By providing  
educators with these research-informed resources, they can more effectively challenge high-aptitude learners  
while supporting those still developing their skills, thereby enhancing teaching quality, promoting learner  
engagement and achievement, and fostering innovative instructional approaches that meet the diverse needs of  
all learners.  
CONCLUSIONS  
Based on the foregoing findings, the following conclusions were drawn:  
1. The profile of the students suggests that the respondents performed well in Music in Term 1, with the  
majority receiving the highest possible grade. This information can be used to make decisions about  
future music programs, identify areas for improvement, and track progress over time.  
2. The study suggests that the second-grade learners at Thai-Singapore International School may have  
stronger tonal aptitude than rhythm aptitude. However, it is important to note that the two aspects of  
music are interrelated, and overall music aptitude is a combination of both tonal and rhythm aptitude.  
3. The findings of this study showed that gender does not play a significant role in determining tonal  
aptitude. However, there is a significant difference in music aptitude between learners with a very good  
grade in music and those with a good grade in music. This suggests that music achievement may be a  
more important factor in determining tonal aptitude than gender. It is important to note that further  
research may be needed to fully understand the relationship between music aptitude and music  
achievement, as well as the potential impact of other factors such as socio-economic status or musical  
training.  
4. The findings of this study concluded that there is no significant difference in the level of rhythm aptitude  
between females and males, as there was no significant difference in the rhythm aptitude scores between  
the two groups. Additionally, the study found no significant difference in the level of music aptitude in  
terms of rhythm between learners with very good and good grades in music. Therefore, music  
achievement, at least in terms of rhythm, may not be a significant factor in determining music aptitude.  
5. The study found a significant but weak positive correlation between music aptitude and music  
achievement at the Thai-Singapore International School, suggesting that while higher aptitude is  
somewhat associated with better achievement, it is not the sole factor influencing student performance.  
The weak correlation highlights the practical implication that music achievement depends on multiple  
factors beyond aptitude, including motivation, practice, instructional quality, and classroom  
environment. Therefore, teacher-support materials and instructional strategies should be designed to  
address the diverse needs of learners, rather than relying solely on aptitude levels. Additionally, because  
the study was conducted in a single private international school with a specialized curriculum and  
abundant resources, the findings may not be fully generalizable to other educational contexts with  
different curricula, class sizes, or resource availability. Nonetheless, these results provide useful guidance  
for future research and for the development of differentiated music education programs that support both  
tonal and rhythm skill development across a range of learners.  
RECOMMENDATIONS  
In light of the conclusions drawn from the study, the following are hereby recommended:  
1. It is recommended to create a prototype teacher-support material that is specifically designed to elevate  
the level of music aptitude among second-grade learners. This will likely result in an improvement in  
their music achievement, which can be observed in their music grades at the end of each term.  
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2. There is a need for music educators who conduct music aptitude tests with learners and evaluate  
the results more systematically. The musical progress of a learner should be recorded for easy reference.  
The music achievement of a learner should be tracked, and parents must also be kept informed for they  
to see how their children are progressing in their music lessons. This provides both music educators and  
parents with objective guidance to help primary school learners develop and maximize their music  
aptitude through appropriate music instruction and opportunities.  
3. Thai-Singapore International School may consider organizing more music-related activities and  
initiatives, such as establishing a children`s choir in the lower primary level to provide an excellent  
platform for children to perform and experience music in a hands-on setting outside of music classes.  
4. The prototype teacher-support materials developed by the researcher should be validated in the school,  
approved by the school head, and used in the school.  
5. Future researchers may consider conducting a similar study using another group of respondents from  
other international and local schools to compare results. Other variables can be explored to find out  
possible significant relationships, as well as other factors predicting music aptitude.  
Compliance with Ethical Standards  
The researcher ensures honesty and integrity by not misleading anyone with the data gathered and used in the  
study for future reference. Objectivity was maintained in all aspects of the study, including design, data analysis,  
interpretation, and peer review. Any personal or financial interests that may influence the study were disclosed.  
The researcher also acknowledges the works of the authors and ensures that there is no plagiarism in the study  
by properly citing all literature and studies. In addition, confidentiality and human subjects' protection were  
prioritized. The personal information of the respondents was treated with confidentiality, and their right to  
privacy and autonomy was respected. Parents were informed and approached for their consent through a letter  
stating that their child had been chosen for the study.  
ACKNOWLEDGMENTS  
I am sincerely grateful to the following individuals, who generously offered their assistance, support, and  
encouragement in the successful completion of my study:  
To Jesus Christ, my Savior, for bestowing upon me wisdom, knowledge, and strength.  
To my family, my parents and siblings, for unwavering love, encouragement, and support in all my endeavors.  
To Dr. Dondon Buensuceso, my thesis adviser, whose kindness and support provided me with the courage and  
determination to complete my paper.  
To my final thesis panel members, Dr. Rommel De Leon and Prof. Karen Pineda, for their valuable inputs  
and suggestions that greatly enhanced this study.  
To Dean Victor Tabuzo, for his assistance with the statistical analysis and valuable recommendations during  
the final thesis defense.  
To the management and administration of Thai-Singapore International School, for permitting me to  
conduct my study.  
To the second-grade learners, who participated in this study for their kind cooperation.  
To Mr. Giovanni Sornito and Mr. Dave Jan Fabe, for their continuous encouragement, support, and valuable  
suggestions throughout this study.  
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To Ms. Grace Galindez, Vladimer Galindez, and the staff of St. Roberts Global Education and  
Management Services in Bangkok, for all their assistance  
Bangtan Sonyeondan (BTS), for being a constant source of inspiration and for instilling determination to never  
give up in all my endeavors. BORAHAE!  
All my friends, near and far, for their unwavering support and encouragement.  
To God Be the Glory!  
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