An Exploratory Study Investigating Mentoring as
a Variable Related to
Retention in the Beginning String Class
Julie A. Erickson Nolan
University of Wisconsin-Madison
Thomas Jefferson Middle School, Menomonee Falls
Abstract
The
purpose of this study was to investigate selected variables related to
retention during the first year of instruction in the beginning string class.
Data was collected from fifth grade beginning string students (n=201) and
teachers (n=3) using a questionnaire developed for the study. The study
examined the effects of mentoring by high school students, gender, instrument
choice, parent/guardian structure, and parent/teacher interaction on retention
rates during the first year of study. Mentoring was found to positively affect
retention. Males were more likely than females to discontinue if they did not
have a high school mentor while students selecting the cello were more likely
to discontinue than students selecting the violin, viola, or bass were. Students
from one-parent or other home situations (i.e. grandparents, etc.) were more
likely to drop out than students from two parent homes. In addition offering
band instruments to students going into sixth grade influenced the decision of
whether to continue or discontinue the string orchestra program.
Julie Nolan
Thomas
Jefferson Middle School
Menomonee
Falls, WI 53051
(262) 255
8490
nolajul@sdmf.k12.wi.us