(RANDOMIZED CONTROLLED TRIAL)
Participants were 62 low-performing 6th graders. The treatment group viewed a series of music videos on fractions; the control group viewed videos with the same information presented conversationally. After a week delay, the music-based treatment condition retained their learning gains; however, the control group returned to near baseline levels, F (1, 60) = 4.84, p < .05, d =.44. Students in the music-based group also answered twice as many questions correctly as compared to the control group, F (1, 62) = 5.64, p < .05, d =.3. Across conditions, students (71%) chose learning with music videos as preferred vs. reading about math or watching videos of people talking about math.