Abstract

The purpose of this study was to investigate the effects of cognitive load theory and the role of music intelligence
on the learning of music theory among Jordanian primary pupils. The independent variable was music intelligence
levels (high, low). The dependent variables were the post test score. An analysis of covariance (ANCOVA) was
carried out to examine the main effects of the independent variables on the dependent variables. The findings of
this study showed that pupils with high music intelligence pupils performed significantly better than low music
intelligence pupils.

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