Chapter 1
Introduction
The Problem and it’s Background
Music has accompanied us since our early existence. Historically, music had also
been used in social bonding, comfort, coordinating physical labor , the preservation and
transmission of oral knowledge, ritual and religion, and the expression of physical and
cognitive fitness.
Today, recent studied have suggested that a person’s music genre preference is linked
to his or her performance in work or in study. Along with that, non music listeners are
considered less efficient but nonetheless effective.
Other than cognitive effect, music also mirrors our personality and affects our
emotions. If you like classical or jazz, you may perceive yourself as an intellectual; if you see
yourself as a rebel, then you may tend to favor rock or heavy metal.
Many individuals today use this effect of music in our emotions for mood regulations
and enhancement. Music is used to enhance the concentration and cognitive function to
maintain alertness and vigilance (Emery, Hisao, Hill, & Frid 2003) and increase work
productivity (Newnan, Hunt, & Rhudes, 2004). Moreover, it may have the ability to enhance
cognitive networks by the way in which music is organised.
However, music has been one of the most underrated factor in learning. This is mostly
because people think different or lesser of its relevance yet it has been with us since
prehistoric era starting from the point of preliterature and the very late geological history.
In order to clarify this ignored effect of music, the researcher will conduct a school
bases research on the academic performance of students with different music preferences in
Southwestern Institute of Business and Technology.
Statement of the Problem
This study was conducted to investigate the Academic Performance of Students with
Different Music Preferences in Southwestern Institute of Business and Technology during the
school year 2017-2018
Specifically the study attempts to answer the following questions
1. What specific music preference renders the highest level of academic performance?
2. What are the the effects of music choice to an individual’s academic performance?
3. What are the profile of the respondents in terms of :
a. Age
b. Gender
c. Grade Average
Significance of the Study
This study would be relevant to the following:
Youth- the results of this study would help them realize that a subtle influence such as music
could have a cognitive effect on them which could help them garner focus and motivation
Educators- the useful and relevant information acquires from this study will encourage them
to use music for their benefit. The inclusion of music itself could help fasten the learning and
thinking process and incorporating it in such a way that is is both entertaining and also
psychologically helpful.
Organizations- this would help organizations with another approach to productivity. Since
music affects efficiency in the workplace, they could use it to their advantage to enhance
productivity and efficiency in their workplace
Scope and Delimitation of the Study
This study will focus on the academic performance of the students with different
music preferences. The study is to be conducted within the premises of the Southwestern
Institute of Business and Technology, School year 2017-2018. This study however will focus
primarily on the music preference of the students within the area of study and will not be able
to cover all music preferences
Research Paradigm
The theory presented will serve as a basis for the initial assumptions of this
research and as a guideline to the feasible result of the study.
Music Choice Theory
Tracey Cockerton, Simon Moore, Dale Norman
This theory states that a certain type of music has a specific cognitive effect, (for
example: listening to classical could help in memory and retention) on a group of individual
listening to it which would influence their learning and thought process. The theory presented
reveals that music could not only affect our emotional behavior but also our thought process,
in a way that we receive information in a more efficient way because, depending on the type
of music, an individual could improve his/focus, as well as their memory and retention and
their overall performance as well.
To point out an obvious fact, the theory is relevant to the study not only because it is
parallel to the study itself but also because it serves as the starting point to the study.
Conceptual Framework
The above figure represents the relationship of the dependent and independent
variables under the observation of study in symbolic form. The independent variable which is
the students music preference directly affects the dependent variable which is the academic
performance of the students.
Definition of Terms
To further understand this study, the following terms are defined;
Academic Performance- the students/respondents grade average
Cognitive effect- the way something affects our thought process and learning process
Music- a collection of sounds or tunes organised in such a way that it is melodious to the
listener
Music Preference- an individual’s preferred music genre (i.e. jazz, RNB, alternative, rock,
etc.)
Chapter II
Review of Related Literature and Studies
Related Literature
Foreign Literature
The role of music in facilitating language skills contributes to the development of
reading skills. An early study where music instruction was specifically designed to develop
auditory, visual and motor skills in 7-8 year old students over a period of 6 months, found
that the mean reading comprehension scores of the intervention group increased while those
of the control group did not (Douglas and Willatts, 1994). Similarly, Gardiner et al. (1996)
provided children with seven months of training alongside visual arts instruction. Their
reading scores were compared with controls and were found to have shown greater
improvement. Phonological awareness is linked to early reading skills in 4-5 year old
children (Anvari et al., 2002) and moderate relationships have been found between tonal
memory and reading age (Barwick et al., 1989), although finding the main and subsidiary
beats in a musical selection has not been found to be a significant predictor of reading in 3rd
and 4th grade students (Chamberlain, 2003). Several studies have found no difference in
reading between children receiving musical training and controls (e.g. Lu 1986; Montgomery,
1997; Bowles, 2003; Kemmerer, 2003), although Butzlaff (2000) in a meta-analysis of 24
studies found a reliable relationship. While overall, the research shows a positive impact of
musical engagement on reading, differences may be explained by the nature of the children’s
prior and current musical experiences and their already developed reading skills. If language
skills are well developed already, musical activity may need to focus on reading musical
notation for transfer benefits to occur in relation to reading. There may also be other factors
which need to be taken into account. For instance, Piro and Ortiz (2009) focused on the way
that learning the piano might impact on the development of vocabulary and verbal
sequencing in second grade children. 46 children who had studied piano for 3 consecutive
years participated as part of an intervention programme, while 57 children acted as controls.
At the end of the study, the music learning group had significantly better vocabulary and
verbal sequencing scores.
However, they had already been playing the piano for two years but with no
differences in reading between their skills and those of the control group. The authors
suggested a number of reasons for this: because it takes a long time for effects to be felt;
because the age of tuition is important; or because the summer holidays prior to testing may
have lowered initial their scores.
There may also have been changes in the nature of the tuition and the development of
fluency in reading music which impacted on transfer. Overall, there do seem to be benefits
for engaging in musical activities in relation to reading beyond those associated with
language development but our understanding of these processes is currently limited. Some
studies have focused on children who are experiencing difficulties with reading. Nicholson
(1972) studied students aged between 6- 8 categorised as slow learners. After music training
the experimental group exhibited significantly higher reading scores scoring in the 88th
percentile versus the 72 percentile. After an additional year of musical training the reading
scores of the experimental group were still superior to the control group’s scores. Movsesian
(1967) found similar results with students in grades 1, 2, and 3.
One way in which music instruction may help reading in addition to those relating to
more general perception, timing and language skills is that it increases verbal memory. Chan
et al. (1998) showed that learning to play a musical instrument enhanced the ability to
remember words. Adult musicians had enlarged left cranial temporal regions of the brain, the
area involved in processing heard information.
Those participants in the study with musical training could remember 17% more
verbal information that those without musical training. Ho et al (2003) supported these
findings in a study of 90 6-15 year old boys. Those with music training had significantly
better verbal learning and retention abilities, further, the longer the duration of music training
the better the verbal memory. A follow up study concluded that the effect was causal. There
were neuro-anatomical changes in the brains of children who were engaged in making music.
Much less attention has been paid to the influence of active engagement with music on
writing than reading. An exception was a study where children from economically
disadvantaged homes participated in instruction which focused on the concepts of print,
singing activities and writing, The children in the experimental group showed enhanced print
concepts and pre-writing skills (Standley and Hughes, 1997). Register (2001) replicated this
work with a larger sample of 50 children. Results again showed significant gains for the
music-enhanced instruction in writing skills and print awareness.
Historically, it has long been assumed that there is a strong connection between music
and mathematics (Vaughn, 2005). Musicians playing from notation are constantly required to
adopt quasi-mathematical processes to sub-divide beats and turn rhythmic notation into
sound. However, this type of activity is not related to all aspects of mathematics. Transfer is
only likely to occur when the skills required are ‘near’.
This is supported by a recent study which showed that children receiving instruction
on rhythm instruments scored higher on part-whole maths problems than those receiving
piano and singing instruction (Rauscher et al., submitted). Research exploring the
relationships between mathematics and active musical engagement has had mixed results. For
instance, Geoghegan and Mitchelmore (2004) investigated the impact of a music program on
the mathematics achievement of preschool children. The group of children involved in
musical activities scored higher on a mathematics achievement test than the control group,
although home musical background may have been a confounding factor.
Gardiner et al (2006) researching the impact of an arts programme also found that
participating children performed better in mathematics than those who did not, those
participating the longest having the highest scores overall. A study using a national US data
base also found positive effects for engagement with music. Catterall et al. (2006) using the
NELS:88 data compared low socio economic status students who exhibited high math
proficiency in the 12th grade and found that 33% were involved in instrumental music
compared with 15% who were not involved. Focusing on children learning to play an
instrument, Haley (2001) found that those who had studied an instrument prior to 4th grade
had higher scores in mathematics than those in other groups. However, Rafferty (2003) found
no effect of the Music Spatial-Temporal Maths Program on the mathematics achievement of
second graders.
The contradictory outcomes of the research might be explained by the types of
musical activities engaged in and the length of time spent. Addressing these issues, Cheek
and Smith (1999) examined whether the type of music training was related to mathematics
achievement in 8th grade.
Those who had two or more years of private lessons had higher scores, while those
learning keyboard instruments had higher scores than those learning other instruments.
Length of engagement were considered by Whitehead (2001) who found that middle and high
school students who were placed in high, moderate and no treatment groups for music
instruction differed in mathematics gains.
Related Studies
Foreign Studies
Many students listen to music to alleviate the emotional effects of stress and anxiety
when engaged in complex cognitive processing, such as studying for a test, completing
homework assignments, or while reading and writing. This practice is so common that it
would be beneficial for college students to understand the role that music plays on cognitive
performance. Research demonstrating the effects of music on performance is well
documented, but have shown ambiguous evidence on this matter. In studies conducted to
learn about the effects of musical distraction on cognitive task performance, the findings have
demonstrated the idea of music improving cognitive performance (Cockerton, Moore, &
Norman,), but there has also been research contradicting those results, where music was
found distracting for participants performing cognitive tasks (Furnham & Bradley, 2001).
However, with the plethora of music genres available to music listeners, it is important to
understand how different types of music impact performance. Additionally, very few studies
address the interaction between the intensity or volume of the music played and its effect on
cognitive processing. The present study aims to understand the effect of listening to different
genres of music to the students academic performance.
Many students choose to listen to a preferred genre of music when they study or do
their homework without understanding the potential harmful effects of such practice. A study
conducted by Smith and Morris (2000) addressed this question by studying the effects of
sedative and stimulative music. The study focused on the influence these two distinct genres
of music have on performance, anxiety, and concentration. Participants had to indicate their
preferred genre and were requested to repeat a set of numbers backwards while listening to
either the stimulative, sedative, or no music. The results indicated that participants performed
worse while listening to their preferred type of music. Additionally, in the no music
condition, participants performed best.
These results indicate that a preferred type of music can serve as a distracting factor
when one is engaged in a cognitively demanding task perhaps due to the fact that less
cognitive resources are available when the attention is drawn to the lyrics, emotions, and
memories that such music can evoke. Participants who listened to sedative music performed
better than participants who listened to simulative music and worse than those who listened to
no music at all. These results indicated that stimulative music is a stronger distractor and
obstructs cognitive processing more than sedative music does.
Although previous research has established that music can either distract or facilitate
cognitive task performance, improved performance in the presence of music might be directly
related to the type of music listened to (Cockerton, Moore, & Norman,). A study conducted
by Hallman, Price, and Katsarou, (2002) supported this argument. In fact, they tested the
effect of calming and relaxing music on arithmetic and memory performance tests in children
ranging from ages ten to twelve. They found better performance on both tasks in the calming
and relaxing music condition when compared with a no-music condition. They also tested
these children in an arousing, aggressive, and unpleasant music condition, and the results
showed that their performance on both tasks was heavily disrupted and led to a lower level of
reported altruistic behavior by the children (Hallman, Price, & Katsarou, 2002). Although
these data did not find that calming music enhanced performance, one might imply that this
type of music can provide a soothing environment that puts students at ease, facilitating
cognitive processing.
The present study considers the effects of two different types of music at varying
intensities on cognitive task performance and compared them to tasks performed in silence. It
was predicted that tasks performed in silence would yield better results than tasks performed
both in the soft music and the loud music conditions, demonstrating that music is a distracter
to cognitive performance. Additionally, performance scores were expected to be significantly
lower in the presence of loud music at a high intensity, suggesting that both the type of music
and the volume at which the music is played are contributors to the distracting effect of
music. Finally, performance was predicted to be significantly higher in the presence of soft
music compared to loud music.
Chapter III
Methodology
Research Methods
This is a qualitative research using phenomenological approach. Qualitative research
done firsthand and foremost an exploratory study, a type of social science study which
focuses on qualitative works with non numerical data and sought to interpret meaning deem
the data to help understand social life through the research of targeted group of people at a
certain place. It is used to understand behavior, attitude, manners, reactions, concerns,
motivation, lifestyle, and culture.
Real life situations are indeed one of the most invigorating things to explore which is
why phenomenology is the appropriate approach to this study. It seeks to understand the
perspective of he grade qe students of Southwestern Institute of Business and Technology
regarding their music preferences.
The primary objective of phenomenology is to directly study and describe a certain
phenomena as it is consciously experienced without theories about their casual explanations
of their objective reality. (Manen, 1990)
Phenomena could account as events, concept, experiences and situations. It aims to
transform those lived experiences from individuals who experience a specific phenomenon.
The collected data is then analysed, organised, and interpreted by the researcher.
Research Locale
The research will be conducted within the premises of he Southwestern Institute of
Business and Technology, Panggulayan, Pinamalayan, Oriental Mindoro. SIBTech has a
population of approximately 303 senior high school students; ten of which will be involved in
the study.
Respondents of the Study
The researcher considered the Grade 12 Humanities and Social Science Students of
Southwestern Institute of Business and Technology as the respondents.
It is highly advantageous to choose respondents in one class to ensure that they are
grades the same way which will create less conflicting results.
Sampling Technique
The study will use purposive sampling under non probability sampling. Non
probability sampling focuses on sampling techniques wherein the respondents are chosen
based on the researcher’s judgement.
Purposive sampling is chosen because it does not aim to randomly select units from a
population to create a sample with the intention of making generalisations, instead it focuses
on particular characteristics of the population that are of interest and is relevant to the study.
Research Instrument
Personal, semi-structured interview method will be used in the study. As it is an
appropriate method to use when exploring practitioners perspective due to the qualitative
nature of the study. A semi-structured interview with help the researcher to further explore
particular themes, topics, and responses.
Data Gathering Procedure
The researcher personal administered the interview to each of the respondents. They
conferred and discussed the significance of the Study and accomplished a successful two-way
discussion
The one-on-one interview was given a flexible time period to express further the
details and prevent the respondents from giving hasty responses.
After the interview, the data that was collected was organized for analysis. The data
will be used for interpretation and analysis for the next chapter.
Chapter IV
Presentation , Interpretation, and Analysis of Data
Results
This part seeks to present the data gathered from the subjects/respondents. In light of
that, the relevance and significance of the data will also be discussed in this chapter.
I. After administering the data after the interview, the answers were then reviewed for
clarifications from the respondents point of view if there were any misunderstood or unclear
responses. The first part of the interview consist mainly about the profiling of the
respondents.
Table 1. Frequency and Percentage Distribution of the Respondents Gender
Gender Frequency Percentage
Male 3 30%
Female 7 70%
Total 10 100%
Table 1 shows the frequency and percentage distribution of the respondents gender
wherein 3 are male; which is 30% of the respondents, and 7 females which is 70% of the
respondents.
Table 2. Frequency and Percentage Distribution of the Respondents in terms of their
Age
Age Bracket Frequency Percentage
15-17 6 60%
18-20 4 40%
21 and above 0% 0%
Total 10 100%
Table 2 shows the corresponding frequency and percentage distribution of the
respondents in terms of their age. Six of the respondents fall within the age bracket of 15 to
17 which accounts to 60% of the respondents whilst four of the respondents fall within the
age bracket of 18 to 20 which accounts to 40% of the respondents and none of the
respondents are aged 20 and above.
Table 3. Frequency and Percentage Distribution of the Respondents in terms of their
Grade point Average in the Last Semester
Grade Point Average in the Frequency Percentage
Last Semester
84-88 5 50%
89-93 3 30%
94-98 2 20%
99 and above 0 0
Total 10 100%
Table 3 shows the frequency and percentage distribution of the respondents grade
point average. Respondents whose academic performance which are rated within 84 to 88 are
5 which accounts for 50%; three respondents have grades that fall within 89-93 and accounts
for 30%; two of the respondents have grades that fall within 94-98 which accounts for a 20%.
II.
1. How do you define your music preference? In what genre does your music choice
fall into?
The first question deals with the respondents music preference. The researcher
discussed and talked about the respondents preferred music and analysed what general they
fall into. Most of the respondents are well informed about this which is why most of them
know what to answer.
"Madami. ...kasi pabago-bago but I usually get stuck up with pop and alternative rock..."
"Depends on my mood pero I like K-Pop, Rnb, and Contemporary"
"...alternative rock, alternative indie, and pop is mostly what I listen to..."
"Church and Gospel, Indie, Pop and most of the songs with meaningful lyrics"
"Syempre, K-Pop then, pop, and also hiphop"
Respondents number 1, 2, 3, 4, and 5 respectively have different preferred music but
all of the five of them admitted to listening to pop music/contemporary music.
"I listen mostly to pop music, and techno, [tapos] EDM"
"Acoustic, Ballad, Pop, Alternative Rock, and mostly songs from Coldplay"
"I tend to change my music taste every once in a while but I like electronic and dance, and
more often than not switch back to pop music"
"Alternative and Contemporary lang mostly"
"Country and acoustic"
Respondents 6, 7, 8, 9 , and 10 respectively have alternating choice in music with
most of them liking contemporary, alternative, and EDM or electronic dance music.
All of the respondents enjoy Contemporary music and Alternative. Dance, EDM, and
Techno also fall under the category of pop music.
2. Do you think your music choice affects your cognitive ability moreover your
academic performance?
This question specifically asks if the respondents perceive music as a factor which
affects our way of thinking to the extent that it also affects their academic performance not in
the sense that music is accompanied in studying but separately.
Eight out of the ten respondents agreed that music affects their way of thinking while
the rest disagreed that music links our academic performance and cognitive abilities.
3. Do you accompany studying with music?
The third question deals with their exposure in music, the duration of time they spend
listening to music, and if/when they accompany music whilst studying.
Seven out of the ten respondents agreed that they most often accompany studying
with music. Three of them, however, detested on the claim and reasoned that it was
distracting.
4. How do you think music preference affects your academic performance?
This question deals with the perception of the respondents as to what the effects of
music are in their academic performance.
"It helps me focus, but still it depends on what type of music you’re listening to. There is a
tendency for it to be distracting"
"...because they influence our current state of mind..”
"Because they influence us on how we think, and sometimes they’re really informative so
you’ll learn too"
"There are many benefits when you love music... which includes having a wider vocabulary"
Six of the respondents positively responded with the effects of music on them. Some
of their answers include having much better concentration and focus, influence in their
current state of mind and the advantage in language skills-having a wider vocabulary, and
communication skills.
Two of the respondents answered that there is no interlinking factor between the
academic performance of students and their music preferences.
The rest (two) of the respondents dealt on "maybe".
Discussion
In relation to the music preference of students with their academic performance, the
respondents whose grade point average fall between 89-93 displays a varying interest in the
genres of pop and alternative music.
The respondents also pointed out certain effects of music in there academic
performance as well as their cognitive ability such as increase in focus and concentration,
communication and language skills, and positive influence to their state of mind which helps
them think clearly.
In light of this, music has a generally positive effect to our cognitive abilities which in
turn affects our academic performance with regards to the interview with the respondents. In
studies conducted to learn about the effects of musical distraction on cognitive task
performance, the findings have demonstrated the idea of music improving cognitive
performance (Cockerton, Moore, & Norman,)
But there has also been research contradicting those results, where music was found
distracting for participants performing cognitive tasks (Furnham & Bradley, 2001) This is
true in the sense that the same positive effect of music on our academic performance is
different. Feedback from two different individuals could have a lot of difference; the other
may perceive music as a distraction and the other, and motivator.
However, this study is not conclusive because it has many faults. First, the sample
size is very small. A larger study is recommended in the future. Second, the sample was not
very diverse, as it was taken all from one college, which does not accurately reflect college
students across the nation or world.
Another factor not considered in this short interview is socioeconomic class and racial
diversity. Music choices often correlate with these factors, so there may be many other
hidden causal factors for the results. Finally, the survey relies on honest people telling the
truth to get accurate results. In the future, a larger, broader, more accurate study is
recommended to confirm or refute the findings in this one. There are other factors to consider
for other studies in relation to this topic. One such subject might include studying the specific
effects on listening to music while studying different subjects. For instance, some students
may improve their subject retention while listening to music and doing math homework than
reading history. Other factors to consider are whether lyrics in music effect study
effectiveness. Many more studies are necessary to more thoroughly understand the subject of
the effect of music on the brain.
Chapter V
Summary, Conclusions, and Recommendations
Summary
The study seeks to find out the academic performance of students with different music
preferences. Ten respondents were chosen to be interviewed regarding the study. The
findings rendered results which show that music affects our way of thinking.
There are different responses as to how music affects our way of thinking. As
discussed in the previous chapters, differences in perceptions result in different ideas
regarding the effect of music, one might perceive it trivial as a distraction or a type of
motivator.
Results aligned to the related literature and studies review. The theoretical
Framework proved to be one of the assumption basis that music could affect our cognitive
ability which in turn affects the academic performance of students.
Conclusion
The outcome of the research led to the following conclusions [ in accordance with the
interview with the respondents]:
● Pop music and Alternative music are two of the genres which highly affects our cognitive
ability and academic performance. This is because the respondents are highly inclined to like
trends in music such as contemporary and pop since the age range falls between teenagers
who have an extensive level of inclination to like what "in"
● Language, communication skills, and increase concentration are some of the leading effects
of music in our cognitive abilities and academic performance. Music in turn, is advantageous
since it is another way for our mind to practice intracommunication skills, or communicating
with ourselves which we could apply in our social and academic lives.
● The respondents’ profile was entirely discussed in the previous chapters (See Chapter IV;
Results and Discussions, Table 1, 2,3)
Recommendations
The students responses helped identify the effect of music genre preference on their
academic performance. (Refer to Chapter IV)
The following recommendations for research are based on the study findings:
1. Not all music genres are covered in the study but only the ones which are of interest to the
respondents. If this study was to be succeeded, the sample size should be increased to further
explore the vast number of music genres.
2. The effect of music genre preferences is limited only to the effect that the respondents
consciously experience such as increase in focus, memory and retention. A further detailed
approach would be viable if this study was to be improved in the future.
3. There are other causal factors that may not be considered in this study such as the
socioeconomic class of the respondents and ethnic and cultural background which may be a
vital factor in their music preference.
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Appendices
Interview Guide Questions
I. Students Profile
What is the respondents gender, age, and grade point average in the last semester?
II.
1.How would you define your taste in music?
What genre are you most likely inclined to listen to?
2. Do you think music choices affects your cognitive ability moreover your academic
performance?
3. Do you accompany studying with music?
4. How do you think music preferences affect your academic performance?
