 Review of Related Literature

1. "I mean they want to do everything they possibly can for their children, and if there's a
possibility that this might help in some way and give their child an advantage when they
get to school, then that is what they are going to do."

Rauscher still stands by her original finding, but says subsequent research has shown that
it's not really about Mozart. Any music that you find engaging will do the same thing,
because compared to something like sitting in silence, the brain finds it stimulating.

"The key to it is that you have to enjoy the music," Rauscher says. "If you hate Mozart,
you're not going to find a Mozart Effect. If you love Pearl Jam, you're going to find a
Pearl Jam effect."

2. The team used music to help study the brain's attempt to make sense of the continual flow
of information the real world generates, a process called event segmentation. The brain
partitions information into meaningful chunks by extracting information about
beginnings, endings and the boundaries between events.

"These transitions between musical movements offer an ideal setting to study the
dynamically changing landscape of activity in the brain during this segmentation
process," said Devarajan Sridharan, a neurosciences graduate student trained in Indian
percussion and first author of the article.

No previous study, to the researchers' knowledge, has directly addressed the question of
event segmentation in the act of hearing and, specifically, in music. To explore this area,
the team chose pieces of music that contained several movements, which are self-
contained sections that break a single work into segments. They chose eight symphonies
by the English late-baroque period composer William Boyce (1711-79), because his
music has a familiar style but is not widely recognized, and it contains several well-
defined transitions between relatively short movements.

The study focused on movement transitions - when the music slows down, is punctuated
by a brief silence and begins the next movement. These transitions span a few seconds
and are obvious to even a non-musician - an aspect critical to their study, which was
limited to participants with no formal music training.

The researchers attempted to mimic the everyday activity of listening to music, while
their subjects were lying prone inside the large, noisy chamber of an MRI machine. Ten
men and eight women entered the MRI scanner with noise-reducing headphones, with
instructions to simply listen passively to the music.
 In the analysis of the participants' brain scans, the researchers focused on a 10-second
window before and after the transition between movements. They identified two distinct
neural networks involved in processing the movement transition, located in two separate
areas of the brain. They found what they called a "striking" difference between activity
levels in the right and left sides of the brain during the entire transition, with the right side
significantly more active.

In this foundational study, the researchers conclude that dynamic changes seen in the
fMRI scans reflect the brain's evolving responses to different phases of a symphony. An
event change - the movement transition signaled by the termination of one movement, a
brief pause, followed by the initiation of a new movement - activates the first network,
called the ventral fronto-temporal network. Then a second network, the dorsal fronto-
parietal network, turns the spotlight of attention to the change and, upon the next event
beginning, updates working memory.

"The study suggests one possible adaptive evolutionary purpose of music," said Jonathan
Berger, PhD, associate professor of music and a musician who is another co-author of the
study. Music engages the brain over a period of time, he said, and the process of listening
to music could be a way that the brain sharpens its ability to anticipate events and sustain
attention.

3. According to a 2014 study Trusted Source, listening to classical music seemed to help
older adults perform better on memory and processing tasks.

These findings suggest certain types of music can help boost memorization abilities and
other cognitive functions.

Music helps stimulate your brain, similar to the way exercise helps stimulate your body.

The more you exercise your muscles, the stronger they become, right? Giving your brain
a cognitive workout could help strengthen it in a similar fashion.

According to a 2007 study from the Stanford University School of Medicine, music —
classical music, specifically — can help your brain absorb and interpret new information
more easily.

Your brain processes the abundance of information it receives from the world around you
by separating it into smaller segments.

The researchers found evidence to suggest that music can engage your brain in such a
way that it trains it to pay better attention to events and make predictions about what
might happen.
 Music doesn’t just motivate you. It can also help reduce stress and promote a more
positive mindset.

Research suggests that a good mood generally improves your learning outcomes. You’ll
likely have more success with studying and learning new material when you’re feeling
good.

Studying can be stressful, especially when you don’t entirely understand the subject
material. If you feel overwhelmed or upset, putting on some music can help you relax and
work more effectively.

4. According to the “arousal and mood hypothesis” (Thompson et al., 2001), the positive
effect of music on human behavior is considered to be a consequence of the impact of
music on mood and arousal. In particular, listening to music affects arousal (degree of
physiological activation), mood (long lasting emotions), and listener’s enjoyment, which
in turn influence cognitive performance (Hallam et al., 2002). The impact of music on
arousal and on mood of listeners seems to be determined by the tempo (fast vs. slow) and
the mode (major vs. minus) of the music itself, respectively (Gabrielsson and Lindström,
2010). In particular, as reported in the context of the Mozart effect, fast tempo and major
mode music tend to induce a positive/happy mood and higher arousal levels, whereas
slow tempo and minor mode music induce a more negative/sad mood and lower arousal
levels (e.g., Husain et al., 2002; Hunter and Schellenberg, 2010). Moreover, the effects of
these different levels of mood and arousal seem to vary depending on the cognitive
abilities considered. In particular, several studies investigating the Mozart effect reported
benefits primarily using tasks tapping processing speed and visuo-spatial abilities but
only when the music had a fast tempo and a major mode (e.g., Thompson et al., 2001;
Husain et al., 2002; Schellenberg et al., 2007).

5. By mapping the brain activity of a group of subjects while they listened to music, a
researcher at the University of California, Davis, now thinks he has the answer: The
region of the brain where memories of our past are supported and retrieved also serves as
a hub that links familiar music, memories and emotion.

The discovery may help to explain why music can elicit strong responses from people
with Alzheimer’s disease, said the study’s author, Petr Janata, associate professor of
psychology at UC Davis’ Center for Mind and Brain. The hub is located in the medial
prefrontal cortex region — right behind the forehead — and one of the last areas of the
brain to atrophy over the course of the disease.

“What seems to happen is that a piece of familiar music serves as a soundtrack for a
mental movie that starts playing in our head. It calls back memories of a particular person
or place, and you might all of a sudden see that person’s face in your mind’s eye,” Janata
 said. “Now we can see the association between those two things — the music and the
memories.”

His study, “The Neural Architecture of Music-Evoked Autobiographical Memories,” will

be published online on Feb. 24 in the journal Cerebral Cortex and will appear in the
journal’s print version later this year.

A lifelong music buff, Janata had earlier created a model for “mapping” the tones of a
piece of music as it moves from chord to chord and into and out of major and minor keys.
By making tonal maps of each musical excerpt and comparing them to their
corresponding brain scans, he discovered that the brain was tracking these tonal
progressions in the same region as it was experiencing the memories: in the dorsal part of
the medial pre-frontal cortex, as well as in regions immediately adjacent to it. And in this
case, too, the stronger the autobiographical memory, the greater the “tracking” activity.

“What’s cool about this is that one of the main parts of the brain that’s tracking the music
is the same part of the brain that’s responding overall to how autobiographically salient
the music is,” Janata said.

Because memory for autobiographically important music seems to be spared in people

with Alzheimer’s disease, Janata said, one of his long-term goals is to use this research to
help develop music-based therapy for people with the disease.

“Providing patients with MP3 players and customized playlists,” he speculated, “could
prove to be a quality-of-life improvement strategy that would be both effective and
economical.”

 Foreign Studies
1. As a whole, learning involves cognitive, affective and kinesthetic skills. This
multidimensionality of learning has helped develop learning theories. Learning methods
and strategies have been cultivated in order to make learning more effective. Yokus
(2010) thinks learning strategies may make it easier for an individual to discover and
improve his or her skills through various activities. By these strategies, students can
perform their own learning duties by developing various independent techniques,
principles and habits.

The Turkish Language Association (TDK) defines habit as conditioned behavior,

repeated, always in the same manner, according to internal and external effects. So, habit
is the transformation of an action into a regular and constant behavior. Because the
behavior continues, it has to be renewed and meet requirements. Habits include a wide
range of needs emerging from physical, emotional and social behaviors. We all have
different individual habits, which come about through positive or negative processes. A
 habit stands for a course and process of action; therefore, changing or renewing habits is
mostly in the control of the individual.

The process of instrument training involves a long and arduous period of individual
learning. Versatile nature of instrument training and individuality of learning skills
necessitates the use of individual learning method.
In this respect, it is required for individuals to gain the correct study habits. The
individual must reach an awareness level that allows them to determine their own needs
in order to achieve a productive process. Long hours of practice do not ensure cultivation
of a studying behavior or success. Hours of superficial work can be accepted as wasted
time, especially in instrument training. This process can be divided into sub-dimensions,
such as determination, organization, and awareness (self-consciousness, recognizing
shortcomings, specifying needs and self-guidance).

Today, gaining the most permanent information in the briefest time possible is a necessity
imposed by today's world rather than as an educational goal. Considering the fact that
success depends on the efficiency of practice rather than its quantity, students must have
productive studying habits (Gazioglu 2009). Obsessive studying for long hours does not
bring academic success without efficiency (Entwistle et al., 1974).

Studying habits govern not only personal success but also levels of attitude towards and
anxiety about the field. Culler and Holahan (1980) found that students with higher and
lower anxiety about exams have different studying habits.

Students without productive studying skills cannot get as much benefit from their efforts
and time as they can; therefore, their academic and professional achievement levels are
going to be low (Yilmaz, 1987; Teker, 2002; cited by Ozbey, 2007). Sendurur (2001)
says students should love violin, be enthusiastic and interested, physically, emotionally
and intellectually ready to learn, and have confidence in themselves and their instructors
in violin training. This generally applies to all musical instruments.

2. Many studies have documented stress in college students and medical curriculum is
associated with increased stress in students which is process oriented (7). There is a need
to sensitize students to stress and its adverse effects and ways to cope with it. Effects of
music as stress relieving factor in students is not well documented. The objectives of this
study were to assess stress, predominant stressor and effect of music on perceived stress
in medical students.

There was significant negative correlation between self-esteem score and QIDS-SR16
score. Self-esteem is an attitude about the self and is related to personal beliefs about
skills, abilities, social relationships, and future outcomes. Those who have high self-
esteem are presumed to be psychologically happy and healthy, whereas those with low
self-esteem are believed to be psychologically distressed and perhaps even depressed (8).
 Having high self-esteem apparently provides benefits to those who possess it: They feel
good about themselves; they are able to cope effectively with challenges and negative
feedback, and they live in a social world in which they believe that people value and
respect them.

There was significant decrease in perceived stress levels after listening to music in this
study as compared to rest with no acoustic stimulation. Studies have shown that while
listening to music, dopamine is released onto the nucleus acumens area classically
thought to mediate reward perception and addiction (10). It was observed that pleasant
music stimulated the inferior frontal gyrus and Rolandic operculum which reflect
working memory. Pleasant (contrasted to unpleasant) music showed activations of the
inferior frontal gyrus (IFG, inferior Brodmann’s area (BA) 44, BA 45, and BA46), the
anterior superior insula, the ventral striatum, Heschl’s gyrus, and the Rolandic
operculum. IFGactivations appear to reflect processes of music-syntactic analysis and
working memory operations (10).

Medical curriculum is associated with increased stress in students. This study suggests
that there is a need to sensitize students about adverse effects of stress and intervention
programs like counseling and stress relaxation programs to be provided to excessively
stressed students to decrease depression. Music can effectively reduce stress, enhance
sense of comfort and relaxation, elevate mood and improve performance.

 Local Studies
1. Among the research investigating music listening and its effects on psychological
well-being via self-selected uses of music (including emotion regulation strategies),
Laukka (2007) showed that the elderly in Sweden listen to music frequently and
exhibit a variety of listening strategies related to emotion regulation. Furthermore,
some of the listening strategies were positively associated with psychological well-
being. Besides these effects on emotional well-being, further research showed
positive effects of music listening on global happiness. Among Canadian adolescents,
Morinville et al. (2013) found that self-determined music listening was associated
with higher global happiness (assessed as positive and negative affect, and life
satisfaction). While these studies focused on positive psychological outcomes,
research on psychopathological outcomes suggests that music listening can be utilized
as a problem-oriented coping strategy that can lower depression levels in adolescent
girls (Miranda and Claes, 2009). From these studies we can conclude that music
listening contributes to positive youth development and well-being. Boehnke et al.
(2002) argued and found that adolescents actively employ music listening as a means
of achieving their developmental aspirations. The striving for physical and
psychological well-being and happiness serves as one of the most prevalent drivers of
human actions, and music is unique in its pleasure and reward effects.
 The physiological, physical, and emotional effects of music have been receiving
growing recognition. While listening to pleasant music, specific brain regions are
triggered, activating reward, autonomic response, and cognitive processing (Menon
and Levitin, 2005). The authors argue that their study offers insights into the mystery
of “why listening to music is one of the most rewarding and pleasurable human
experiences” (Menon and Levitin, 2005, p. 175). The mechanisms involved in the
rewarding and emotional experiences while listening to music have evolved gradually
during evolution due to the involvement of distinct brain functions (Juslin and
Västfjãll, 2008). These mechanisms involve brainstem reflex, evaluative
conditioning, emotional contagion, visual imagery, episodic memory, and musical
expectancy (Juslin and Västfjãll, 2008). Given the complex interplay of various brain
regions when listening to music, the physiological and physical reactions to musical
exposure (Hodges, 2009) are likely to enact their impact not only as positive
situational effects, but also on long-term well-being when music is implemented in
various life situations and contexts—including the family. The process by which
music is associated with emotional well-being seems to be both gradual and
cumulative.

In sum, listening to music serves in-depth emotional functions and activates brain
regions that provide the rewarding effects of music listening. However, much of the
research in this domain has assessed un-contextualized (or laboratory) music
listening, whereas most musical engagement and listening routines happen within
social contexts and environments. Hence music gives shape and receives importance
by the contexts in which the listening behavior is enacted. Most pressing, previous
research has not provided empirical evidence for contextualized musical rituals, and
the way in which ritualized music listening in different contexts serves the functions
of enhancing emotional well-being. Music listening is one of the most frequent and
pervasive leisure activities which takes place within nested contexts during adolescent
development. Family and peer contexts are the most important and immediate
environments that shape individuals' development (Bronfenbrenner, 1979, 1986). The
cultural context, on the other hand, presents a more remote but nevertheless
influential context factor that is likely to shape micro-context processes
(Bronfenbrenner, 1979). In the following sections, we elaborate on the influence of
music in family contexts and how musical engagement in families positively
influences young people's functioning.

2. Researchers have also agreed that a student’s motivation and perceived self-efficacy
might be influenced by his or her affect and mood (Bandura, 1997; Sarsar, 2012;
Zimmerman, 2000). Productive learning outcomes or “quality-of-work” in online
learning may be influenced by the learner’s mood at the time of learning. Heightened
arousal with positive feelings can influence the way cognitive material is processed,
thus influencing performance in high-cognitive demands, retention, and creativity
(Ashby et al., 1999; Estrada et al., 1997; Isen, 1999; Lesiuk, 2005; 2010; Lim, 2008;
 Necka, 2000; Revelle & Loftus, 1992; Schellenberg, 2001). Pleasant mood responses
(e.g., positive affect) are reported to enhance the creative problem-solving ability and
improve performance on creative problem-solving tasks (Lesiuk, 2010). On the
contrary, negative affect can influence cognitive strategies in diminished ways. For
example, Lesiuk (2005) reports that while taking online courses and submitting the
requirements/assignments using information technology (IT) devices, participants’
stress responses were in the form of high anxiety, increased mental exertion and
irritability.

 Review of Related Literature

1. Study music, particularly, can be relaxing and help students beat anxiety or stress
while studying. Background music is likely to help students improve their focus
during long study sessions. 

2. Music can help with memorization – a somewhat debatable idea that is the basis of
“the Mozart effect” which suggested that listening to Mozart study music could
actually enhance intelligence. Study music is considered to be beneficial for the
intake of vital information. Relaxing music for studying can help to ease nerves and
help you beat pre-exam anxiety. Consequently, any music of a high bpm, angry or
intense nature tends to do the complete opposite. 

3. Students who listen to music while studying tend to listen to the genre or style of
music that calms them or that they prefer when they are studying (Silasi-Monsat,
2017). This would limit the distractions of other potential music that they do not
particularly enjoy and the other factors that this would bring 

4. The effects of listening to music while studying are mixed, however, and depend
upon the type of music you listen to as well as the degree to which it distracts you. 

5. Music does improve your mood-Studies have found that people may be better at
solving problems when they are in a positive mood compared to when they are in a
negative or neutral mood. Music that is relaxing also helps students with stress and
anxiety, thus leading them to study more efficiently. 

 Foreign Studies
1. MOZART EFFECTS-The theory that listening to music, particularly classical music,
makes people smarter, was developed in the early 1990s.
It was dubbed the Mozart Effect by Dr Gordon Shaw, who conducted research on the
brain capacity for spatial reasoning.
Along with his graduate student Xiodan Leng, he developed a model of the brain and
used musical notes to represent brain activity, which resembled that of classical music
notes when analysed.
 This led them to test the results of classical music on college students’ brains. In
1993, he reported that a group of college students increased their IQ levels as much as
nine points as a result of listening to Mozart’s “Sonata for Two Pianos in D Major.”
When it was reported, the media ran with it, proclaiming that ‘classical music helps
kids become smarter’.

2. Studies have found that people may be better at solving problems when they are in a
positive mood compared to when they are in a negative or neutral mood. Music that is
relaxing also helps students with stress and anxiety, thus leading them to study more
efficiently. Research has found that listening to music actually lowers your cortisol
levels. Cortisol is a hormone that is usually responsible for feelings of stress and
anxiety. 

Therefore, students who prefer studying in a quiet environment benefit more when it
comes to recalling information later on a test. 

 Local Studies
1. As an avid fan of many types of music, and a recording singer, songwriter, &
guitarist, we can clearly appreciate the many ways in which music can positively
impact our mind set and our abilities. If you've ever listened to classical music while
thinking through a problem, or experienced how the rhythms of music can help a
student memorize some rote information they need for a subject, you've experienced
the impact music can have on our ability to think and learn. Humans have theorized
for a long time about the purpose of music and the scientific community has
conducted research to understand the effects on us. Different types of music can
affect us in a variety of ways. Time and time again researchers have shown that
personal experience with music benefits our lives.

2. Some studies conclude that listening to music before doing an assignment can be
beneficial; aside from enhancing one’s mental math abilities, it also improves
attention and memory – two things that are essential when studying. In addition to
that, it can also lessen anxiety and depression as well. However, the effects of music
might vary from person to another. A researcher in the University of Wales studied
how background music can impact a person’s ability to recall the things they recently
studied. He concluded that although it can be helpful to some, there are individuals
who find it distracting.

 Review of Related Literature

1. As people listen to music, however, their stress levels decrease and their mood
improves, which can in turn increase their creativity (Lesiuk, 2005).
 Researches also indicates that music can significantly increase work quality and how
listening to music can “lead to short-term and long-term cognitive benefits” such as
memorization (Schellenberg, 2004).

Music can “evoke the full range of human emotion from sad, nostalgic, and tense, to
happy, relaxed, calm, and joyous,” which can greatly affect listeners’ emotion and
mood (Ahtisaari, 2015).

2. Music resulted in participants becoming more positive, more alert, and more focused
in the present, particularly where personal choice over the music was involved.

3. Clinical music therapists know the power music can have over emotions, and are able
to use music to help their clients to better mood states and even to help relieve
symptoms of psychiatric mood disorders like depression. But many people also listen
to music on their own as a means of emotion regulation, and not much is known
about how this kind of music listening affects mental health. Researchers at the
Centre for Interdisciplinary Music Research at the University of Jyväskylä, Aalto
University in Finland and Aarhus University in Denmark decided to investigate the
relationship between mental health, music listening habits and neural responses to
music emotions by looking at a combination of behavioural and neuroimaging data.
The study was published in August in the journal Frontiers in Human Neuroscience.

4. While listening to music may bring greater health benefits, creating it can be an
effective therapy, too.

A recent review in the World Journal of PsychiatryTrusted Source found that music
therapy can be an effective treatment for mood disorders related to neurological
conditions, including Parkinson’s disease, dementia, stroke, and multiple sclerosis.

5. A new study by researcher Jacob Jolij and student Maaike Meurs of the Psychology
Department of the University of Groningen shows that music has an even more
dramatic effect on perception: even if there is nothing to see, people sometimes still
see happy faces when they are listening to happy music and sad faces when they are
listening to sad music.

Music and mood are closely interrelated -- listening to a sad or happy song on the
radio can make you feel more sad or happy. However, such mood changes not only
affect how you feel, they also change your perception.

 Foreign studies
1. There are varying levels of support for specifically listening to music while studying
and its potential harm on memory and retaining information. Another study in 2011
displayed that listening to music does not have a negative impact on studying as a
 whole (Johannson, Holmqvist, Mossberg & Lindgren, 2011). Students who listen to
music while studying tend to listen to the genre or style of music that calms them or
that they prefer when they are studying (Silasi-Monsat, 2017). This would limit the
distractions of other potential music that they do not particularly enjoy and the other
factors that this would bring.

2. Different types of music can affect us in a variety of ways. Time and time again
researchers have shown that personal experience with music benefits our lives.

Our attitudes can be affected by music. It can affect energy levels and feelings. The
book named “Music and Listening” by Chris Brewer states when an individual
chooses the music it affects their mood and memories.

If music can benefit employees, there's no reason why it can't also help students.
Completing tasks in an efficient manner can lead to an upbeat attitude. It establishes a
sense of accomplishment and allows more time to spend with others.

So, whether it is having a positive mindset, reducing stress, or improving memory,

listening to music can benefit anyone. Students and their young minds are at their
peak when they learn something new. Only good can come when they are provided
with every advantage available.

 Local Studies
1. Listening to Music while doing something like studying helped people to relax,
reduce blood pressure, remedy for headaches and migraines, improve intelligence and
concentration, and lastly good coordination (Eastday.com, 2010)

According to Thompson (2013) that shows the amount of time studying do not affect
the performance but the strategies. How the person copes up with the studies like
reading the whole book or notes twice or thrice or answering the homework can help
the person increase their mastery that help keep up their academic performance.

Two variables (listening to music per week and pop music genre) have shown to have
significant effect on the student’s academic performance.

2. Numerous studies have been conducted to prove that listening to music can help
improve certain mental faculties, including your mental math abilities.

Some studies say that music positively affects people’s mood, motivating them to be
more productive. Unfortunately, this is does not apply to everyone. While listening to
music can improve one student’s concentration, another might find it distracting. This
means that you should test how music affects your productivity; if it motivates you to
 study more, then you should continue listening to music. However, if you notice that
it is nothing but a disturbance, then you should stop listening.

Although listening to music can be quite advantageous, it doesn’t mean that you can
listen to just about any music and you’ll surely ace your exams. The type of music
that you are listening to will also impact your studies.

 Review of Related Literature

1. Music is found to help people perform better in high-pressure situations, such as the
bi-annual high-pressure event that is finals week. Studies have shown that music can
help students transform from coal to diamonds, shining under pressure.

2. 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, 1997), but there has also been research
contradicting those results, where music was found distracting for participants
performing cognitive tasks (Furnham & Bradley, 1997).

3. When the music you’re listening to isn’t relevant to the material you’re studying, your
brain is essentially doing two separate tasks: studying and listening to music. The
music you’re listening to can change your mood, which can make studying easier if
you enjoy the music, but it also has the ability to distract you from your work.

4. Listening to complex classical music like Mozart improved test scores, which the
researcher argued was based on the music’s ability to stimulate parts of our minds
that play a role in mathematical ability.

However, further research conclusively debunked the Mozart effect theory: it wasn’t
really anything to do with maths, it was really just that music puts us in a better
mood.

5. A new study by Manuel Gonzalez of Baruch College and John Aiello of Rutgers
University suggests that for some students, listening to music is indeed a wise
strategy, but for others, it is not. The effect of music on cognitive functioning appears
not to be “one-size-fits-all” but to instead depend, in part, on your personality—
specifically, on your need for external stimulation. People with a high requirement for
such stimulation tend to get bored easily and to seek out external input. Those
individuals often do worse, paradoxically, when listening to music while engaging in
a mental task. People with a low need for external stimulation, on the other hand, tend
to improve their mental performance with music.

 Foreign Studies
 1. Results of studies investigating the relationship between background music and
learning outcomes are varied. While some studies found no effect of background
music (e.g., Moreno and Mayer, 2000; Jäncke and Sandmann, 2010) others found that
it negatively impacted learning outcomes [e.g., Furnham and Bradley, 1997; Randsell
and Gilroy, 2001; Hallam et al., 2002 (study 2)]. Further studies report that it has a
positive impact [e.g., Hallam et al., 2002 (study 1); de Groot, 2006], especially on
students with learning disabilities (Savan, 1999) or poor spelling skills (Scheree et al.,
2000).

Thompson et al. (2011) gave a first hint as to why previous results were so mixed.
They revealed that music characteristics like tempo and intensity have an influence on
learning outcomes: only soft fast music had a positive influence, whilst loud fast as
well as soft slow or loud slow music hindered learning. In addition, instrumental
music disturbs learners less than music with lyrics (Perham and Currie, 2014).

2. They should also have a reliable knowledge that different moods will be generated in
the students, depending on when, how and what kind of music they use.

Consequently, it is not enough to “use music for …” knowing that some songs or
pieces of music move, excite, calm or stimulate is one thing, but knowing why, when
and how to use them is a different matter.

 Local Studies
1. This positive finding is relevant to justify the current trend of listening to music while
studying as it does not pose any adverse effects on the concentration of student. This
positive finding is relevant to justify the current trend of listening to music while
studying as it does not pose any adverse effects on the concentration of student. It
might have different result if the students the researcher interviews have a high
preference in his academic status.
2. There is no significant difference in the level of performance in General Psychology
test between the two (2) groups of respondents. This means that statistically the level
of performance in the General Psychology test was more or less the same whether or
not one was listening to acoustic music during the examination.

 Review of Related Literature

1. Humans have been making musical instruments for at least 40.000 years (Cornier,
2015). Music has been used for mood regulation purposes since at least the time of
the ancient Greeks (Garrido & Davidson, 2013). Many studies documented the
 positive effect of music on mood and health. Hendon and Bohon (2008) found that
music therapy increased the number of smiles in hospitalized children. They
compared music therapy with play therapy and found that children appeared to enjoy
the music therapy more, as demonstrated by the smiles elicited. Burrai, Micheluzzi
and Bugani (2014) exposed cancer patients to live saxophone music and found that
the music improved the mood and oxygen saturation of the patients. They
recommended the use of live music in oncology care.

2. Music is very popular these days, especially among college students. Roy (2009, p.
505) stated, "It's unusual for students not to be around music; she explains that this is
true because of the increased availability of portable music devices and free music on
the internet." Most students play music while studying (Patton and Offenbach, 1978).
Anderson and Fuller, 2010, found that about 70% of students listen to music while
studying. If most students study while listening to music, concern could arise that
listening to music may have negative effects on cognitive performance.

3. A genre quite different from classical music that has received research attention is
rap. Unlike classical music, rap music tends to be fast, aggressive, and stimulating
with about 100 beats per minute. Classical music, on the other hand, tends to be much
slower with about 40 beats per minute. Rap music has distracting cognitive effects
(Dibben & Williamson, 2007; Smith & Morris, 1977). Smith & Morris (1977) found
that stimulating music increased emotionality and was related to poorer performance
in participants over those exposed to a more sedating kind of music.

In one of the studies, researchers discovered that music exposure reduces the high
cortisol level, which is the main stress hormone (Khalfa et al. 2003). In another study,
it was shown that listening to music and music lessons can lead to several advantages.
Listening to music leads to improved performance on a diversity of cognitive tests.
However, it was found out that the effects are short-term, and stop short from the
effect of music on the arousal level and mood, which, in turn, affect cognitive
performance (Schellenberg, E. G., 2005). In another study, Residents (N -32) of 3
skilled nursing homes participated in a study designed to document the nature of the
stressors they experienced and the coping mechanisms they used. It was revealed that
medical issues were the most common stressors. The most common coping responses
were prayer, reading, watching television, listening to music, and talking to friends
and family (Hunter and Gillen, 2009). 

4. In another study by Schellenberg (2004), two groups of students were given two
different lessons, namely, music lessons and drama lessons. Before conducting the
experiment, the researcher had measured the IQ of the two groups. Having conducted
the study, Schellenberg (2004) concluded that in comparison with the drama group,
the music group showed greater increases in full-scale IQ, so he asserts that "The
 effect was relatively small, but it generalized across IQ subtests, index scores, and a
standardized measure of academic achievement."

5. In another study by Cooper, Cotton and Goss (2008), the participants were given
three different reading comprehension tests to do in three different conditions, namely
no music, classical music, and lyrical music. The results showed a slightly better
performance on the reading comprehension test in the no-music condition, but this
difference was not significant (p= .94). Later on the researchers of the study
recommended equalizing test difficulty before conducting a similar experiment.

Different type of music affects differently. It heals and reduces depression in patients

(Zahra, 1997). An upbeat melody makes us happy, and slow music makes us sad; can
alter our mood or entertain us. Musical mode affects the emotions; the major mode
elicits positive emotions while minor mode elicits negative responses. (Diagiancomo,
Anthony, Kibby, & Branda, 2006) Music language also shows profound effects. In
one study the participants who listened to uplifting music offered more help than
those who listen to annoying music. North, Tarrent & Hageaves, 2001).
Researchers found that music affects our brain and improve our performance level. It
influenced perception and quality of work. (Lesiuk, 2010) Stratton (1992) founded
that music affects our perception of time. While listening to music participants
who were waiting; underestimate the time duration. 

 Foreign Studies
1. Music is a very significant part of our daily lives; the image of the quietly-focused
student isolating themselves into a personal study zone has led to interest into
whether listening to music actually helps studies or not. Research into the field has
proven fairly ambiguous, with many studies contradicting each other. However, this
does provide a useful insight for students who maybe looking into ways to use music
to enhance their exam performance. The most famous theory linking music and
cognitive performance is the ‘Mozart effect’, the popular idea that listening to Mozart
makes you smarter. The research itself was interested in the relation between Mozart
and ‘spatial-temporal reasoning’, or knowing how to fit things into other things,
basically. The idea that music - particularly classical - can improve exam results has
endured, with websites such mozarteffect.com selling music supposedly designed to
“charge the brain.”

2. Numerous studies have indicated that music can improve mental performance by
“activating” the brain and promoting a more creative mental environment. More
recent studies have found that listening to music you enjoy can boost your mood,
which intensifies mental focus and improves willpower to keep you successfully on
task, even when you’d rather be doing something else. If you can’t find a quiet
environment in which to study, pulling on a pair of headphones can also be beneficial,
 helping you to create a more peaceful and personalized environment free of
distractions. Additionally, music can help you stay focused on repetitive-type tasks,
improving your efficiency and helping you to complete more studying in less time
when you feel energized and excited about your work. Finding the right music that
inspires you without distracting you from your studies can be extremely beneficial,
especially if you are struggling to find the time or the motivation to hit the books.

Music seems to have on attention is quite worthy of research considering the potential

consequences on task completion. Task switching and concurrent task completion are
commonplace in many work environments of the 21st century. Due to the immense
pressure to complete as many tasks in the shortest amount of time possible, it is
intriguing to further understand the effects music has on these aspects of task
completion. Task switching involves focusing attention on the task at hand, and
switching attention to another task. Studies concerning this type of multitasking have
found that the greatest increase in reaction time to a second stimulus occurs when it is
presented (very) quickly after the first stimulus. 

 Local Studies
1. According to Hogenes, Oers and Diekstra (2014) that researchers have been exploring
the relationship between music and learning. Exposure to music, music therapy and
music education, cognitive development is operationalized in terms of school
academic achievement. Broderick (2016) points out that music and brain stimulation
are correlated. Rashidi and Faham (2011) mention that music can contribute to
acquiring the linguistic skills such as reading, writing, listening and speaking with a
positive effect on a language accent, memory and grammar, mood, enjoyment, and
motivation. Natural intrinsic motivation for learning and increase students’
motivation to remain in school which includes the provision of students with the
opportunities to engage in the music (Halperin, 2011) studying as a way to help them
stay engaged in studying to sustain his attention (Widerman, 2013); improve
academic performance (Broderick, 2016), privilege organizer of cognitive processes
of most young people (Luiz, 2007), positive mood may facilitate cognitive task
performance and altruism while negative mood can disrupt performance (Črnčec,
Wilsonand Prior, 2006), may have a positive effect for routine tasks by reducing
tension and boredom (Cassidy and MacDonald, 2007) but may act as a distracter on
complex mental tasks. - Listening to music and academic performance Of senior high
school students (Cerelo barolo abasolo, Jerald cano-og moneva, April 2018)

2. In related to studying, the environment including educational institutions mighthave

an effect on their performance. According to Rufino (2006), the institutions for higher
education (College & University Level) differ from public and private. One evident
fact was that more people enroll in private schools compared to public. When more
people are together in a class, they might be pressured to study or not depending on
 their company. For Gneezy and Rustichini (as cited in Bellemare, Lepage, &
Shearer,2010), they said that male, not female, were more affected by peer pressure
negatively which their working productivity deteriorate. In addition to that, teenagers
who were more influenced by peer pressure were low achievers that they
overestimate their skills, yet underestimated others. It is the opposite for high
achievers (Sung, Chang, Chang, & Yu,2010). - The Effect of Background Music to
College Students' Academic Performance (Kimberlyn T. Tiu September 6, 2013)

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SUMMARY
The researchers compiled articles from various, credible sites in the internet; their
findings all relate to music, its effects on the human body, and other studies related to it.
Most of the aforesaid studies come from Google Scholar, medical websites, journals, and
blogs citing genuine researchers; mostly the studies compiled range from the year 2000 and
onwards. There aren’t many local studies in accordance to the researchers’ topic whereas
there is an abundant amount of foreign studies about it. All of the studies gathered by the
researchers are considered related, serving as bases and backup evidences for the research
they’re going to conduct.

CONCEPT MAP

Scientific Music
Sayings of
Findings Researchers

Effects of Music
to the Human
Body