EFFECT OF MUSIC GENRE TO THE SHORT-TERM MEMORY

RETENTION OF GRADE 10 STUDENTS

A Quantitative Research Presented to Senior High School Department, Calbayog City,

Calbayog City National High School

In fulfillment of the course Practical Research 2 for

Science, Technology, Engineering, and Mathematics (STEM)
Calbayog City National High School

Alvarez, Roberto B.

Condeza, Elnathan M.

Gementiza, Antonitte C.

Granada, Micah Jessica M.

Montanez, Vanessa P.

Olasiman, Sandy D.

Panzuelo, Ferdinand V.

Sermense, Liezl Mae A.

Tagadiad, Francis Leo C.

Villa, Justin Mike N.

 APPROVAL SHEET

This research paper titled, “EFFECT OF MUSIC GENRE TO THE SHORT-TERM

MEMORY RETENTION OF GRADE 10 STUDENTS” prepared and submitted by

Roberto Alvarez, Elnathan Condeza, Antonitte Gementeza, Micah Jessica Granada,

Vanessa Montanez, Sandy Olasiman, Liezl Mae Sermense, Francis Leo Tagadiad and

Justin Mike Villa in fulfillment of the requirements for Practical Research 2 subject has

been examined and is recommended for acceptance and approval for oral examination.

THESIS COMMITTEE

CALICK D. ARRIETA, Ph.D

Chairman

MARIA LUZ C. MURILLO, MAEd Roberto F. YGRUBAY, LPT

Member Member

MARISH LOU G. FERNANDEZ, RN, LPT

Adviser
 ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude to their research

advisers, Ms. Marish Lou G. Fernandez and Mr. Cesar A. Conquillo, who have served

as their mentors. They have guided them throughout this research and have provided

them with constructive criticism and valuable suggestions which has greatly helped the

development of their research work.

To Ms. Rosa Jean T. Gonzaga who, with all generosity, shared her insights on

the methods by which the researchers have analyzed their gathered data. She has

shared with them her expertise in the field of Statistics.

The researchers are also thankful to Mr. June M. Ortiz for allowing them to use

the computer laboratory and for helping them with the technicalities of conducting their

experiment. He has truly shared with them his time to ensure the smooth flow of their

experimentation.

To Mr. Robert Anthony F. Ygrubay, Ms. Rosa Jean T. Gonzaga, Mrs, Ma. Luz

Murillo and Dr. Calick D. Arrieta, the panel of examiners, whose expertise on the field of

research lead to the disclosure and amendment of much of the paper’s mistakes which

is gravely needed for a quality research.

To all the Grade 10 students who were selected to participate in their research

study whose sincere and honest participation lead to the fulfillment of the study.

The researchers would also like to thank their parents for the overflowing holistic

support that they have given them. They could not have done this without them.

And above all, to the God Almighty for the enlightenment and guidance

throughout this endeavor.

 DEDICATION

The researchers dedicate this to the Almighty God, whose presence has stayed

with them to guide and protect them throughout this study. He has given them wisdom

and strength that allowed them to overcome the struggles of completing their research

work.

The researchers also dedicate this to the family of Calbayog City National High

School, most especially to those who have greatly contributed to this paper, and to the

Calbayog City National High School research archive which continues to grow and

develop.

Above all, to their families and friends who have always been the greatest source

of support and encouragement.

This research study will never be possible without them.

 ABSTRACT

This study aimed to examine the effect of Classical and Pop Music on the short-

term memory retention of Grade 10 students over a brief period of time. It aimed to

relate and differentiate the degree by which the participants were able to memorize

unfamiliar words when exposed to the two genres of music and when exposed to no

music. The participants’ socio-demographic profile was also usedto account for their

ability to retain the given material. The participants of this study were purposefully and

randomly selected Grade 10 students under the BEP program. A total of 90 participants

were accommodated in the study. A two-arm parallel group design was utilized to

determine the effect of music genre to the memory retention of an individual as well as

to identify the relationship between the participants’ socio-demographic profile to

their acquired scores. The experimentation phase of the study was done in Calbayog

City National High School for S.Y. 2018-2019, and included the participants memorizing

a set of Swahili words and recalling them a few moments later while being exposed to

either of the two music genres. It was evident that the socio-demographic profiles of the

participants having significance levels (Control- 0.054, Experiment A-0 .110 and

Experiment B - 0.281) do not have a relationship to their test scores. And the mean

scores, showed that Control Group-Silence was higher than the two other groups,

having the mean of 7.93. This means that listening to different music genres do not

necessarily result to an improvement in cognitive performance. Due to the absence of a

significant effect of music genre on the short-term memory, no program is to be

proposed as to its usability and application.

 Table of Contents

Contents Page
Title i

Approval Sheet ii

Acknowledgement iii

Dedication iv

Abstract v

Table of Contents vi

List of Tables vii

List of Figures viii

Chapter
1 THE PROBLEM AND ITS SETTINGS

Introduction

Theoretical Framework

Conceptual Framework

Statement of the Problem

Statement of Hypotheses

Scope and Delimitation

Significance of the Study

Definition of Terms
2 REVIEW OF RELATED LITERATURE AND STUDY

Related Literature

Related Study

Synthesis

3 METHODOLOGY

Research Design

Research Participants

Population and Sample

Research Environment

Research Instrument

Research Procedure

Data Gathering Technique

Statistical Treatment for each SOP

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Socio-demographic profile of participants

Test scores of participants

Mean, Standard Deviation and

Analysis of Variance of the Test scores

Regression Analysis of the Test scores and the

Socio-demographic profile of participants

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

Summary

Conclusion

Recommendation

REFERENCES

APPENDICES

CURRICULUM VITAE
 LIST OF TABLES

Table Page

1 Table 1.1 Frequency of the participants in terms of age

2 Table 1.2 Frequency of the participants in terms of gender

3 Table 1.3 Frequency of the participants in terms of

4 Table 1.4 Frequency of the

st
participants in terms of GWA (1 and
2nd quarter rating)
5 Table 2.1 Test scores of participants under Control Group

6 Table 2.2 Test scores of participants under Experiment A

7 Table 2.3 Test scores of participants under Experiment B

8 Table 3.1 Mean and Standard Deviation of the three groups

9 Table 3.2 Analysis of Variance (ANOVA) of the three group

10 Table 4 Significant relationship of the

mean score of the Control Group to its
socio-demographic profile

11 Table 5 Significant relationship of the

mean score of the Experiment A to its
socio-demographic profile

12 Table 6 Significant relationship of the

mean score of the Experiment B to its
socio-demographic profile
 LIST OF FIGURES

Figure Page

1 The Paradigm of the Study

2 Graphical Mean Differences of Music Genre

 Chapter 1
The Problem and its Setting

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, significance of the study, and

scope and delimitation.

Introduction

Music is very popular these days, especially among students. It is unusual for

students not to be around music. It was further explained that this is true because of the

increased availability of portable music devices and free music on the internet (Roy,

2009).

Most students play music while studying. According to a poll conducted by the

Kaiser Family Foundation (2010), 53% of teens 12 to 17 do something else while

studying. At 87%, listening to music was the most popular side activity for those who

balanced studying with another activity. Anderson and Fuller (2010) also found that

about 70% of students listen to music while studying and if most students study while

listening to music, concern could arise that listening to music may have negative effects

on cognitive performance.

Many different genres of music have been studied as to their effects on different

variables. Classical Music has been found to have a range of effects from increasing

purchases (Areni & Kim, 2010) to affecting memory and cognition (Hallam, Prince and

Katsarou, 2009). For instance, Rausher, Shaw and Ky (2011) found that listening to
Classical Music improved intelligence and memory. However, other researchers have

been unsuccessful in replicating these findings (Pietschnig, Foracek & Formann, 2010).

Another genre quite different from Classical Music has also received research

attention. Pop Music, unlike Classical Music which has an average of 40 beats per

minute, tends to be fast, aggressive, and stimulating with an average of 90.5 - 116

beats per minute. During the experiment of University College London in 1999, they

found that both of their research groups each consisting of undergraduate students

performed worse on a reading comprehension test when Pop Music was played and the

same goes during the memory test for adults done by the University of Wales (Bevan,

2013). Both studies concluded that listening to Pop Music hampered test takers.

As previously shown, Classical and Pop Music seem to have differing

effects on cognition and memory. Although the two have been found to affect short-term

memory, the effect of silence remains less clear than the effect of Classical and Pop

Music. Several studies were conducted which included silence and music as

independent variables with differing outcomes. Konecni (2011) stated that all music

processing utilizes cognitive capacity, so listening to music impairs cognitive task

performance. It could be assumed from this statement that avoiding music and working

in silence would produce higher cognitive task performance than music. Yet, Anderson

and Fuller (2010) found that silence did not increase or decrease memory. Hallam,

Price and Katsarou (2009) however, in a study of primary school children, found that

participants performed better on a cued recall task in a calming music condition than an

aggressive music condition or silence.

 In the current study the effect of Pop Music, Classical Music and silence on the

short-term memory retention was evaluated in an experiment closer to Balch and Lewis

in their 1996 CDM-study than to the ordinary ISE-experiment. Unlike the experimental

conditions that proved to reliably produce the ISE, free recall was used instead of serial

recall, the target items were whole (but simple and short) words, not numbers nor single

letters, and the duration of presentation, break and recall phase was much longer than

the usual 10 seconds. All these changes meant to create a learning situation coming

much closer to a real-life condition than a laboratory setting. Related research seems to

show that Classical Music may have a positive effect on memory, Pop Music may have

a negative effect, and silence may have no effect on memory.

For years, studies have been made to prove the belief that listening to Classical

Music is among the cheapest yet highly rewarding steps that can be taken towards

improved memory retention. Pop Music has also been a subject of studies of the same

nature. However, there seemed to be no study of silence, Classical Music and Pop

Music to the memory retention of a person in the local setting.

The researchers were intrigued to study the effect of music genre on the short-

term memory retention of Junior High School students. With the great number of studies

made on the subject which claim that there is indeed an observable improvement when

studying with music, the researchers would like to know whether the same result can be

replicated.
Theoretical Framework

Several theories and documented phenomena have been used in the study to

better understand the impact of background music to the short-term memory of Grade

10 students and to provide a stronger backbone for the study.

Primarily, the study attempts to investigate the famed “Mozart Effect”, the claim

that listening to Mozart's music can increase your general intelligence. Scientifically, the

term refers to the contention that people experience brief improvements in visual-spatial

reasoning after listening to short excerpts of Mozart’s music. The term has also been

used to describe the apparent health benefits of listening to music -- including benefits

for people suffering from anxiety, hypertension, and epilepsy (Dewan, 2018).

In 2011, Rauscher et al. made the claim that, after listening to Mozart's sonata

for two pianos (K448) for 10 minutes, normal subjects showed significantly better spatial

reasoning skills than after periods of listening to relaxation instructions designed to

lower blood pressure or silence. The mean spatial IQ scores were 8 and 9 points higher

after listening to the music than inthe other two conditions. The enhancing effect did not

extend beyond 10-15 minutes.

However, other studies did not share the same result, with other studies finding

no to almost negligible increase of improvement on the cognitive function of the

selected participants.

In his recent meta-analysis of over 100 empirical studies, Klaus-Ernst Behne

showed, that it is impossible to ascribe any general positive or negative effect or even

any effect on ongoing primary activities to background music at all (Behne, 2015). He
assumes that the magnitude and the direction (positive or negative) of the effect of

background music are dependent on factors such as the relevance of the primary

activity to the subject, the musical preferences or the ability to integrate the music in the

actual situation. While this might generally hold true, it still cannot be taken as a precise

cognitive theory about how background music is processed and what effects it yields in

defined situations (Drewes & Schemion, 2012).Many of these studies only report the

success or failure to detect an effect of music on the primary cognitive activity, few try to

explain it in terms of a cognitive theory.

Therefore, two other theoretically and empirically well-developed cognitive

concepts to examine the effects of background music on memory: the irrelevant speech

effect and the concept known as the context-dependent memory were taken into

account. Within their respective theoretical frameworks, recent experiments showed the

dependence of memory performance on the physical structure of background music.

The irrelevant speech effect (ISE) is an effect of interference that is observed in

tasks involving some kind of working memory. It has been described by Alan Baddeley

et al. in connection with his model of working memory (e.g. Salamé & Baddeley, 2007,

2009, 2011; Baddeley, 2013; Baddeley, 2015).

Generally speaking, irrelevant speech effect means an impairment in serial

short-term memory tasks that is caused by simultaneous background speech or noise,

hence irrelevant to the primary task. This impairment is also observed when task items

are presented visually, hence the ISE is not due to acoustic confusion.
 In recent years there have been a handful of studies carried out within the ISE

experimental framework using music instead of speech as irrelevant acoustic

background material. The experiments led to the following conclusions: sine tones and

real music can disrupt memory processes to the same degree as spoken syllables

(Jones & Macken, 2010; Klatte & Hellbrück, 2010); with music, perceptual factors of

higher degrees (like distraction or auditory streaming) seem to moderate the ISE

(Nittono, 2014); instrumental as well as vocal music can produce the ISE (Klatte &

Hellbrück, 2011; Klatte, Kilcher & Hellbrück, 2009), although instrumental music might

cause a smaller effect (Salamé & Baddeley,2006 ); and that the changing-state criterion

seems to be useful to predict memory disruption by musical stimuli (Morris, Jones &

Quayle, 2008, Klatte, Kilcher & Hellbrück, 2011);

All in all, to produce the ISE by use of music, the changing-state criterion seems

to be significant. For musical sounds, changing state might be defined as pronounced

segmentation in the auditory stream produced by sudden energy transitions in the

acoustical spectrum that are not regular (c.f. Klatte, Kilcher & Hellbrück, 2011).

In relevance to the current study, the researchers hypothesize that playing

music while students are immersed in an ongoing learning process may not result to an

increase in memory and general IQ, a contradiction to the Mozart Effect. Due also to an

emphasis that a significant changing-state criterion of a musical piece would result to

the production of ISE, Pop Music, having a significantly higher rate of sudden energy

transitions than Classical Music, may produce negative effects on the memory.

Therefore, studying with no music might actually be more effective in retaining pieces of

information than studying with music.

 Another theory that was used as reference in this study is the context-

dependent memory.

The notion of a context-dependent memory is related to the daily experience

that memory performance is enhanced when the situation of retrieval of information

resembles the one of learning. The starting-point for the investigation of context-

dependent memory (CDM), with the external surrounding defined as context, may have

been an experiment by Godden and Baddeley (2008). Scuba divers were asked to learn

simple words on land or underwater and to recall these words later in either of these

conditions. The divers who had the same conditions during learning and retrieval

showed a far better memory performance. This superior memory performance under

matching learning and retrieval conditions is defined as the CDM-effect.

CDM-effects have been observed using music as a context stimulus in memory

experiments. From these experiments, the following conclusions were drawn: music

may serve as a context stimulus to produce significant effects in a CDM experimental

design (Smith, 2007; Balch, Bowman & Mohler, 2010; Thaut & de l'Etoile, 2011; Balch &

Lewis, 2014); and the musical tempo seems to be the decisive parameter to make the

music be 'felt' the same by the subjects (Balch & Lewis, 2014).

According to these conclusions, it might be expected that a CDM-effect will

occur when two otherwise identical musical stimuli only differ in tempo.

From this, the researchers designed an experiment that would utilize music as a

context stimulus with the hopes of creating an identical situation for both the study and

retrieval period, thus helping with the retention of the studied material. Two musical
pieces with differing tempo will also be used in the study. By replicating the same

setting during both periods, the experiment is expected to show the effects of CDM.
Conceptual Framework

Socio-Demographic Music
MusicGenres
Genres
Profile  Classical
 Classical
Music Music
 Age  Pop Music
 Pop Music
 Gender
Recommendation
 Socio-economic
Status
 1st and 2nd Test scores
quarter rating

Figure 1 shows the conceptual framework of the study on the Effect of Music Genre to the Short-term Memory Retention

of Grade 10 students.
 The figure shows the process of how this study was conducted. Three (3)

concepts were presented in the aforementioned figure: the input which encompasses

the socio-demographic profile of the participants of the study; the process which

involves the independent variables and dependent variables, which, in turn, includes the

two music genres used in the study and the dependent variables which is the resulting

test scores of the participants when exposed to either of the said genres, respectively;

and the output which includes the recommended application of the study based on the

findings of the study, as well as the possible amendments for a better research output.

The double-headed arrow that point to opposite directions describes the

relationship between the input (demographic profile) and the process (music genre and

test scores). The significant relationship between these two variables is to be

determined.

Within the process, another double-headed arrow between the independent

variables (music genre) and the dependent variable (test scores) describes the

significant relationship between the two. The test scores of the different groups that

were exposed to the different music genres will be compared to get their significant

relationship.

Lastly, from the resulting conclusion, a recommendation on the application of the

study will be made in the form of a proposed program. Both conclusion and

recommendation will be drawn out from the test scores of the participants when

exposed to the different music genres.

Statement of the Problem

This study aimed to identify the effectiveness of music genre on Calbayog City

National High School Grade 10 students’ short-term memory capacity.

Specifically, this study sought to answer the following questions:

1. What is the socio-demographic profile of the participants in terms of:

1.1 Age;

1.2 Gender;

1.3 Socio-economic status; and

1.4 1st and 2nd quarter rating?

2. What are the test scores of the three group of participants:

2.1 Control Group (having no music);

2.2 Experimental Group A (using Classical Music); and

2.3 Experimental Group B (using Pop Music)?

3. Is there a significant difference between the mean scores of:

3.1 Control Group and experimental group A; and

3.2 Control Group and experimental group B?

4. Is there a significant relationship between the mean scores of the three groups of

participants to their socio-demographic profile:

4.1 Mean scores and socio-demographic profile of Control Group;

4.2 Mean scores and socio-demographic profile of experimental group A; and

4.3 Mean scores and socio-demographic profile of experimental group B?

5. Based on the findings of the study, what programs can be proposed in regards to

the effect of music genre on the memory retention of students of Calbayog City

National High School?

Statement of Hypotheses

Based from the statement of the problem formulated, the following hypotheses

were tested:

Ho1. There is no significant difference between the mean scores of the control,

Experiment A Group and experiment B group.

Ho2. There is no significant relationship between the mean scores of control,

Experiment A Group and experiment B group to their socio-demographic profile.

Scope and Delimitation

This study is an experimental research that deals with effect of music on the

short-term memory retention of a student. The study was conducted in Calbayog City

National High School for the school year 2018-2019, particularly, the Grade 10 Basic

Education Program (BEP) students as participants. The experimentation stage of the

study was done during the S.Y 2018-2019 within the campus of Calbayog City

National High School.

Furthermore, the study delimits itself to the quantified short-term memory

retention of Grade 10 students when exposed to two different genres of music-

Classical Music and Pop Music, using a validated questionnaire with no regard to the

perception of the participants.

Significance of the Study

This study has investigated the effect of music genre on the short-term

memory retention of Grade 10 students. Moreover, several sources have produced

varying results regarding the impact of music on the academic performance under

certain conditions.

Students. The beneficiary of this research is not only limited to the Grade 10

students of Calbayog City National High School. This study aims to open up

possibilities of experimenting with the wonderful humanizing profits music can

contribute to the capacity of the students to retain lessons. The results of the study

can aid students in understanding the role of music in a better learning experience.

Educators. The information from this study will be a great value to all

educators. It will provide information pertaining to a different strategy that could bring

positive results into the classroom. Promoting a better and more efficient input

retention with the aid of music be effective in several ways that could lead to positive

performance and/or an increase in test scores. It could help raise students’ level of

motivation, increase positive behavior, and keep students on track.

Parents. They also play a vital role in the development of every learner. Every

parent of the learner must know what the problems of the school are so that they will

understand what is happening and what solution can be presented for that problem.

Researchers. The ideas presented may be used as reference data in

conducting new researches and in testing the validity of other related findings. This

study will also serve as the cross-reference of future researchers by providing them a

background or an overview of the study they’re making.

Definition of Terms

Control Group. It is a group separated from the rest of the experiment, where

the independent variable being tested cannot influence the results. This isolates the

independent variable’s effects on the experiment and can help rule out alternative

explanations of the experimental results (Helmenstine, 2018). In this study, it refers

to a group of participants that will answer the tests with no Classical Music being

played.

Experimental Group. It is the group in which the experimental procedure is

performed. The independent variable is changed for the group and the response or

change in the dependent variable is recorded (Helmenstine, 2018). In this study, it

refers to the two groups: Experimental A, group of participants that will answer the

tests with Classical Music being played and Experimental B, group of participants

that will answer the tests with Pop Music being played.

Music Genre. A conventional category that identifies pieces of music as

belonging to a shared tradition or set of conventions (Music Genre List, 2018). In this

study, two music genres were used to investigate their effect on the short-term

memory of Grade 10 students.

Classical Music. Relating to the music of the late 18th and early 19th

centuries characterized by an emphasis on balance, clarity, and moderation.

(Merriam Webster, 2018). In this study, the Classical Music that was used was

“Wolfgang Amadeus Mozart’s Symphony No. 4 in D Minor, K. 19”.

Pop Music. A type of music, usually played on electronic instrument

that is popular with many people because it consist of short songs with a
 strong beat and simple tones that is easy to remember (Macmillian Dictionary,

2018). In this study, it was one of the two genre that was used in the study to

measure the effect of music genre to the short-term memory. The researchers

chose the song “Ain’t it fun”by Paramore as thePop Music to be used in

conducting this study.

Policy Recommendation. It is a simple written advice prepared for groups by

authorities which maybe are Cabinet, council or any other body (Doyle, 2013). In the

study, this refers to the suggested program or action the researchers have come up

with based on the results drawn from the study in order to provide solution to the

problem and situation.

Socio-Demographic Profile. An important background information about the

population of interest, such as age, sex, race, educational status, income, and

geographic location, as defined in Glossary of HIV Prevention Terms by The State of

Colorado (Dobronte, 2016). In the study, age, gender, GWA (General Weighted

Average) and socio-economic profile of the Grade 10 BEP participants are the only

included socio-demographic profile.

Age. The length of an existence extending from the beginning to any

given time (Merriam-Webster, 2018). In this study, it refers to the length of the

participants’ existence in years when the study was taking place

General Weighted Average (GWA). It is representation (often

numerical) of the overall scholastic standing of students used for evaluation

(Allacronyms, 2018). In this study, it refers to the participants’ average grade

for the 1st and 2nd Grading S.Y. 2018-2019.

 Gender. Gender is the state of being male or female in relation to

the social and cultural roles that are considered appropriate for men and

women (Collins Dictionary, 2018). In the study, it refers to the sex indicated by

each participant.

Socioeconomic Status. The social standing or class of an individual or

group. It is often measured as a combination of education, income and

occupation (American Psychological Association, 2018). In this study, it only

refers to whether the participants belong to the Lower, Middle or Higher Class.

Test Scores. A summary of the evidence contained in an examinee

responses to the items of the Test. (Thissen, 2011). In this study, the test score

served is the basis for quantitatively measuring the short-term memory of the grade

10 students.
 Chapter 2

Review of Related Literature and Study

This chapter of the paper presents the review of related literature and the

review of related studies.

Review of Related Literature

Numerous articles and studies have pointed out that listening to music during

the studying or learning phase can affect the mental performance of individuals.

In an article posted on the web page of Computer Systems Institution (2015),

happens due to the "activation" of the brain and promoting a more creative mental

environment. Other studies have also found that listening to music (preferably that

which the individual enjoys) can boost one's mood, which intensifies mental focus

and improves willpower to keep a person successful on a given task. It can also aid

in creating a more peaceful and personalized environment that's free from

distractions. Additionally, music can help with staying focused on repetitive-type

tasks, improving the efficiency and helping to complete more studying in less time

(Computer Systems Institute, 2015). It is clear from the article that there is an

acknowledged effect of music on both mental and emotional components.

Additionally, an implication that listening to music can bolster the spirit and

relieve stress was made by Dr. William R. Klemm (2013) in his blog in Psychology

Today. This claim is congruent to the conclusion of a journal of Music Therapy written

by Jason Burns, et. al (2008) wherein it is suggested that music may have an effect

on the cognitive component of the stress response. Dr. Klemm also included that

prior research had shown that listening to music which people considered
pleasurable increased the release of dopamine in the brain. This simply supports the

claims about how preferable music greatly contributes to one’s mood and memory.

Historically, those who believe that listening to music helps the memory

refers to the phenomenon as the “Mozart Effect” (Klemm, 2013). The Mozart Effect,

as outlined in the book The Mozart Effect, can relieve stress, improve communication

and increase efficiency. It also raises performance levels and productivity by

reducing stress and tension, masking irritating sounds and contributing to a sense of

privacy (The Mozart Effect How Music Makes You Smarter, n.d.).

Moreover, the article The Impact of Listening to Music on Cognitive

Performance by Arielle S. Dolegui states that listening to music for relaxation is

common among students to counter the effects of stress or anxiety while completing

difficult academic tasks.This claim is important to the current study as its subjects are

also students. It is congruent to the conclusion of a journal of Music Therapy written

by Jason Burns, et. al (2010) wherein it is suggested that music may have an effect

on the cognitive component of the stress response. In reference to the results from

the study Pleasurable Music Affects Reinforcement Learning According to the

Listener, Dr. Klemm likewise entailed that the musically untrained participants of the

experiment learned better with positive music, presumably because of the positive

emotions it generated without the complication of analyzing it and thus interfering

with memory formation.

Simply put, music, especially that which relaxes the mind, has been shown

to improve mental functions, uplift the spirit and improve one’s mood. In most of the

aforementioned literature, Classical Music was the subject of such claims, most
particularly, the compositions of the influential composer of the Classical Era

Wolfgang Amadeus Mozart.

The initial theory was that only certain Mozart sonatas can produce the

desired effect, that Mozart’s compositions are somehow special. Further research,

however, refuted the original claim. As a matter of fact, acclaimed Bulgarian

psychologist Dr. Georgi Lozanov discovered that the Mozart Effect actually works

particularly well with Baroque pieces even though Mozart lived during the Classical

era, not Baroque (Bi Han, n.d.)

However, several pieces of literature says otherwise. An article by Ashley

Hamer (2016) discusses on how the Mozart Effect does not really provide the

benefits it is famed to have. Hamer also expounded on how the claim came to be and

how a comprehensive meta-analysis of a series of studies were conducted to verify

the accuracy of the effect. The meta-analysis titled “Mozart Effect-Schmozart Effect”

found little evidence that Classical Music improves specific tasks and no evidence

that it actually improves one’s intelligence (Hamer, 2013).

Other genres such as Pop, Rock and Rap which has lyrics have also been

studied as to their effect on the memory. Clifford Nass, a professor at Stanford

University, says that listening to music with lyrics is very likely to have a problematic

effect when reading or writing. This type of songs is risky when concentrating and

studying as it is comparable to when talking to two people at the same time. Listening

to songs of this sort will also end up in a sing-along session that puts the individual

off the task at hand (Bi Han, n.d.).

All these introduce the concept of music as having an effect on the spatial-

temporal and cognitive ability of an individual. Classical Music was, in a lot of the
cited literature, regarded as having an uplifting effect on the mental state while also

improving memory and even a person’s general intelligence. There are also several

articles that disproves the Mozart effect. Other articles and posts, however, claim that

for the same effect to take place, Classical Music isn’t necessarily needed; music

from Baroque era can also be used to produce the same results due to its calm and

relaxing nature. Pop, Rock, Rap and other songs with lyrics have been presented to

have an opposite outcome as Classical Music. Therefore, the researchers

hypothesize that listening to Classical Music will have a positive effect on the

students’ ability to retain information.

Review of Related Studies

The correlation between music and memory has long been a subject of

numerous studies. However, there have been mixed results about what kind of

effects music can have. In most cases, music was found to have a negative effect on

recall tests.

In the study Effects of Background Music on the Short-term Memory by

Salame and Baddeley (2014), listening to lyrical music while studying created a huge

distraction. People then tend to forget certain tasks and bits of knowledge which they

need the most for learning.

In a study by Zurafa Sakel on 2017 which aims to explore whether Classical

Music can improve short-term memory, found that the overall scores for silence and

music had no conclusive evidence that classical music improves short-term memory.
 Another research hypothesis: studying in a silent environment is the most

conducive to verbal working memory, was not sup ported by the results. Here, the

participants were asked to study and recall word lists in the presence of background

music and noise. The factors (background music and noise) didn’t have a significant

effect on their performance but after the study, participants reported that they found

the music distracting while studying (Eiras & McNeil, 2010). This simply

demonstrates how music may not have a significant positive effect on memory but

may be a distraction, instead.

Musical pleasure was able to influence task performance, and the shape of this

effect depended on group and individual factor (Gold B., et al. 2013). According to

Fassbender (2012), music does have an effect on memory, but music during a study

or learning phase hindered memory but increased mood and sports performance.

It can be inferred from this that, being a memory test that revolves around word

recall, in the current study, music may influence the participants’ scores negatively.

The participants’ memory might be hindered due to their immersion to music. The

conclusions from the aforementioned studies defies the researchers hypothesis.

In another experiment by Berisha et al. (2017) which aimed to find whether

music can help memorize different tests like nonsense syllables, numbers and

poems with rhyme, the result showed that there are significant differences between

the scores of the students who memorized lines from poems and the same syllables

with music (both lyrical and relaxing) and with those who memorized without music. It

was concluded from this study that the participants’ performance was better with no

music than with music present. The students also found the music to be distracting.
 Learning with no external music and noise might result to the highest mean

score in a word recall test. Both Classical and Pop Music might be perceived as a

hindrance in concentrating and learning more effectively, instead of the expected

boost in performance.

Reduced performance in the presence of background music has also been

demonstrated. As noted by Kämpfe and colleagues in a meta-analysis, background

music may have a small but persistent negative effect on memory performance-

related tasks, such as memorizing advertisements, memorizing nonsense syllables

or words (especially in the presence of loud music), remembering previously read

texts and reading performance. Listening to background music vs. silence has also

been reported to interfere with many additional cognitive processes, including the

ability to perform arithmetic; performance on verbal, numerical and diagrammatic

analysis tests; multimedia learning; the learning of new procedures; reading; and

inhibition of performance of the Stroop task.

This further emphasizes how music could reduce the performance during

memorizing and remember syllables as well as words. Background music can also

hinder other cognitive abilities which would require a more focused sense of mind.

Hallam, Price, and Katsarou (2009) found that background auditory stimuli

produced a significant increase in performance on mathematical tests. This study

had 13 participants who were assigned to either a background music condition or a

background silence condition. This study found that background music did not

produce a significant increase in performance compared to the background silence

group. Although the results were not significant, the data suggest that music can

slightly help participants’ memory.

 In summary, music, regardless of genre, has been found to have a negative

effect on tasks that would require full attention such as word recall exercises; verbal,

numerical and diagrammatic analysis; and other such memory tasks. This is opposite

of what the researchers hypothesized - that playing a Classical background music

will boost the performance of the participants in a memory test. In the present study,

the effect of Classical and Pop Music as well as the effect of silence on the short-

term memory will be determined to see whether or not the same results as the study

will be replicated.
 Chapter 3

Research Methodology

This chapter presents a description of the research design selection and

description of participants, research instrument, data gathering procedure and

statistical treatment used.

Research Design

This study is quantitative-experimental in nature since the researchers

conducted experiments to answer the different questions in the study. Which led to

numerical and generally utilized statistical treatments in analyzing the data that was

gathered from the experiments.

Specifically, the researchers utilized a parallel-group design for this study. This

type of parallel design consists of three or more groups wherein one group is the

Control Group with two or more experimental groups. The Control Group serves as

the basis of the experimental groups, which are manipulated or changed with the

intention of comparing treatments (Statistics How To, 2017). In the study, the two

treatments that are being compared include the use of two genres of music,

specifically Classical and Pop Music.

Research Participants

The study focuses on the three groups (Classical, Pop and Silence) and their

corresponding effects to the short-term memory of a student. The researchers

randomly selected 90 Grade 10 students from Calbayog City National High School

(Junior High School Department) as participants to the actual experiment. There are

ten (10) sections in the Grade 10 BEP, each section, the researchers were to select
twelve (12) which makes a sample of 120 participants with the 1 st and 2nd quarter

rating of 85 and above, researchers used a purposive sampling in doing such. Out of

this sample, researchers were able to filter 90 participants which were grouped into

three (3); Control (Silence), Experiment A (Classical) and Experiment B (Pop).These

participants were on the age of 15 to 18, the normal age of a Grade 10 student.

Population and Sample

The target populations for this study were the CCNHS Grade 10 students,

among all sections and curriculums of Grade 10 students; the only accessible

population is under the Basis Education Program (BEP) curriculum. Since students

under SCP-STE curriculum have a huge gap when it comes to academics and

teachings compared to BEP, researchers focused only on using BEP students as

participants to limit the scope of the study itself. Also, SPA-10 students have a hectic

schedule due to their practice and preparation for their upcoming competitions.

With a population size of 625 in BEP, researchers took a sample of 100

students. There are ten (10) sections in BEP and ten (10) students per section were

taken. This sample has been selected through purposive sampling, getting only

students with a 1st and 2nd quarter rating of 85 above. And out of this sample, 90

students have been selected through simple random sampling. This was done to

make the distribution of participants per group equal.

Research Environment

This study was conducted in the vicinity of Calbayog City National High

School-Junior High School Department. This school is cited along Gomez St. Purok

2, Barangay Hamorawon, Calbayog City, Samar which is one of the secondary

schools in the Division of Calbayog City.The school’s computer laboratory served as

the main site for the experimentation process.

The researchers chose this location because of its proximity and convenience

for both Calbayog City National High School -student participants. The researchers

were also able to get access for the needed requirements in conducting the study.

Research Instrument

The researchers used a research instrument to gather the data needed on the

variables being studied. A self-made test questionnaire was made which followed the

pattern of a standard memory test for Alzheimers, a study by The Guardian, a British

online newspaper, which was also used in conducting the study. The questionnaire

also followed the pattern of a standardized test of amnesia that was used in two

research studies of the same nature as the current study by Daniel Mullensiefen and

a study by Metzier, Voshage and Rosler in 1992.

The test contained 20 basic Swahili words with the exclusion of their

respective English translations which the participants were made to supplement. A

questionnaire is a research instrument consisting of a series of questions and other

prompts for the purpose of gathering information from participants (MacLeod, 2018).

Test questionnaires used in conducting the study will be shown in the succeeding

paragraphs.

Reviewers were produced before the test, which served as the basis for where

the questions during the test were taken.

Research Procedure

The researchers used several quantitative research methods which permit the

specification of dependent and independent variables and allow for longitudinal

measures of subsequent performance of research subjects (Matveev, 2001). It also

follows resolutely the original set of research goals, arriving at more objective

conclusions, testing hypotheses, determining the issues of casualty and eliminates or

minimizes subjectivity of judgment (Kealey and Protheroe, 1996).

The researchers used parallel-group design for this study. Which led them in

getting numerical data needed and using right sampling technique, the researchers

were able to filter out most of the Grade 10 population and arrive to the 90-person list

of the participants. The researchers then randomly grouped these chosen students

into three groups, each group having a different treatment. The experimentation

phase happened shortly after the researchers were able to gather their study’s

participants. A PowerPoint presentation containing the instructions and review

material was made prior to the experimentation. The two (2) music to be used were

also ready by that time. Using the computer laboratory, the experimentation phase

commenced.

The experiment for the Control Group was initially done. During both review

and testing phases, no music was played with this group. The two experimental

groups followed, during which two varying musical pieces were played, immersing

the participants in it. The same process as the Control Group was done save for the

inclusion of music. After finishing the test, the participants were made to fill-in a self-

made questionnaire regarding their socio-demographic profile. Having accomplished

this, the participants were allowed to leave. After the necessary data were gathered,
the proper statistical treatments were applied to make most accurate and precise

interpretation from said data as possible.

Data Gathering Technique

The first 20 Swahili words which were unfamiliar to the participants were being

used. Depending on the group they were included, the participants were or were not

made to listen to a classical piece while every Swahili word being presented for five

seconds each. This was done with the intention of extending the time. After the

break, each subject was given a paper with a list of the same Swahili words but

without their English Translations. They were then asked to supplement all the

English words that they could remember in their corresponding Swahili translation.

This was done while playing the same music used during the review phase.

The two pieces of music that were played “Wolfgang Amadeus Mozart’s

Symphony No. 4 in D Minor, K. 19”, Classical Music played during setup 2 and “Ain’t

it Fun”by Paramore.

A self-made questionnaire regarding the participant’s socio-demographic

profile was first administered to each participant. The questionnaire constitutes a

basic pattern of a data sheet wherein only the participant’s age, gender, socio-

economic status, and1st and 2nd quarter rating were being asked for.

Questionnaires were answered by the participants themselves. The main

advantage of doing this is that less time was spent in obtaining the needed

information. The participants also remained anonymous.

The ethical consideration was taken care of, as the anonymity of participants

was highly observed, because personal information about them was kept

confidential. Generally the nature of the experiment was such that involves no risk.
 Statistical Treatment

To interpret the data effectively, the researchers used the following statistical

treatments;

1. Percentage frequency distribution has been used to present and analyze the data

regarding the demographic profile of the participants. A percentage frequency

distribution is a display of data that specifies the percentage observations that exist

for each data point or grouping of data points (Lavrakas, 2008)

2. The means has been computed to represent the test scores of the three groups of

participant.

3. Multiple Linear Regression Analysis using SPSS Version 21 has been used to

determine the relationship between the socio-demographic profile and test scores of

each group.

4. Analysis of Variance (ANOVA) using SPSS Version 21 has been used to

determine the difference between test scores’ means of the three groups.
 Chapter IV

Presentation, Analysis and Interpretation of Data

This chapter focuses on the presentation of data, analysis, and interpretation

of gathered data.

Table 1.1 Socio-demographic profile of the participants in terms of age

Age Frequency Percentage

15 28 31
16 44 48.9
17 17 18.9
18 1 1
TOTAL 90 100

The table above shows the socio-demographic profile of the participants in

terms of age. Of the 90 participants, twenty-eight (28) or 31% are 15 years old; forty-

four (44) or 48.9 % are 16 years old; seventeen (17) or 18.9 % are 17 years old and

one (1) or 1 % is 18 years old. Therefore, 99% of the participants are not yet in legal

age. This simply implies that all of the participants are adolescents which agree with

the grade level they are in.

Table 1.2.Socio-demographic profile of the participants in terms of gender

Gender Frequency Percentage %

Male 31 34.44

Female 59 65.55

TOTAL 90 100
 The table above shows the socio-demographic profile of the participants in

terms of gender. Of the 90 participants, thirty-one (31) or 34.44% are male and fifty-

nine (59) or 65.55 % are female. Therefore, the number of participants between male

and female is uneven and it only shows that there was a random selection of the

participants to come up with these numbers.

Table 1.3.Socio-demographic profile of the participants in terms of

socioeconomic status

Socio-economic Status Frequency Percentage %

Lower Class 0 0

Middle Class 83 92.22

Upper Class 7 7.78

TOTAL 90 100

The table above shows the demographic profile of the participants in terms of

socioeconomic status. Of the 90 participants, eighty-three (83) or 92.22% are in the

middle class whose family earns P 5, 001 to P 21, 000 and above. Not one

participant is in the lower socioeconomic status. This implies that all the participants

have enough capacity to provide school necessities and other luxuries possible.
Table 1.4. Socio-demographic profile of the participants in terms of their GWA

(1st and 2nd quarter rating).

Code Values Frequency Percentage %

1 79.99 below 0 0

2 80-89.99 43 47.77

3 90 above 47 55.22

TOTAL 90 100

The table shows the demographic profile of the participants in terms of their 1 st

and 2nd quarter rating. Of 90 participants, none of them (0) or 0% is in the 79.99

below quarterly rating; forty-three (43) or 47.77% belongs to the 80-89.99 quarterly

rating and forty-seven (47) is in the 90 above quarterly rating. Therefore, majority

(55.22%) of the participants has an average weighted mean of 90 above in their

quarterly rating. This implies that majority of the participants are doing well in

academics of any reference.

Table 2.1 Test scores of the participants under the three groups

Scores of Control Group-Silence

Scores Frequency Percentage %

0-4 1 3.33

5-8 16 53.33

9-12 13 43.33

13-16 0 0

17-20 0 0

TOTAL 30 100
 The table above shows the test scores of the participants in control. Of 30

participants; one (1) or 3.33% has 0-4 score range, sixteen (16) or 53.33% is in 5-8

score range and thirteen (13) or 43.33% is under the 9-12 score range.

Table 2.2 Scores of Experiment A-Classical Music Group

Scores Frequency Percentage %

0-4 6 20

5-8 18 60

9-12 6 20

13-16 0 0

17-20 0 0

TOTAL 30 100

The table above shows the test scores of the participants in Experimental A

group. Of 30 participants; six (6) or 20% has 0-4 score range, eighteen (18) or 60% is

in 5-8 score range and six (6) or 33.33% is under the 9-12 score range.
 Table 2.3 Scores of Experiment B-Classical Music Group

Scores Frequency Percentage %

0-4 3 15

5-8 15 50

9-12 12 35

13-16 0 0

17-20 0 0

TOTAL 30 100

The table above shows the test scores of the participants and the

experimental B group. Of 30 participants; three (3) or 10% as 0-4 scores range,

fifteen (15) or 50% has 5-8 score range and twelve (12) or 40% is under the 9-12

score range.

Based from the tables above, it is apparent that the participants from the

experimental A-Classical Music Group generally scored more in the lower score

range, while those in the Experiment B-Pop Music Group scored more in the higher

score range. The majority (60%) of the participants score from the experimental A-

Classical Music Group is included the 5-8 score range, where as 50% and 40% of

the participants from the Experimental B-Pop Music Group scored with a range of 9-

12 and 13-16 respectively. No participants in the three groups were able to acquire a

score of 13-16 and 17-20 score range.

Table 3.1 shows the significant difference of the mean scores among the three
groups.
Mean and standard deviation for the three groups

SCORES

Variable
N Mean Std. Deviation

Control 30 7.93 2.100

Experimental A 30 6.91 2.334

Experimental B 30 7.74 2.580

Total 90 7.57 2.334

The table above shows that Control Group-silence (N=30, mean = 7.93;

SD= 2.100) is higher than the two groups but between the two experimental groups,

mean score of the Experiment B (Pop Music) is higher than the Experiment A.

Figure 2: Graphical mean differences of music genre.

12
10
8
6 Standard Deviation
4 Mean Score
2
0
Control Experimental Experimental
A(Classical Music) B(Pop Music)

Summary table for ANOVA on the effect of music genre on the short-term
memory retention
 Table 3.2 ANOVA

SCORES

Sum of Squares df Mean Square F P-value

Between Groups 14.544 2 7.272 1.347 .266

Within Groups 394.128 73 5.399

Total 408.671 75

F(1.347) <0.05 Critical Value = 3.12

The table above shows the p-value of .266 which is higher than the 0.05

significance level means that there is no significant difference among the means on

the dependent variable in the three groups. Therefore, the null hypothesis (H 01)

which states that there is no significant difference between the mean scores of

Control, Experiment A and Experiment B group is failed to be rejected at the

confidence interval of 95%.

Table 4 shows the significant relationship of the mean scores of the three groups to

their socio-demographic profile

Significant relationship of the mean score of Control Group to its socio-

demographic profile

Model Summary

Model R R Square Adjusted R Square Std. Error of the

Estimate

1 .549a .302 .190 1.890

a. Predictors: (Constant), 1st and 2nd Quarter Rating, Socioeconomic, Age, Gender
 ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression 38.595 4 9.649 2.702 .053b

1 Residual 89.272 25 3.571

Total 127.867 29

a. Dependent Variable: Scores

b. Predictors: (Constant), 1st and 2nd Quarter Rating, Socioeconomic, Age, Gender

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) -27.240 14.063 -1.937 .064

Age .722 .545 .227 1.324 .197

Gender .715 .731 .173 .979 .337

1

Socioeconomic 3.151 1.975 .274 1.596 .130

1st and 2nd .181 .149 .220 1.217 .305

quarter rating

a. Dependent Variable: Scores

A multiple regression analysis was conducted to determine the relationship

between the demographic profile of the participants (age, gender, socio-economic

status and 1st -2nd grading rating) and the mean score of the Control Group. Result

of the analysis from the table of model of summary above showed an R square

value of .302 which means 30.2% of the mean scores of the Control Group could

be explained by its socio-demographic profile (age, gender, socio-economic status

and 1st -2nd quarter rating).

 Analysis of variance showed an F-value of 2.702 with significance value of

0.064 which is higher than the 0.05 significance level. The null hypothesis (H02)

which states that there is no significant relationship between the mean scores of

Control, Experiment A and Experiment B to their socio-demographic profile is failed

to be rejected.

Beta coefficient show that age (β=.722, p < 0.05), gender (β=.715, p<0.05),

Socio-economic status (β=3.151, p<0.05), 1st and 2nd quarter rating (β=.181, p<0.05)

did not significantly predict the test sores of the Control Group having significant

values of .197, .337, .130, and .305 which are greater than the 0.05 margin of error

level.

Table 5 shows the significant relationship of the test scores of experimental group A

to its demographic profile.

Significant relationship of the test scores of the Experimental Group A

(Classical Music) to its demographic profile.

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .573a .328 .179 2.114

a. Predictors: (Constant), 1st and 2nd Quarter Rating, Age, Gender,

Socioeconomic

ANOVA

Model Sum of Squares df Mean Square F Sig.

Regression 39.359 4 9.840 2.201 .110b

1 Residual 80.467 18 4.470

Total 119.826 22
a. Dependent Variable: Scores
b. Predictors: (Constant), 1st and 2nd Quarter Rating, Age, Gender, Socioeconomic

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 20.433 22.072 .926 .367

Age .447 .809 .119 .553 .587

Gender 1.406 1.130 .254 1.244 .300

1
Socioeconomic -3.147 1.710 -.389 -1.840 .082

1st and 2nd -.184 .185 -.195 -.997 .332

quarter rating

a. Dependent Variable: Scores

A multiple regression analysis was conducted to determine the relationship

between the demographic profile of the participants (age, gender, socio-economic

status, and 1st and 2nd quarter rating) and the test scores of the experimental group

A. Result of the analysis from the table of model of summary above showed an R

square value of .573 which means 57.3% of the test scores of the experimental

group A could be explained by its demographic profile (age, gender, socio-economic

status and, 1st and 2nd quarter rating).

The analysis of variance showed an F-value of 2.201with significance value

of .110 which is less than the 0.05 significance level. The null hypothesis therefore is

said to be rejected which means that demographic profile of the participants (age,

gender, socio-economic status, and 1st and 2nd quarter rating) significantly affect the

test scores of experimental group A.

Beta coefficient show that age (β= .447, p <0.05), gender (β=1.406, p<0.05),

socio-economic status (β= -3.147, p<0.05) and 1st and 2nd quarter rating(β=-.184,
p<0.05), did not significantly predict the test scores of the Control Group having

significant values of .587, .300, .082, and .332 which are greater than the 0.1 margin

of error level.

Table 6 shows the significant relationship of the test scores of experimental group B

to its demographic profile.

Significant relationship of the test scores of the Experimental Group B

(Pop Music) to its demographic profile

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .484a .304 .064 2.496

a. Predictors: (Constant), 1st and 2nd Quarter Rating, Gender,

Socioeconomic, Age

ANOVA

Model Sum of Squares df Mean Square F Sig.

Regression 34.334 4 8.584 1.378 .281b

1 Residual 112.100 18 6.228

Total 146.435 22

a. Dependent Variable: Scores

b. Predictors: (Constant), 1st and 2nd Quarter Rating, Gender, Socioeconomic, Age
 Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) -45.547 26.737 -1.703 .106

Age 1.090 .717 .352 1.520 .146

Gender -1.096 1.147 -.200 -.955 .352

1
Socioeconomic -.109 2.010 -.012 -.054 .957

1st and 2nd .422 .229 .456 1.845 .082

quarter rating

a. Dependent Variable: Scores

A multiple regression analysis was conducted to determine the relationship

of the demographic profile of the participants (age, gender, socio-economic status,

and 1st and 2nd quarter rating) and the test scores of the experimental group B. Result

of the analysis from the table of model of summary above showed an R square value

of .484 which means 48.4% of the test scores of the experimental group B could be

explained by its demographic profile (age, gender, socio-economic status and, 1st

and 2nd quarter rating).

The analysis of variance showed an F-value of 1.378 with significance value

of .281 which is greater than the 0.1 significance level. The null hypothesis therefore

is failed to be rejected which means that demographic profile of the participants (age,

gender, socio-economic status, and 1st and 2nd quarter rating) does not significantly

affect the test scores of the experimental group B.

Beta coefficient show that age (β= 1.090, p <0.05), gender (β= -1.096, p

<0.05), Socio-economic Status (β= -.109, p <0.05), and 1st and 2nd quarter rating

(β=.422, p<0.05 did not significantly predict the test scores of the Control Group
having significant values of .146, .352, .957, and .082 which are greater than the 0.1

margin of error level.

 Chapter V

Summary of Findings, Conclusion and Recommendation

This chapter presents the summary of findings, conclusions and

recommendations derived from the interpretation and analysis of data.

Summary of Findings

1. Of the 90 participants, thirty-one (31) or 34.44% are male; fifty-nine (59) or

45.55% are female. The ages of the participants ranges from 15-18. Twenty-eight

(28) or 31% are 15 years old; forty-four (44) or 48.9% are 16 years old; seventeen

(17) or 18.9% are 17 years old and one (1) or 1% is 18 years old. The section’s

frequency and percentage are likely close each other with 7 to 8 frequency and

7.78% to 8.89% as its percentage. The participants’ monthly family income shows

that eighty-three (83) or 92.22% are in the middle class (P 5001 to P 21 000) and

seven (7) or 7.78% are in the high class (P 21 000 above). In terms of 1 st and 2nd

quarter rating, forty-three (43) or 47.77% is in the 80-89.99 1st and 2nd quarter rating

bracket and forty-seven (47) or 52.22% belongs to the 90 above 1 st and 2nd quarter

rating and 0% under the 79.99 below 1st and 2nd quarter rating.

2. Results of the one-way ANOVA show test scores of Control have the mean of

7.93, Experiment A-Classical Music Group of 6.91 and 7.74 for the Experimental B-

Pop Music Group, showed a p value of 0.266 which is higher than the 0.05

significance level.

3. In the Control Group, results of beta coefficient show that age (β=.722, p< 0.05),

gender (β=.715, p<0.05), Socio-economic status (β=3.151, p<0.05), 1st and 2nd

quarter rating (β=.181, p<0.05) did not significantly predict the mean score of the
Control Group values having significant values of .197, .337, .130, and .305 which

are greater than the 0.05 margin of error level.

4. In the Experiment A-Classical Music Group, results of Beta coefficient show that

age (β= .447, p <0.05), gender (β=1.406, p<0.05), socio-economic status (β= -3.147,

p<0.05) and 1st and 2nd quarter rating(β=-.184, p<0.05), did not significantly predict

the test scores of the Control Group having significant values of .587, .300, .082, and

.332 which are greater than the 0.05 margin of error level.

5. In the Experiment B- Pop Music Group, results of Beta coefficient show that age

(β= 1.090, p <0.05), gender (β= -1.096, p <0.05), Socio-economic Status (β= -.109, p

<0.05), and 1st and 2nd quarter rating (β=.422, p<0.05 did not significantly predict the

test scores of the Control Group having significant values of .146, .352, .957, and

.082 which are greater than the 0.05 margin of error level.

Conclusions

Based on the data gathered and the summary of findings, the researchers

have conducted the following.

1. There are more female participants in the population of this study and majority

from this population has a GWA (1st and 2nd quarter rating of 80-90 above).

Also, a large number of the population is in the middle class with age’s rages from

15-18 years old.

2. Students’ performance in the given memory test was higher in Silence than

listening to different genres. This only implies that music genres do not affect the

memory retention of a student, specifically the short-term memory.

3. Socio-demographic profiles of the participants do not affect the students’

performance in the memory test.

4. The researchers can not propose any programs to the current education system,

for the results cannot prove that there is a significant relationship nor significant

difference on the music genres and the resulting test scores of the participants.

Recommendations
Based on the data gathered and the conclusions drawn from the study

conducted, the researchers would like to recommend the following:

1. In playing the two musical pieces of the genres Classical and Pop, the

researchers recommend to use a more powerful sound system which would ensure

that each respondent is immersed in the music with as little interference as possible.

2. The researchers recommend for the future studies to utilize a different sampling

technique. This is to better observe the effect of the study on groups with a more

even distribution of traits that could lead to a more accurate result.

3. In conducting future researches concerning the same topic, the researchers

recommend to check on the participants from time to time to ensure that they are

concentrating on the given review material and to avoid the occurrence of cheating.

This is essential to get the most accurate result possible.

4. During the review and testing periods, an environment with the least amount of

the external disturbances should be provided to the participants so as to limit

interruptions and to gather the most accurate result.

5. An elaboration on this experiment would be to test the participants using more

genres of music to better identify which genre affects student’s abilities to memorize

and recall words.

6. Students could also be given a series of tasks to perform, such as math and visual

puzzle, to test which types of tasks music affects the most. It is important to keep

into consideration the different areas of intelligence.

7. Researchers recommend this study as reference for future studies.

 Bibliography

Allacronyms. (2018, April 15). GWA. Retrieved from

https://www.allacronyms.com/GWA/General_Weighted_Average

American Psychological Association. (n.d.). Socioeconomic Status. Retrieved from

https://www.apa.org/topics/socioeconomic-status/

Baddeley, A. (2013). Working memory. Oxford: Oxford University Press.

Balch, W., Bowman, K. & Mohler, L. (2010). Music-dependent memory in immediate

and delayed word recall. Memory & Cognition 20 (1), 21-28.

Balch, W. & Lewis, B. (1996). Music-dependent memory: the roles of tempo change

and mood mediation. Journal of Experimental Psychology: Learning,

Memory, and Cognition 22, 1354-1363.

Behne, K.-E. (2005). Zu einer Theorie der Wirkungslosigkeit von (Hintergrund-

)Musik. In K.-E. Behne, G. Kleinen & H. de la Motte-Haber (Eds.).

Musikpsychologie Bd. 14. Göttingen: Hogrefe. pp 7-23.

Bevan, N. (2013, March 28). Study shows background music hampers homework.

Retrieved from https://www.walesonline.co.uk/news/wales-news/study-

shows-background-music-hampers-1901675

Brown, S., Martinez, M. J., & Parsons, L. M. (2005). Passive music listening

spontaneously engages limbic and paralimbic systems. NeuroReport,

15(13), 2033-2037. doi:10.1097/00001756-200409150-00008

Burns, J. L., Labbe, E., Arke, B., Capeless, K., Cooksey, B., Steadman, A., &

Gonzales, C. (2008). The Effects of Different Types of Music on Perceived

and Physiological Measures of Stress. Journal of Music Therapy,39(2), 101-

116. doi:10.1093/jmt/39.2.101

Carlson, J. & Hergehahn. (2005). Effects of rock-n-roll and classical music on

learning of nonsense syllables. Psychological Reports 20, 1021-1022.

Classical. (n.d.). In Merriam-Webster.com. Retrieved from https://www.merriam-

webster.com/dictionary/classical

Center for Innovation in Research and Teaching. (n.d.). Overview Of Experimental

Research. Retrieved from

https://cirt.gcu.edu/research/developmentresources/research_ready/experim

ental/overview

Cockerton, T., Moore, S. & Norman, D. (2017). Cognitive test performance and

background music. Perceptual and Motor Skills 85, 1435-1438.

Computer System Institute. (2015, July 30). How Much Does Listening to Music

Affect Your Studying?: Music and Improved Performance. Retrieved from

http://www.csinow.edu/blog/how-much-does-listening-to-music-affect-your-

studying/

Davidson, C. & Powell, L. A. (2011). The effects of easy-listening background music

on the on-task-performance of fifth-grade children. Journal of Educational

Research 80 (1), 29-33.

Dewan, G. (2018, May). The Mozart effect: The truth behind the claims. Retrieved

from Parenting Science: http://www.inquiriesjournal.com/articles/1657/the-

impact-of-listening-to-music-on-cognitive-performance

Dobronte, A. (2016, December 08). The importance of socio-demographics in online

surveys. Retrieved from https://www.checkmarket.com/blog/socio-

demographics-online-surveys/

Dolegui, A. S. (2013). The Impact of Listening to Music on Cognitive Performance.

Retrieved from Inquiries Journal:

http://www.inquiriesjournal.com/articles/1657/the-impact-of-listening-to-

music-on-cognitive-performance

Drewes, R. & Schemion, G. (2012). Lernen bei Musik: Hilfe oder Störung? In K.-E.

Behne, G. Kleinen & H. de la Motte-Haber (Eds.). Jahrbuch der Deutschen

Gesellschaft für Musikpsychologie Bd. 8, Wilhelmhaven: Noetzel. pp 46-66.

Eastday. (2010, November 26). Medical care: Top 10 Benefit of Listening. Retrieved

from http://english.eastday.com/Services/Medical/u1ai8510076_K23558.html

Eich, E. (2015). Mood as a mediator of place dependent memory. Journal of

Experimental Psychology: General 124 (3), 293-308.

Greenberg, R. & Fisher, S. (2006). Some differential effects of music on projective

and structured psychological tests. Psychological Reports 28, 817-818.

Hagemann, H.W. & Schürmann, P. (2012). Der Einfluß musikalischer Untermalung

von Hörfunkwerbung auf Erinnerungswirkung und Produktbeurteilung:

Ergebnisse einer experimentellen Untersuchung. Marketing ZFP 4, 271-276.

Hallam, S., Price, J., & Katsarou, G. (2006). The Effects of Background Music on

Primary School Pupils Task Performance. Educational Studies, 28(2), 111-

122. doi:10.1080/03055690220124551

Hamer, A. (2016, August 21). The Mozart Effect Myth: Listening to Classical Music

Won't Make You Smarter. Retrieved from https://curiosity.com/topics/the-

mozart-effect-myth-listening-to-classical-music-wont-make-you-smarter-

curiosity/

Han, D. B. (n.d.). Drop the Beat: Should You Listen to Classical or Pop Music When

You Study? Retrieved from https://www.collegexpress.com/articles-and-

advice/majors-and-academics/articles/study-smarter/drop-beat-should-you-

listen-classical-or-pop-music-when-you-study/

Heiderscheit, A., & Schlan, L. L. (2009). Music Ther Perspect: A Tool for Music

Preference Assessment in Critically Ill Patients Receiving Mechanical

Ventilatory Support. Retrieved from

https://www.ncbi.nlm.nih.gov/m/pubmed/24489432/.

Helmenstine, Anne Marie, Ph.D. (2018, April 23). What Is a Control Group?

Retrieved from https://www.thoughtco.com/what-is-a-control-group-606107

Helmenstine, T. (2017). What Is an Experimental Group in Experimental Design?

Retrieved from https://www.thoughtco.com/what-is-an-experimental-group-

606109

How To Learn (n.d.) The Mozart Effect How Music Makes You Smarter. Retrieved

from https://www.howtolearn.com/products/mozart-effect
Jones, D. & Macken, W. (2010). Irrelevant tones produce an irrelevant speech effect:

implications for phonological coding in working memory. Journal of

Experimental Psychology: Learning, Memory, and Cognition 19, 369-381.

Klatte, M., Kilcher, H. & Hellbrück, J. (2009). Wirkungen der zeitlichen Struktur von

Hintergrundschall auf das Arbeitsgedächtnis und ihre theoretischen und

praktischen Implikationen. Zeitschrift für Experimentelle Psychologie Bd. XLII

(Heft 4), 517-544.

Klatte, M. & Hellbrück, J. (2011). ‚Der ‚Irrelevant Speech Effect': Wirkungen von

Hintergrundschall auf das Arbeitsgedächtnis. Zeitschrift für Lärmbekämpfung

40, 91-98.

Klemm, W. G., Ph.D. (2013, December 1). Does Music Help Memory? Retrieved

from https://www.psychologytoday.com/us/blog/memory-

medic/201312/does-music-help-memory

Morris, N., Jones, D. & Quayle, A. (2008). Memory disruption by background speech

and singing. In E.D. Megaw (Ed.). Contemporary Ergonomics 1989.. London:

Taylor & Francis, 494-499.

Music Genre List. (n.d.). What is a Music Genre? Retrieved from

https://www.musicgenreslist.com/what-is-a-music-genre/

Nittono, H. (1997). Background intrumental music and serial recall. Perceptual and

Motor Skills 84, 1307-1313.

Rauscher, F. H., Shaw, G. L., & Ky, C. N. (2010). Music and spatial task

performance. Nature, 365(6447), 611-611. doi:10.1038/365611a0

Roth, E. A., & Smith, K. H. (2008). The Mozart Effect: Evidence for the Arousal

Hypothesis. Perceptual and Motor Skills, 107(2), 396-402.

doi:10.2466/pms.107.2.396-402

Sakel, Z. (2017, May 27). Does Classical Music Improve Short Term Memory?

Retrieved from https://ysjournal.com/does-classical-music-improve-short-term-

memory-2/

Salamé, P. & Baddeley, A. (2007). Effects of background music on phonological

short-term memory. Quaterly Journal of Experimnetal Psychology 41A, 107-

122.

Smith, S. (2007). Background music and context-dependent memory. American

Journal of Psychology 98, 591-603.

Soundlistening Corporation. (2006). Alfred Tomatis. Retrieved from

http://www.soundlistening.com/article-alfred-tomatis.html

Sticht, I. (2010). Lerngewohnheiten: Lernen bei Musik und bei Ruhe: Eine

Untersuchung zu den Auswirkungen von Hintergrundmuisk auf die

Arbeitsleistung von Schülern unter dem Aspekt der Erwünschtheit der Musik.

Dissertation Universität Wien.

Thaut, M. & de l'Etoile, S. (2011). The effects of music on mood state-dependent

recall. Journal of Music Therapy 20 (3), 70-80.

Vinh, A.-L. (2015). Die Wirkungen von Musik in der Fernsehwerbung. Dissertation St.

Gallen. Hallstadt: Rosch-Buch.

Williams, E. (2018, June 29). What Is the Meaning of Academic Performance?

Retrieved from https://work.chron.com/meaning-academic-performance-

17332.html

Zimmer, J. & Brachulis-Raymond, J. (2008). Effects of distracting stimuli on complex

information processing. Perceptual and Motor Skills 46, 791-794.

APPENDIX A

Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SCHOOL ID: 313801
P2 Bgy. Hamorawon, Calbayog City, Western Samar 6710.
Tel Nos. PLDT-(055) 209-1535
Email: calbayogcitynhs@gmail.com

September 19, 2018

Dear Respondent:

Greetings!

The researchers are presently conducting a study entitled “THE EFFECT OF

CLASSICAL MUSIC TO THE MEMORY RETENTION OF CCNHS STUDENTS” in partial
fulfillment of the subject Practical Research 2.

In this connection, they would like to request you to be one of their respondents in their
study. They hope that you can help them by cooperating fully as well as by answering the
instrument sincerely and truthfully.

Thank you very much.

Noted: Sincerely Yours,

(SGD.)CESAR A.CONQUILLO Jr., MAEd (SGD.)LIEZL MAE A. SERMENSE

Research Adviser Researcher/ Group Leader
Approved:

(SGD.) CALICK D. ARRIETA, PhD

School Principal
 APPENDIX B

Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SCHOOL ID: 313801
P2 Bgy. Hamorawon, Calbayog City, Western Samar 6710.
Tel Nos. PLDT-(055) 209-1535
Email: calbayogcitynhs@gmail.com

September 19, 2018

DR. CALICK D. ARRIETA

School Principal
Calbayog City National High School
Calbayog City

Sir,
The researchers will be undergoing a research study on “THE EFFECT OF
CLASSICAL MUSIC TO THE MEMORY RETENTION OF CCNHS STUDENTS” in partial
fulfillment of the requirements for their Practical Research II.

In view of this letter, they are requesting your good office to allow them to conduct the
study during the free time of Grade 10 CCNHS students who will be acting as the primary
participants. The study would include having the participants to answer validated test
questionnaires.

Your approval in this regard is earnestly desired and will be highly appreciated. Thank
you very much.

Noted: Sincerely Yours,

(SGD.)CESAR A.CONQUILLO Jr., MAEd (SGD.) LIEZL MAE A. SERMENSE

Research Adviser Researcher/ Group Leader

Recommending Approval:

(SGD.)ROBERT F. YGRUBAY (SGD.)MICHAEL D. BACULANTA (SGD.)MARIA LUZ C. MURILLO

Research Coordinator SHS Dept. Head MT-I/OIC

Approved:

(SGD.)CALICK D. ARRIETA, PhD

School Principal
 APPENDIX C

Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SCHOOL ID: 313801
P2 Bgy. Hamorawon, Calbayog City, Western Samar 6710.
Tel Nos. PLDT-(055) 209-1535
Email: calbayogcitynhs@gmail.com

September 24, 2018

Dear Ma’am/Sir:

Greetings!

The researchers are presently conducting a study entitled “THE EFFECT OF

CLASSICAL MUSIC TO THE MEMORY RETENTION OF CCNHS STUDENTS”in partial
fulfillment of the subject Practical Research 2.

In this connection, they are requesting for your permission to please allow some
students to be excused from your class from 7:30 am to 9:30 am. Their participation will be of
great value for the realization and success of the research study.

Your consideration is highly appreciated.

Noted: Sincerely Yours,

(SGD.) CESAR A.CONQUILLO Jr., MAEd (SGD.) LIEZL MAE A. SERMENSE

Research Adviser Researcher/ Group Leader

Approved:

(SGD.) CALICK D. ARRIETA, PhD

School Principal
 APPENDIX D

Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SCHOOL ID: 313801
P2 Bgy. Hamorawon, Calbayog City, Western Samar 6710.
Tel Nos. PLDT-(055) 209-1535
Email: calbayogcitynhs@gmail.com

September 24, 2018

Dear Sir:

A pleasant day!

The researchers are presently conducting a study entitled “THE EFFECT OF

CLASSICAL MUSIC TO THE MEMORY RETENTION OF CCNHS STUDENTS” in partial
fulfillment of the subject Practical Research 2.

In this connection, they are requesting for your permission to please allow the
experimentation of this study to be conducted in the computer laboratory for an expanse of
approximately 2 hours, staring on 7:30 am to 9:30 am on the 26th of September 2018. The
researchers believe that the computer laboratory possesses the required qualities and
therefore proves to be the right environment to ensure a smooth and controlled execution of
the experiment.

Your approval in this regard is earnestly desired and will be highly appreciated. Thank
you very much.

Noted: Sincerely Yours,

(SGD.) CESAR A.CONQUILLO Jr., MAEd (SGD.) LIEZL MAE A. SERMENSE

Research Adviser Researcher/ Group Leader

Approved:

(SGD.) CALICK D. ARRIETA, PhD

School Principal
 CURRICULUM VITAE

JUSTIN MIKE D. VILLA

Purok 4, Barangay Hamorawon, Calbayog City, Western Samar

PERSONAL INFORMATION

Age : 17 years old

Gender : Male

Birthdate : March 12, 2001

Address : Purok 4, Brgy. Hamorawon, Calbayog City, Western Samar

EDUCATIONAL BACKGROUND

SECONDARY
: Calbayog City National High School SHS

(2017-Present)

Catmon Integrated School JHS

(2014-207)

Colegio De Las Navas

(2013-2014)

ELEMENTARY
: Guin-ansan Elementary School

(2007-2013)

AFFILIATION
Sine Siplat
 Member

(2018-Present)
 CURRICULUM VITAE

ROBERTO B. ALVAREZ

Purok 2, Brgy. Magsaysay, Lope De Vega

PERSONAL INFORMATION

Age: 17 years old

Gender : Male

Birthdate

Address : November 6, 2001

: Purok 2, Brgy. Magsaysay, Lope De Vega

EDUCATIONAL BACKGROUND

: Calbayog City National High School SHS

SECONDARY
 (2017-Present)

Lope De Vega National High School JHS

(2013-2017)

ELEMENTARY : Magsaysay Elementary School

(2007-2013)

AFFILIATION

o Sine Siplat

Member

(2018-Present)
 CURRICULUM VITAE

LIEZL MAE A. SERMENSE P-7, Brgy. Matobato,

Calbayog City, Western Samar

PERSONAL INFORMATION

Age : 17 years old

Gender : Female

Birthdate

: March 24, 2001

Address

: P-7, Brgy. Matobato, Calbayog City, Western Samar

EDUCATIONAL BACKGROUND

: Calbayog City National High School SHS

SECONDARY
 (2017-Present)

Calbayog City National High School JHS

(2013-2017)

ELEMENTARY : Calbayog City SPED Center

(2007-2013)

AFFILIATION

o Red Cross Organization

Secretary

(2018-Present)
 CURRICULUM VITAE

ELNATHAN R. CONDEZA

C-218, P-2, Brgy. Carmen, Calbayog City, Western Samar

PERSONAL INFORMATION

Age : 18 years old

Gender : Male

Birthdate : April 29, 2000

Address : C-218, P-2, Brgy. Carmen, Calbayog City, Western Samar

SECONDARY
 : Calbayog City National High School SHS
EDUCATIONAL
BACKGROUND

(2017-Present)

Calbayog City National High School- JHS

(2013-2017)

ELEMENTARY : Calbayog Pilot Central School

(2007-2013)

AFFILIATION

o Sine Siplat

Member

(2018-Present)
 CURRICULUM VITAE

FERDINAND V. PANZUELO Jr. P-1, Brgy.

Hamorawon, Calbayog City, Western Samar

PERSONAL INFORMATION

Age : 17 years old

Gender : Male

Birthdate

Address : May 7, 2001

: P-1, Brgy. Hamorawon, Calbayog City, Western Samar

EDUCATIONAL BACKGROUND

SECONDARY : Calbayog City National High School SHS

(2017-Present)

Calbayog City National High School- JHS

(2013-2017)

ELEMENTARY : Calbayog Pilot Central School

 (2007-2013)

AFFILIATION

o Sine Siplat

Member

(2018-Present)
 CURRICULUM VITAE

VANESSA P. MONTANEZ

Narcisa, Calbayog City

PERSONAL INFORMATION

Age : 19 years old

Gender : Female

Birthdate : November 29, 2000

Address : Narcisa, Calbayog City

SECONDARY
 : Calbayog City National High School SHS
EDUCATIONAL
BACKGROUND

(2017-Present)

Calbayog City National High School- JHS

(2013-2017)

ELEMENTARY : Calbayog City SPED Center

(2007-2013)

AFFILIATION

o Kulumra-Pintura (Virsual Arts Club)

Vice-President

(2018-Present)

CURRICULUM VITAE
MICAH JESSICA M. GRANADA

P-3, Brgy. Gadgaran, Calbayog City

PERSONAL INFORMATION

Age : 18 years old

Gender : Female

Birthdate : May 13, 2000

Address : P-3, Brgy. Gadgaran, Calbayog City

EDUCATIONAL BACKGROUND

: Calbayog City National High School SHS

SECONDARY
 (2017-Present)

Gadgaran Integrated School- JHS

(2013-2017)

ELEMENTARY : Gadgaran Integrated School

(2007-2013)
AFFILIATION

o YES-Organization

Member

(2018-Present)