Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Listening to music for relaxation is typical among students to encounter the effects
of stress or anxiety after completing crucial academic tasks. Each student listens to music
for different reasons and experience benefits to comfort through a different mechanism.
Music has been almost as a basic need like food and drink, people who listen to music
every single day tends to express their passion and ideas for it has a unique link in a
person's emotions that serve as an effective stress management (Goodwin, 2015).

In today's world, music continues to develop and influence people especially the
youth. It has become a part of our daily life because it helps us to relax and it comforts us
when we are sad (Haake, 2011). With technology improving and growing rapidly, music
has become easier to access. People are willing to pay for concert tickets just to watch
their performances live. Also, employees often listen to music during their break or free
time to entertain themselves from a tiring and exhausting day (Cockerton, 1994).

Moreover, Spotify is an application commonly used nowadays that can be

download through smartphones and tablets that let the users listen to music easily. It

has over 140 million active users as of June 2017, it is one of the best music
providers today. In addition, many tasks (for example writing, or other tasks involving
words), call for music that helps to focus that these findings indicate that other tasks

1
 can be done – and perhaps it is more interesting – with the company by the spoken
word (Kupfer& Levine, 2017).

A study of a De La Salle University student, Kimberlyn T. Tiu, explained whether

there is a significant relationship between background music to the academic
performance of the college students. In relation, a study by Tze and Chou (2010)
assigned Taiwanese students to listen to three music conditions (Classical, Hip-hop, or
no music) while requiring them to complete a reading comprehension. For instance,
students who were believed to have below average intelligence increased their scores on
the Nelson Silent Reading Test and lately students scored better on mathematical
questions while listening to music (Hallam& Price, 1998). In the same manner, students
who listened to the music while doing academic tasks found that their reading
comprehension performance has increased (Beentjes, Koolstra, & Van Dr. Voort, 1996;
Cmcec, Wilson, & Prior, 2006).

Despite the fact that many students view listening to music as helpful, it is
unclear if it's better listening to music to inhelp students maintain their attention while
studying. Such activity of listening to music may be a distraction under some
circumstances (Widermagreen, 2008).

In this study, researchers sought to explain the impacts of listening to music on the
academic performance of the BERNARDO students.

Theoretical Framework

The theory called "The Mozart Effect: Tapping the Power of Music to Heal the
Body, Strengthen the Mind and Unlock Creative Spirit" agitates the theory that listening
to Mozart (especially the piano concertos) may temporarily amplify one's IQ and can
cause others beneficial effects of mental health. Also, it drives in concentration and focus
of an individual that helps to accomplish tasks. In general, the theory of attention states
that the resources required to perform a given task are limited and they may be allocated
towards that task (Wickens, 2002). In addition, it also improves one’s verbal intelligence

2
and strengthens learning and memory by knowing and understanding the lyrics.
Moreover, it depends on the study habit of a student though listening in music before
doing an academic task helps to establish task execution excellency (Campbell, 1997).

Conceptual Framework

The conceptual framework discussed the flow of the study to be taken. The study
used the systems approach. The system of three frames consists of input, and then the
process which will went through the process and resulted to the output.

2
CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

I. Profile of the
Students
A. Sex
B. Gender
C. General
Average Descriptive research
(GWA) using survey
questionnaire
II.The theory
Mozart effect. Statistical tools to
analyze and Mozart Effect
III.Time Length interpret data Phenomenon on
of Music Listening Social Learning
 Frequency Behaviour
and
IV. Types of Percentage
Music they  Weighted
preferred Mean

V. Genres they
listen the most

VI. Impact of
Listening to
Music to the
Academic

4
 The input contains the leading variables including the profile of the respondents,
the theory and the Impacts of listening in Music to the Academic performance.

The second frame contains the methods and procedures to be used to analyze
those variables by making questionnaires, conducting interviews; research, and the use
of statistical tools.

The third frame is the output. It contains the observed Impacts of listening in Music
to the Academic performance of the student of Senior High School Students Of Bernardo
College

Statement of the Problem

This research aimed to determine the Impact of Listening to Music to the

Academic Study and Performance of the Senior High School Students of Bernardo
College. Moreover, the number of time students listened in music and the classification of
music that most helped them to excel in academic activities, are also part of the study.

Specifically, the study endeavored to answer the following;

1. What is the demographic profile of the students in terms of the following;

1.1 Sex
1.2 Age
1.3 General Weighted Average (GWA)
2. What is the Time Length of students’ music listening?
3. What Type of Music students prefer?

4. What are the Genres students listening the most?

5. Is there a significant relationship between the demographic profile and the Impact
of it to the Academic Performance?

5
6. Is there a significant relationship between the time length of listening to music and
the Impact of it to the Academic Performance?
7. Is there a significant relationship between the type of music and the Impact of it to
the Academic Performance?

Hypothesis
The null hypotheses tested as:
1. There is no significant relationship between the demographic profile and the
Impact of it to the Academic Performance.
2. There is no significant relationship between the time length of listening to music
and the Impact of it to the Academic Performance.
3. There is no significant relationship between the type of music and Impact of it to
the Academic Performance.

Scope and Limitations

This study was conducted to determine if listening in music has an impact on the
academic performances of the students in the Senior High School Students Of Bernardo
College Time Length of Listening and classification of the music.

The data set obtained for the study was taken from 20 students inside. Senior
High School Students Of Bernardo College. A questionnaire was used to acquire results.

6
Significance of the Study

The result of this study will be beneficial for the following individuals:

Students. Some students like music while studying others find it distracting.
Whatever reason depending on what students preferred, both sides will benefit. For
those who enjoys music and finds it helpful in their studying habits, they were more
encouraged to listen to it. They can also influence other students to try it as they found it
beneficial for themselves. But for some who finds it bothersome, they can look for other
ways that can help them improve their academic performance.

Professors. This will benefit them as they can use it as a strategic tool for teaching
that can help them improve the performance of students and also what certain action
they can do depending on the impact of music to the students of Bernardo College. They
can also have a better understanding of why other students listening to it while in the
class.

Parents. Like the professors, the parents too will have a better understanding of
why students listening to music while studying.

Definition of Terms

Academic Performance. This refers to the academic excellence and standing of

the students to the school and university.

Focus. This is the center of interest, something where the students pay their
attention.

Definition of terms

General Weighted Average (GWA). This refers to the recent average grade of the
Senior High School Students Of Bernardo College s received during his/her stay in
school.

7
 Likert Scale. It is a five-point scale used to measure the level of agreement of the
students. This is also used to modify the answers of the respondents considering five (5)
options. The options are (SA) Strongly Agree; (MA) Moderately Agree; (A) Agree; (D)
Disagree; (SD) Strongly Disagree.

Loud Music. It is a music that played at a high volume, often to the point where it
disturbs others and/or causes hearing damage

Mood Enhancement. This refers to the increasing quality state of mind of the
students while studying.

Pearson R-Test. A statistical formula that measures the strength of the

relationship of General Weighted Average (GWA) and the type of music to the impact of
music listening to the academic performance.

Soft Music. It is a soft sound or voice, or soft music, which is quiet and pleasant to
listen to.

Stress Reduction. This refers to a strategy that awakens the sense of relaxation
and tranquility of the students by listening to music.

Time Length. This refers to the period of time when the students are listening
before doing an academic and cognitive task.

Year. This refers to the level of student in their chosen course, a year level.

Chapter 2

REVIEW OF LITERATURE AND STUDIES

8
 A famous finding; Mozart’s Effect said that the possible increase of the spatial-
temporal reasoning is after listening to classical music (Rauscher, Shaw, & Ky, 1995). In
their observation to the college students, while they are listening to the Mozart's Sonata
K. 448 for three days, they found out a significant improvement of the students on the
Paper Folding and Cutting tasks of the Standford-Binet Intelligence Scale and 16 short-
term memory items. Although their findings have received much attention from the
public, the people should also keep in mind that it is not it without its criticism. The
researcher who tried to either copy or refutes this findings has found faults on the
original results, saying that maybe an experimental artifacts (Jones& Estell, 2007) or
simply not replicable in repeated trials or in broader population (Steel, Bass & Crook,
1999).

Based on the study of Sigman, Kristin J. (2005) students faces many distractions in
their classroom. And some students are not ready or willing to learn. But still society
expects that they will teach the students. And for the students to learn. Study shown that
music is a very effective tool in to break limitations in process of learning. A student ability
to concentrate in the classroom increases if music is properly used as a background
enhancer.

According to Susan Hallam et.al (2003), many study claims relating to the benefits of
music on the behavior and development of the students. Research shown the effects on the
behavior and performance in mathematics task of ten students with emotional and
behavioral problems. Researchers saw an improvement in Behavior and Mathematics
performance of the students. The effects of music are also for those who have problems in
constant stimulus seeking and over-activity. Researchers also observed the improvement
in co-operation and reduction in aggression during the learning process.

Based on the study of Dosevill et. al (2012) that music can influence students in
various ways. Music can cheer them up and brighten their day it can also be used to hype

9
them in their studies. But not only music can bring motivation and studying more satisfying.
The environment can also be helpful, a clean and calming one to summarize, with the help
of music in a neat and nice environment can create a calming and healthy place for learning.

Based on the study of Jones et. al (1999), that when the use of background music
to the classroom of the subject students, they became more socially active. The students
are seen to be boosted by it mentally and physically. It made them express their joy
through the help of music. The teacher’s sees this as an effective tool in teaching the
students because of the positive impact that it produced, and can help foster their
mental capacity.

Lee Sharon (2014) stated that while many would agree that music affects us,
details of the effects of music on intellectual psychological, physiological, social and
physical process of humans are not common knowledge.

Studies have shown that the use of music can enhance or detract eating,
sleeping, exercising, driving, reading, writing, math and social interaction. It can also
affect moods and our abilities so while studying music can help enhance mental
abilities. If applied in academic performance it can have a positive impact.

According to Taylor et. Al (2012) instructors are continually searching for

approaches to improve the exhibition of understudies result evaluations. There is a
developing assortment of research demonstrating the advantages of music on
instructive execution. The reason for this explanation was to decide whether a
“Mozart Effect” improves study execution on result evaluations in arithmetic.

10
 The reason for this examination, during the six significant test that were given
for three school trigonometry classes(n=69), n is the number of respondents. A CD
of Mozart music was played for the term of test.

The outcomes were given and contrasted with three trigonometry classes
(n=59) that were given six significant trigonometry tests with no music playing. The
outcomes show that understudies performed essentially better when Mozart music
was being played as ambient melodies during the result evaluation.

This examination adds legitimacy to the “Mozart Effect” and thinks about
improved adequacy for certain students through different modified appraisal
conditions.

According to Pelayo (2019) students discovered that reading while studying is

possible despite listening to Mozart’s music. Some students also said that when they
are reviewing their previous lesson, they were bored and spent little time on the
said lessons. Other students also stated that Mozart’s music inspired them to
do new things such as trying to learn how to play chess, answer crossword
puzzles and solve the rubric’s cube, One particular student stated that
somehow, while listening to Mozart’s music made their bodies follow the
situation made a positive impact on other students who were spectating
them. It made learning more inspiring and effective which many students
who were spectating them. It made learning more inspiring and effective
which many students have agreed with.

11
 Music Genres according to Softness and Loudness

It is also possible to aggregate the data by the different musical styles, which is
displayed in Figure 1. The optimum listening levels for each presented genre are
indicated by the different bars for the three groups with high, middle and low preference.
Without exception, the level decreases along with the preference

Leng and Shaw (1991) proposed a theory to guide this idea known as the ―Trion
model. Trion model states that music-related activities share underlying neural firing
patterns with other cognitive mechanisms in the brain. As a result, listening to music
may prime neurons for use in other capacities (e.g., spatial performance tasks).
Relatedly, near transfer theories suggest that learning during musical instruction,
specifically, may be applied in other cognitive functions (Rauscher, 2002, Schellenberg,
2001).

An activity of studying tests and exams is constitutional to any college students'

academic success. To ensure that the student is qualifying on the key concepts and ideas,
the students constantly review class materials prior to taking an exam. However, the
need to study is nearly universal, the exact study habits and methods utilized by the
student span a broad range of techniques (Morton and Saljo, 1984: Hay 2007).

12
 In relation, music with lyrics is very likely to have a problematic effect when writing
or reading. Probably less of an effect on Math, if you’re not using the language parts of
your brain (Nass, 2010).

There are a lot of genres circulating all over the world, but some of those are just
subtype (Lamb 2013). Here are the standard music genres;

Popular music is the same as music which is for the urban middle class that includes
different music from classical to heavy metal. However, pop music had come from the
roll n' roll evolution (Lamb, 2013). Pop music appealed to teenagers that focus on
rhythms and romance (thefreedictionary, 2013). Pop music was influenced by other
genres in many ways for the past years (Lamb, 2013).

Rock music during the 1960s, progressed into three type of metal as follows: country
rock, progressive rock, and heavy metal (Bennett, 2001). Heavy metal represented a
return to the harsher aesthetic of rock ‘n’ roll while at the same time retaining from
psychedelia an emphasis on technological effect and instrumental virtuosity (Bennett,
2001).

According to Cooley (2009), classical music is a model that has the support of
institutions like governments and social organizations. It often based on the "written
sources such as music notation and written treatises about the music". Frequently heard
in churches, festivals, celebrations, and more, classical music considered to be renown
around the world.

R&B or rhythms and blues music, formerly called "race music" had musical rhythms
from other genres such as jazz, gospel, and blues. Originally, for black people, it used to
focus on disco dance rhythms. After the 1950s, it evolved into a type of upbeat sound
rather than the original that used the classical instruments such as the violin (Nero,
2013; Urban Dictionary, 2013). Notably for its sexually suggestive lyrics and dancing,
famous artists like Rihanna, Bruno, Chris Brown, and Beyonce are a good example of this
(Artist Direct, 2013).

13
 The country music contained a mixture of various musical forms such as old English
ballads, heart songs, guitar tunes, breakdowns, and novelty songs. In addition to that, it
also included country blues and religious songs. It had a distinctive sound which gave out
a special feeling, the closeness to reality. The influences of the country music were
represented by the contemporary sounds of the violins, brass, and more (Rublowsky,
1967).

Jazz music is from African-American origin that has characteristics of rhythms and
improvisation that uses idioms which exist in numbers of styles like Blues. Blues is one of
the genres under Jazz (thefreedictionary, 2013). Not only that, it was considered to have
the combination of all melodies and rhythms by the people of the New World. The
examples of the artists were as follows: Louis "Satchmo" Armstrong, the Supremes, and
Bert Keyes (Rublowsky, 1967).

Jazz started before the 1850s when some of its characteristics were parts of previous
musical traditions (All About Jazz, 2013). It was considered to be a secular music which
evolved around the emotional and spiritual demand of the people. It represented the
Negro people's style. Jazz's ways had been influencing the people on all aspects of
popular music today and beyond (Rublowsky, 1967).

Across the globe and in time, hip-hop music was incorporated into their local culture
that had become the means of cultural expression (Bennett, 2001) .

Modern Folk examples were as follows: Bella Hardy's Songs Lost & Stolen, 2

considered to be beautiful and simple, and Christy Moore's Folk Tale, helping people to
address issues of the day with his voice (Matthews, 2012).

Electronic in the past, was defined to be acoustic in nature that live performers pluck
the strings and more. But in the 1940s, Pierre Schaeffer created first ever studio for
electronic music which helped him process pre-recorded sounds. Now, electronic music
meant having synthetic sounds, manipulated by the electronics, not anymore acoustic
(Types of music, 2013). Top dance/club play songs as of September 1, 2013, to

14
September 7, 2013, were from electronic music. Examples of these songs were Avicii's
"Wake Me Up!", and Enrique Iglesias's "Turn the Night Up" (Billboard, 2013).

Alternative rock is a genre of rock music that emerged from the underground music
scene of the 1980s and became widely popular in the 1990s. The term "alternative" was
coined in the 1980s to describe punk rock-inspired bands on independent record labels
that did not fit into the mainstream genres of the time (Audials AG, 2018).

Asian music is diverse from different cultures from parts of Asia such as India,
Indonesia, Philippines, China, Japan, Korea and more. In India when they were colonized
by the British rule to date, valuing art (including music) is their tradition (Reck, 2009).

Another type of Asian music is Korean pop music, or commonly known as K-pop. It is
very popular among teenagers, Asian or non-Asian. It has started shortly after the hit of
pop music in Korea. K-pop can be identified easily by entertainers with their trendy
outfits and songs with electrifying tones (Tesol, 2013).

The comedy genre was closely associated with amusing actions that partake in plays,
parody videos, comedy rock, and more (thefreedictionary, 2013).

Chapter 3

15
 RESEARCH METHODOLOGY

This chapter presents a description of the research design selection and description
of respondents, research instruments, data collection procedure and statistical
treatments used.

Method of Research

This study used descriptive research method which is designed to collect

information from the currently existing condition that can be used in the chosen field of
study.

Descriptive research method describes the nature of activation as it exists at the

time of the study and to explore the causes of particular phenomena and involving
collections of data in order to test by hypotheses or to answer questions concerning the
current status of the subject of the study (Estolas and Macaballug, 2002, p. 81).

According to Ethridge, the study of the descriptive method is simply characterized

as an attempt to determine, describe or identify what is (Ethridge, D.E 2004). Based on
Fox, W. & Bayat, aimed at casting light on current issues or problems through a process
of data collection that enables them to describe the situation more completely than was
possible without employing this method (Fox, W. & Bayat, M.S 2007).

The descriptive method encompasses all the data gathered useful in adjusting or
meeting the existing phenomena. The survey study was employed to measure the existing
event without inquiring into why it exists. In this study, this method involved determined
information about variables rather than individuals.

As used in this research, gathered and treated are data on students’ profile such as age,
gender, course, year and section, general weighted average (GWA), length of time in
listening to music and the genres they listen the most.

16
2
 Range of General Weighted Average (GWA)

Percentage/
Description
Equivalent
97-100 Excellent
94-96 Excellent
91-93 Very Good
88-90 Very Good
85-87 Good
82-84 Good
79-81 Satisfactory
76-78 Satisfactory
75 Passing

This ranging of General Weighted Average came from the Student Handbook of
Bernardo College.

Description of Respondents

The information will be gathered from the students who are currently studying in
the Bernardo College. The target respondents of this study are 20 students which will be
consisting of students that were randomly picked regardless of the gender from two
sections.

Sampling Technique

The researchers sampling frame of this research consisted of students from Senior
High School Students Of Bernardo College.

Research Instrument

In this study, the researchers used a questionnaire as an instrument. The contents of

the questionnaire were based on the theory ―Mozart Effect that indicates an impact of
listening to music while studying. The researchers were grouped to have the proper form
17
accommodate sufficient and relevant information required from the respondents. Likert
Scale has been used. It used a five-point scale; each point corresponding to a Likert Item.

The questionnaire is divided into two (2) parts. The first part concentrated on the
profile of the respondents. The second part is rating the following statements that are
used to modify the answers of the respondents considering five (5) options. The options
are (SA) Strongly Agree; (MA) Moderately Agree; (A) Agree; (D) Disagree; (SD) Strongly
Disagree. Respondents are requested to put a check on the space provided for each
option.

Five Point Scale: Likert Scale

Scale Weighted Verbal

Mean Interpretation
5 4.51 Strongly Agree
4 3.51 Moderately
Agree
3 2.51 Agree
2 1.51 Disagree
1 1 Strongly
Disagree

Formula:

Where:

W= points (5, 4, 3, 2, 1)

X= number of respondents per weight

18
N= total number of respondents

Data Gathering Procedure

The researcher had spent a great time developing the questionnaire so as to serve its
intended respondents. Since then, the researcher started to gather information from 2

different resources such as books, libraries, internet and other research papers related to
the topic that were already made by the other researchers. With regards to conducting
the survey from the students of Senior High School Students Of Bernardo College the
survey sheets were equally divided by the members of the researchers to facilitate the
fast collection of data from respondents.

As the respondents have been subject of another study, others willfully answered the
questionnaire and others were not as they were also busy completing their work to meet
the required deadline. Some of the respondents were asked to take home the
questionnaire so they can answer the instrument with full understanding.

Some of the questionnaires were not retrieved and some just left it unanswered. The
result was tallied and tabulated according to the frequency of items checked by the
participants after the data tabulation, results will be interpreted using various statistical
tools the results of the technique used in the data gathering helped the research team to
arrive at the interpretation of the study.

19
 Chapter 4

RESULTS AND DISCUSSION

This chapter presents the findings, analysis, and interpretation of collected data

with the main objective of finding out the Impacts of Listening to Music in the Academic

Performance of Senior High School Students of Bernardo College.

Specifically, the study endeavored to answer the following:

1. What is the demographic profile of the Senior High School Students Of Bernardo

College according to:

Frequency and Percent Distribution of Respondents

According to their GWA

RANGING FREQUENCY PERCENTAGE

Excellent 1.00 – 1.25 2 10.4%
Very Good 1.50 – 1.75 12 64.8%
Good 2.00 – 2.25 4 18.5%
Satisfactory 2.50 – 2.75 1 6.1%
Passing 3.0 1 0.3%
Total 395 100%

Table 1.3 shows the frequency and percentage distribution of the respondents by
their general weighted average. Out of 20 respondents, 12 (64.8 %) of the students have
grades ranging from 87 to 82 Followed by 4 (18.5 %) have grades ranging from 78 to 73.

20
2 (10.4 %) of the respondents have grades ranging from 96 to 91 1 (6.1%) have grades
ranging from 2.50 to 2.75. Lastly, 1 (0.3 %) of the respondents have 60 grade.

2. The time length of student music listening in Senior High School Students Of
Bernardo College. Table 8

Frequency and Percent Distribution of Respondents

According to the Time Length of Music Listening

Length of time in listening

Frequency Percentage
to music
5-10 minutes 1 3.5%
10 - 15 minutes 1 4.8% This
table 15 - 20 minutes 2 8.1% shows
20 - 30 minutes 3 15.7%
the
30 - 60 minutes 13 67.8%
Total 20 100%

frequency and percentage distribution of the respondents by the length of time listening.
Out of 20 respondents, 13 (67.8%) listen to music for about 30-60 minutes and more a
day. Followed by 20-30 minutes of listening with 3 (15.7%). 2 (8.1%) of the students
listen for about 15-20 minutes a day, 1 (4.8 %) of the respondents listen for about 10-15
minutes a day. Lastly, 1 (3.5%) of the students listen for about 5-10 minutes a day. This
stated that students of the Senior High School Students of Bernardo College allotted 30-
60 minutes and more regarding music listening. According to the World Health
Organization (WHO), people tend to have more hours of music listening for they don't
know the bad effects they can get especially damaging the ears (2013). Also, people tend
to have more hours of music listening for the reason that music serves as their mood
enhancer.

21
 The Types of Music students listen the most in the Senior High School Students Of
Bernardo College.

Frequency and Percent Distribution of Respondents

According to Types of Music

Frequency Percentage
Soft Music 8 39.49%
Loud Music 12 60.51%
Total 20 100%

This table shows the frequency and percentage of Types of Music, out of 20 respondents

8 (39.49%) preferred to listen to soft music and 12 (60.51%) preferred to listen to loud

music. This shows the influence of preference for a musical type on its favored

presentation level (Lauremann et al., 2013).

Frequency and Ranking Distribution of Respondents

According to Music Genres
Music Genres Frequency Ranking
Pop 19 1
R&B 17 2
Rock 17 3
Classical 15 4
Asian 14 5
Hip hop 12 6
Country 11 7
Alternative Rock 10 8
Jazz 9 9
Electronic 6 10
Blues 4 11
Modern Folk 3 12
Novelty 1 13
Caribbean and 22
0 14
Latin American
African 0 15
2
 This table shows the frequency and percentage distribution of the respondents by
the genre of music that students listen the most by providing freedom to choose more
than one genre. Pop music is the most listened genre of music from the respondents’
preference with a total frequency of 19. This states that Pop music appealed to teenagers
that focus on rhythms and romance which was significant nowadays (thefreedictionary,
2013).

R&B as the second most listened genre of music with a total of 17. Followed by the
Rock music on the third rank with a total of 202. This states that famous R&B artists like
Rihanna, Bruno Moderately Agreers, Chris Brown and Beyonce influence students to
hear in music (Artist Direct, 2013).

Classical music on the fourth rank with a total of 15. This states Classical music is
one of the most listened genres by people (Cooley, 2009).

Asian music with a total of 14 on the fifth rank. This states that Asian music is one of
the diverse music genre (Reck, 2009).

Hip-hop music on the sixth rank with a total of 12. This states that hip-hop ranked
sixth because across the globe and in time, hip-hop music was incorporated into their
local culture that had become the means of cultural expression (Bennett, 2001).

Country music on the seventh with a total of 11. This states that Country Music
because it had a distinctive sound which gave out a special feeling, the closeness to
reality (Rublowsky, 1967).

23
 Alternative Rock music with a total of 10 on the eighth rank. This states that
Alternative Rock ranked eighth because it differs greatly in terms of its sound, social
context and regional roots (Bennet, 2001).

Jazz on the ninth rank with a total of 9. This states that Jazz ranked ninth because it
was considered to have the combination of all melodies and rhythms by the people of the
New World (Rublowsky, 1967).

Electronic on the tenth rank with a total of 6. This states that Electronic ranked
tenth because it is defined to be acoustic in nature that live performers pluck the strings
and more (Billboard, 2013).

Blues music on the eleventh rank with a total of 4. This states that Blues music
ranked eleventh because people listen to the blues they relate whatever sadness or
troubles they're going through in life (Harden, 2016).

Modern folk music on the twelfth rank with a total of 3. This states that Modern
Folk ranked twelfth because some people find it real, it resembles the true life of people
(Kennedy, 2008).

Novelty music with a total of 1 on the thirteenth rank. This states that Modern Folk
ranked thirteenth because some people find these songs written and performed as
novelties have usually been comic songs (Firth, 2009).
The Caribbean and Latin American on the fourteenth rank with a total of 0. This
states that Caribbean and Latin American Music ranked fourteenth because European
influences that have shifted throughout the region over time (Behague, 2010).
And African music to be the least with a total of 0 resulting in the fifteenth rank out
of the fifteen genres the researchers include in this study. It has given the vastness of the
continent, is historically ancient, rich and diverse, with different regions and nations
of Africa having many distinct musical traditions. This states that African music. This
states that African music ranked list because some people can’t relate (Estrella, 2014).

24
Level Agreement on the Impact of Listening to Music to the Academic
Performance in General

Weig Verbal
Statemen
hted Interpretati
t
Mean on

It helps
me to
concentra MODERATE
te on
3.72
LY AGREE
things
that I do.
It helps
to
improv
e my
phonem
ic
(distincti
ve sound; MODERATE
B&V, F&P
3.76
LY AGREE
etc.)
Continuat
ion of
Table 11

Awarenes
s
It
provides
stimulatio
n when I
started to
feel
distracted
MODERATE
or 3.89
restless LY AGREE
and helps
me to
stay
engaged
on my
25
tasks. 2

25
It helps
me to
learn 3.29 AGREE
reading
properly.
It helps
me to
concent
rate on
my
daily MODERATE
activitie
3.97
LY AGREE
s in
school
that I
felt
boring.
Music
helps me
on
mentally MODERATE
solve
3.70
LY AGREE
multi-
step
problems.
Listenin
g to
music
gives
me
energy
to finish
3.21 AGREE
the
Mathem
atical
proble
ms.
Music
helps me
at
remembe
ring
images,
faces, and
MODERATE
fine 3.87
details LY AGREE
and
visualize
objects
from
different
angles.
Listenin
g to
music
improv
es my
Mathemat 3.05 AGREE
ical and
arithmeti
c
performa
nce

26
While
music is
being
played
it helps
me to 3.33 AGREE
understa
nd the
meaning
of what I
read.
Listenin
g to
music
contrib
utes to
MODERATE
my 3.58
ability LY AGREE
to spell
and
read
words.
Music
improves
my MODERATE
reading
3.60
LY AGREE
comprehe
nsion.
Music
helps
me in
my
memori
zation
of MODERATE
extende
3.80
LY AGREE
d
informa
tion
(music
and
text).
Music
increases
my task MODERATE
execution
3.85
LY AGREE
excellenc
e.
Music
helps me
stay MODERATE
engaged
3.59
LY AGREE
while
studying
Music
increases
MODERATE
my 4.13
productiv LY AGREE
ity.

Continu
ation of
4.02 MODERATE
27
 Table
11

Music
stimula
tes me
and LY
helps AGREE
me
execute
better
task
perfor
mance.
Music
helps me
MODERATE
build my 3.84
retention LY AGREE
abilities.
Music
increas
es my
inspirat
ion and MODERATE
focus
3.94
LY AGREE
toward
s my
school
tasks.
Overall
MODERATE MODERAT
Weighted 3.69
Mean LY AGREE 3.64 ELY AGREE
Note: Weighted Mean and its equivalent Verbal Interpretation based on the Scale: 4.51 Strongly Agree – 3.51
Moderately Agree – 2.51 Agree – 1.51 Disagree – 1 Strongly Disagree.

This table shows an overall weighted mean of 3.69 which that the students of Senior
High School Students Of Bernardo College moderately agreed to the statements of
impacts of listening to music.

In general, the statement “Music increases my productivity” ranked first with a

weighted mean of 4.13. This states that listening to music has long been thought to play a
role in increased productivity in the workplace (Uhrbrock 1961).

Also, the statement “Music stimulates me and helps me execute better task
performance” ranked second with a weighted mean of 4.02. This states that listening to
music fulfilled stimulus hunger and helped them execute better performance on a task
(Davies and Hockey, 1996).

28
 In addition, the statement “It helps me to concentrate on my daily activities in school
that I felt boring" ranked third with a weighted mean of 3.97. This states that listening to
music enables one to cope with any negative feelings associated with studying (e.g.,
boredom, fatigue) and avoid truly distractive behaviors (Haake, 2011).

Correspondingly, the statement “Music increases my inspiration and focus towards

my school tasks” ranked fourth with a weighted mean of 3.94. This states that listening
to music had the potential to serve as both a motivator and a focused distraction (Haake,
2011).

Likewise, the statement “It provides stimulation when I started to feel distracted or
restless and helps me to stay engaged on my tasks” ranked fifth with a weighted mean of
3.89. This states that music May provide enough stimulation for someone beginning to
be distractible or restless that they are able to stay engaged in the task at hand (Eysenck,
1967).

Similarly, the statement “Music helps me at remembering images, faces, and fine
details and visualize objects from different angles” ranked sixth with a weighted mean of
3.87. This states that the gains seen in more general IQ are likely to be the result of
specific gains in visual-spatial intelligence (Catterall and Rauscher, 2008).

Also, the statement “Music increases my task execution excellence” ranked seventh
with a weighted mean of 3.85. This states that listening in music before doing an
academic task helps to establish task execution excellence (Campbell, 1997).

Correspondingly, the statement “Music helps me build my retention abilities” ranked

eighth with a weighted mean of 3.84. This states that music exposure had significantly
2

better verbal learning and retention abilities, further, the longer the duration of music
training the better the verbal memory (Ho et al., 2003).

29
 Likewise, the statement "Music helps me in my memorization of extended
information (music and text)" ranked ninth with a weighted mean of 3.80. This states
that active engagement with music improve processing can, therefore, impact on the
memorization of extended information (music and text) (Schellenberg, 2003; Norton et
al., 2005).

Similarly, the statement "It helps to improve my phonemic (distinctive sound; B&V,
F&P etc.) awareness" ranked tenth with a weighted mean of 3.76. This states that
listening to music improves processing can, therefore, impact on the perception of
language which in also impacts on learning to read and sharpens the brain's early
encoding of linguistic sound (Hallam, S., 2010).

Also, the statement “It helps me to concentrate on things that I do” ranked eleventh
with a weighted mean of 3.72. This states that listening to music through personal
computers or headphones reported increases in inspiration and concentration towards
work tasks (Haake 2011).

In addition, the statement “Music helps me on mentally solve multi-step problems”

ranked twelfth with a weighted mean of 3.7. This states that listening to music function
as aids to enable enhancements when performing multiple tasks (Hallam & Proce, 1998).

Correspondingly, the statement "Music improves my reading comprehension"

ranked thirteenth with a weighted mean of 3.6. This states that students who listened to
the music while doing academic tasks found that their reading comprehension
performance has increased (Beentjes, Koolstra, & Van Dr Voort, 1996; Cmcec, Wilson, &
Prior, 2006).

Likewise, the statement “Music helps me stay engaged while studying” ranked 2

fourteenth with a weighted mean of 3.59. This states that some of these stimuli are
depending on a student’s personal study preference. To help them stay engaged, the
students regularly listen to music while studying (Beentjes, Koolstra and van der voort,
1996).

30
 Similarly, the statement "Listening to music contributes to my ability to spell and
read words" ranked fifteenth with a weighted mean of 3.58. This states that listening to
music develop the spelling and reading ability (Anvari et al., 2002).

Also, the statement "While music is being played it helps me to understand the
meaning of what I read" ranked sixteenth with a weighted mean of 3.33. This statement
states that there was a wide-ranging result that shows good effects of music. For
instance, shows that listening to the music while it is being played in the study hall
enhanced the reading comprehension of the students (Hall's classic, 1952).

In addition, the statement "It helps me to learn reading properly" ranked

seventeenth with a weighted mean of 3.29. This states that listening to music improves
reading development (Anvari et al., 2002).

Correspondingly, the statement "Listening to music gives me the energy to finish the
Mathematical problems" ranked eighteenth with a weighted mean of 3.21. And the
statement "Listening to music improves my Mathematical and arithmetic performance"
ranked last with a weighted mean of 3.05. These statements express that students scored
better on Mathematical questions while listening to music (Hallam & Price, 1998).

Test for Significance on the Respondents’ GWA to the Impact of

Listening to Music to the Academic Performance

GWA
Impact Pearson r p-value Decision Remarks
Not
-0.042 0.402 Failed to Reject HO
Significant
Note: If p value is less than or equal to the level of significance which is 0.5 reject the null hypothesis
otherwise accept. Correlation coefficient values: ±0.76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.26 -
±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 - ±0.10 Very Weak

As shown on table 27, there is Pearson of -0.042 with a p-value of 0.402(0.402>.05),

indicating failed to reject the hypothesis. Based on these results, there is no significance

31
on the respondents of the Senior High School Students Of Bernardo College when they
are grouped by their respective General Weighted Average. The effects to the academic
performance are depending on a student's personal study preference. To help them stay
engaged, the students regularly listen to music while studying (Beentjes, Koolstra, and
van der Voort, 1996)

Test for Significance on the Respondents’ Time Length of

Listening to the Impact of Listening to Music
to the Academic Performance

Time Length of Impacts

Listening Chi-square p-value Decision Remarks
to Music
40.47 0.000 Reject Ho Significant
Note: If p value is less than or equal to the level of significance which is 0.5 reject the null hypothesis
otherwise accept. Correlation coefficient values: ±0.76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.26 -
±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 - ±0.10 Very Weak

As shown on table 28, there is a Chi-square of 40.47 with a p-value of

0.000(0.000>.05), indicating the rejection of the null hypothesis. Based on these results,
there is significance on the respondents of the Senior High School Students Of Bernardo
College when they were grouped by the length of time listening to music. The more that
students spent their hours on music streaming, the more it affects their performance, it is
either impaired or boosted (Cooke, 2013).

32
 Test for Significance on the Respondents’ Type of Music to the Impact of
Listening to Music to the Academic Performance

Type of Music

Impacts pearson r p-value Decision Remarks

0.010 0.848 Failed to Reject HO Not Significant

Note: If p value is less than or equal to the level of significance which is 0.5 reject the null hypothesis
otherwise accept. Correlation coefficient values: ±0.76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.26 -
±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 - ±0.10 Very Weak

As shown on table 29, there is a pearson of 0.010 with a p-value of 0.848(0.848>.05),

indicating failed to reject the hypothesis and so there is no significance between the type
of music and impacts of listening to music. Researches have established that music can
either distract or facilitate cognitive task performance, improved performance in the
presence of music might be directly related to the type of music listened to (Cockerton,
Moore, & Norman, 1997)

Chapter 5

33
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the result based on the factors, conclusions,

and recommendations of the study.

Summary of Findings

In the length of time students listen to music, we found out that most of them listen to

music for about 30-60 minutes a day with a frequency of 12 and percentage of 67.8%.

1. In the types of music, most of the respondents preferred loud music to listen to

with a frequency of 12 and percentage of 60.51%.

2. In genres, most of the respondents preferred Pop music being the rank 1 with a

frequency of 13. And the least preferred genre is African music being the rank 15 with a

frequency of 8.

3. In general on the level of agreement on the impacts, the statement “Music

increases my productivity” ranked 1 with a weighted mean of 4.13 and the statement

“Listening to music improves my mathematical and arithmetic performance” ranked 19

with a weighted mean of 3.05.

4. In the relationship between the demographic profile and the impacts of listening to

music, the researchers found out that there are no significance on the year level and the

impacts of listening. There is also no significance on the general weighted average and

the impacts of listening. Lastly, there is significance of the colleges and the impacts of

listening to music on the academic performance.

5. There is significance between the time length of listening and the impacts of

listening to music to the academic performance.

34
6. There is no significance between the impacts of listening to music to the academic

performance and types of music.

Conclusion

With a very good of General Weighted Average (GWA) of the students ranging from

91 to 82, this means that the students of Bernardo College inquire good grades but not all

of it is a benefit of listening to music. Some students use music as their motivation and

some are not. It varies to the study habits.

Regarding with the time length, 30-60 minutes and more per day garnered the first

place which means that the students of Bernardo College spend most of their hours

listening to music. The effects of it is evident to each of them, it is either good or bad,

depending to their music preference, tolerance, behavior, and attitude towards the tasks.

Loud music is most listened, this means that this type of music really affects the

behavior and attitude of the students. This is the most preferred for the reason that it

really fits the generation and it induces satisfaction and mood enhancement of the

students.

The most preferred music genre is Pop Music which means that students pick this

genre for it really blends the current situation. Being also known as Popular Music, this

genre is widely spread. It is a main stream of music which covers a lot of music

enthusiasts and music listeners.

35
 The statement “Music increases my productivity” ranked one for being the most

agreed statement which means that the student of this university really see music as a

huge influence to their task, job, and study productivity. It boosts their eagerness to

finish the task efficiently while the statement “Listening to music improves my

mathematical and arithmetic performance” ranked lowest for being the least agreed

which means that some of the students did not see music as a good influencer in

regarding to their mathematical and arithmetic-related tasks.

There is no significant relationship between the year level and the impact of music

listening which means that the effect of music listening really do not vary on the year

level. Also, there is no relationship between the General Weighted Average (GWA) and

the impact of music listening, this means that the impact do not reflect to the garnered

grades of the college students. It depends on how their use music as a study habit or not.

In addition, there is no significant relationship between the type of music and the impact

of it to the academic performance, this means that the effects of music listening depends

on the type of music choice. A preferred music type and music genre greatly affects the

academic performance. In contrast, there is a relationship between colleges and the

impacts which means that the effects of music listening depends on the activities that are

used by the college. It also varies what are the related subjects of their respected

colleges. Relatively, there is also a significant relationship between the time length of

music listening and the impacts which means that the hours of listening affects the

output of the tasks. It is either good or bad.

Recommendation

36
1. For the future studies about this, the researchers recommend adding more basis

on the academic performance for the reason that general weighted mean is not accurate

to evaluate the intelligence of students.

2. The researchers recommend the school as a whole to allow students to listen to

music while reviewing and/or taking the examinations or activities given to them, but

the professors have the rights to check the playlist of the students – based on their

preferred type of music and music genre.

3. For the time length of listening, the researchers recommend to maintain a

maximum of 60 minutes of listening to music while studying, for there are bad effects on

listening too much – bad hearing conditions and focus.

4. The researchers recommend to students to have an appropriate type of music

while studying to avoid distractions.

5. The researchers also recommend to choose and pick wisely the music genre they

think that is helpful. In addition, to be aware of the genres that are too distracting and

too relaxing too hear.

6. The researchers also recommend to listen to music while doing productivity-

related tasks for it increase the efficiency and the accuracy of the job.

7. The researchers recommend separate rooms for those students who prefer to

listen to music while studying to avoid destructing other students.

REFERENCES

37
Abril, C. R., Gault, B. M. (2008) The State of Music in Secondary Schools, The Principal’s

Perspective. Journal of Research in Music Education. Vol. 56(1), 68-81.

Ahtisaari, M. (2015 July 30) Why do we listen to Music

http://syncproject.co/blog/why-do-we-listen-to-music

Anvari S.H., Trainor L.J., Woodside J. and Levy B.Z. (2002). Relations among musical

skills, phonological processing, and early reading ability in preschool children.

Journal of Experimental Child Psychology, 83, 111-130.

Beeson, Sean. (2004). Morning Light. On Ivory Dreams [CD]. United States: Serenity

Studio LLC.

Beveridge, Tina (2010). No Child Left Behind and Fine Arts Classes. Arts Education

Policy Review. 111, 4-7

Blum, R. W. (2005). A Case for School Connectedness. The Adolescent Learner. Vol. 62

No. 716-20.

Bond, L. et al. (2006) Social and School Connectedness in Early Secondary School as

Predictors of Late Teenage Substance Abuse, Mental Health, and Academic

Outcomes. Journal of Adolescent Health 40 (2007) 357.e9 –357.e18.

Cabanac, A., Perlovsky, L., Bonniot-Cabanac, M. C., & Cabanac, M. (2013). Music and

academic performance. Behavioural Brain Research, 256, 257-260.

Campbell, J. B. and Hawley, C. W. (1982). Study habits and Eysenck's Theory of

Extraversion-Introversion. Journal of Research in Personality, 16, 139±146.

38
Carter, P., Welner, K. G. (2013). Closing the Opportunity Gap. Oxford University Press.

NY,NY

Catterall, J. (2012). The Arts and Achievement in At-Risk Youth: Findings from Four

Longitudinal Studies. National Endowment for the Arts.

Catterall J.S. and Rauscher F.H. (2008). Unpacking the impact of music on intelligence.

In W Gruhn and FH Rauscher eds. Pp 171-201. Neurosciences in music pedagogy.

Nova Science Publishers, New York.

Cockerton, T., Moore, S., & Norman, D. (1997). Cognitive test performance and

background music. Perceptual and Motor Skills, 85(3, Pt 2), 1435-1438.

Cooper, B.B. (2014) 8 Surprising ways Music affects and benefit our brains

https://blog.bufferapp.com/music-and-the-brain

Deflin, K. (2016 February 17) 10 Positive effects of listening to Music, According to

Science

Demon Hunter. (2004). Not ready to die. On Summer of Darkness [CD]. Nashville,

United States: Solid State.

Dobbs, S., Furnham, A., & McClelland, A. (2011).The effect of background music and

noise on the cognitive test performance of introverts and extraverts. Applied

Cognitive Psychology, 25(2), 307–313.

Eastman School of Music University of Roshester, Music Theory – Music Cognition

https://www.esm.rochester.edu/theory/music-cognition/

39
Elpus, Kenneth (2013). Is it the Music of is it the Selection Bias? A Nationwide Analysis

of Music and Non-Music Students’ SAT Scores. Journal of Research in Music

Education. Vol. 61, 175-194.

Elpus, Kenneth (2014). Evaluating the Effect of No Child Left Behind on U.S Music

Course Enrollments. Journal of Research in Music Education.

Erkman, F. et al. (2010). Influence of Perceived Teacher Acceptance, Self-Concept, and

School Attitude on the Academic Achievement of School-Age Children in Turkey.

Cross-Cultural Research, 44(3) 295–309, SAGE Publications.

Flashman, J. (2014). Friend Effects and Racial Disparities in Academic Achievement.

Sociological Science 1: 260-276

Freund, P. A., & Holling, H. (2008). Creativity in the Classroom: A Multilevel Analysis

Investigating the Impact of Creativity and Reasoning Ability on GPA. Creativity

Research Journal, 20:3, 309-318, DOI:10.1080/10400410802278776

Furnham, A., & Bradley, A. (1997). Music while you work: The differential distraction of

background music on the cognitive test performance of introverts and

extraverts. Applied Cognitive Psychology: The Official Journal of the Society for

Applied Research in Memory and Cognition, 11(5), 445-455.

Gallagher, J. (2015 February 27) Cut music to 'an hour a day' – WHO

Gault, B. M., & Miksza, P. (2014). Classroom Music Experiences of U.S. Elementary

School Children: An Analysis of the Early Childhood Longitudinal Study of 1998–

1999. Journal of Research in Music Education.

Goodman, E. (1999). The Role of Socioeconomic Status Gradients in Explaining

Differences in US Adolescents’ Health. American Journal of Public Health.

40
Goodwin, E.(2015 January 31) Do or Don’t: Studying while listening to music

Hallam, S. (2010). The power of music: Its impact on the intellectual, social and

personal development of children and young people. International Journal of

Music Education, 28(3), 269-289.

Hallman, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary

school's pupils' task performance. Educational Studies, 28(2), 111-122.

Jenkins, J. S. (2001). The Mozart effect. Journal of the royal society of medicine, 94(4),

170-172.

Kaplan, L. & Owings, W. (2013). Culture Re-boot: Reinvigorating School Culture to

Improve Student Outcomes. Corwin, A SAGE Company. pg. 146-154. Intolubbe-

Chmil 24

Kraus, N., Slater, J., Thompson, E. C., Hornickel, J., Strait, D. L., Nicol, T., White-Schwoch,

T. (2014). Music Enrichment Programs Improve the Neural Encoding of Speech in

At-Risk Children. The Journal of Neuroscience. 34, 11913-11918.

Konz, S. A. (1962). The effect of background music on productivity of two diferent

monotonous tasks. Paper to Human Factors Society, New York.

Lamb, B. (2013 ). What is Pop Music? A Definition and Brief History. Retrieved August

28, 2013, from About.com:

http://top40.about.com/od/popmusic101/a/popmusic.htm

41
Lee, J. & K. Wong (2004) The Impact of Accountability on Racial and Socioeconomic

Equity: Considering Both School Resources and Achievement Outcomes.

American Educational Research Journal. 41(4), 797-832.

Levinowitz, L. M. (2009). Research Findings on the Music Together Preschool Program

Model. Music Together LLC.

Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an Enabler for Academic

Success. Psychology Review, 02796015, 2002, Vol. 31, Issue 3.

Major, M. L. (2013). How They Decide: A Case Study Examining the Decision-Making

Process for Keeping or Cutting Music in a K-12 Public School District. Journal of

Research in Music Education. 61(1), 5-25.

Miksza, P. (2007). Music Participation and Socioeconomic Status as Correlates of

Change: A Longitudinal Analysis of Academic Achievement. Bulletin of the

Council for Research in Music Education. No. 172, 41-58.

Miksza, P. (2010). Investigating Relationships between Participation in High School

Music Ensembles and Extra-musical Outcomes: An Analysis of the Education

Longitudinal Study of 2002 using a Bioecological Development Model. Bulletin of

the Council for Research in Music Education. University of Illinois Press. No. 186,

7-25

Montgomery, L. E, et al. (1996). The Effects of Poverty, Race, and Family Structure on

US Children’s Health: Data from the NHIS, 1978 through 1980 and 1989 through

1991.American Journal of Public Health, Vol. 86, No. 10, 1401-1405.

2

Pool, M. M. (2002). Distraction effects of background television on homework

performance. Noise and Vibration Worldwide, 33(1), 24-28.

42
Rauscher, F.H. (2002). Mozart and the mind: Factual and fictional effects of musical

enrichment. In J. Aronson, ed. Improving academic achievement: Impact of

psychological factors on education, pp. 269-278. Academic Press, New York.

Rauscher, F.H. (2009) The impact of music instruction on other skills. In Hallam, S.,

Cross, I & Thaut, M. (eds) The Oxford Handbook of Psychology of Music, pp 244-

252. Oxford: Oxford University Press.

Rufino, C. C. (2013). The Effect of Background Music to College Students' Academic

Performance (Doctoral dissertation, De La Salle University–Manila).

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist,

26, 207-231.

Smith, C.A., & Morris, L. W. (1977). Differential effects of stimulative and sedative music

anxiety, concentration, and performance. Psychological Reports, 41, 1047-1053.

Southgate, D. E., & Roscigno, V. J. (2009). The Impact of Music on Childhood and

Adolescent Achievement. Social Science Quarterly, 90(1), 4-21.

Testo, B. (2013, January 8). Korean Pop: the Hub of K-Pop Success. Retrieved August 31,

2013, from Hubpages.com: http://brett-tesol.hubpages.com/hub/Korean-

PopKPop

the free dictionary. (2013). musical comedy. Retrieved August 20, 2013, from

http://www.thefreedictionary.com/musical+comedy

43
the free dictionary. (2013). pop music. Retrieved August 20, 2013, from

http://www.thefreedictionary.com/pop+music

Types of music, (2013). Electronic Music Definition. Retrieved September 1, 2013, from

http://www.types-of-music.net/electronic/

Urban Dictionary . (2013). R&B. Retrieved August 28, 2013, from Urban Dictionary:

Wise, R. (2016 December 27) In behaviour strategiesm educational strategies & tips,

educators

44
45