Chapter 1

Introduction

The Problem and it’s Background

Music has accompanied us since our early existence. Historically, music had also

been used in social bonding, comfort, coordinating physical labor , the preservation and

transmission of oral knowledge, ritual and religion, and the expression of physical and

cognitive fitness.

Today, recent studied have suggested that a person’s music genre preference is linked

to his or her performance in work or in study. Along with that, non music listeners are

considered less efficient but nonetheless effective.

Other than cognitive effect, music also mirrors our personality and affects our

emotions. If you like classical or jazz, you may perceive yourself as an intellectual; if you see

yourself as a rebel, then you may tend to favor rock or heavy metal.

Many individuals today use this effect of music in our emotions for mood regulations

and enhancement. Music is used to enhance the concentration and cognitive function to

maintain alertness and vigilance (Emery, Hisao, Hill, & Frid 2003) and increase work

productivity (Newnan, Hunt, & Rhudes, 2004). Moreover, it may have the ability to enhance

cognitive networks by the way in which music is organised.

 However, music has been one of the most underrated factor in learning. This is mostly

because people think different or lesser of its relevance yet it has been with us since

prehistoric era starting from the point of preliterature and the very late geological history.

In order to clarify this ignored effect of music, the researcher will conduct a school

bases research on the academic performance of students with different music preferences in

Southwestern Institute of Business and Technology.

 Statement of the Problem

This study was conducted to investigate the Academic Performance of Students with

Different Music Preferences in Southwestern Institute of Business and Technology during the

school year 2017-2018

Specifically the study attempts to answer the following questions

1. What specific music preference renders the highest level of academic performance?

2. What are the the effects of music choice to an individual’s academic performance?

3. What are the profile of the respondents in terms of :

a. Age

b. Gender

c. Grade Average

Significance of the Study

This study would be relevant to the following:

Youth- the results of this study would help them realize that a subtle influence such as music

could have a cognitive effect on them which could help them garner focus and motivation

Educators- the useful and relevant information acquires from this study will encourage them

to use music for their benefit. The inclusion of music itself could help fasten the learning and

thinking process and incorporating it in such a way that is is both entertaining and also

psychologically helpful.

Organizations- this would help organizations with another approach to productivity. Since

music affects efficiency in the workplace, they could use it to their advantage to enhance

productivity and efficiency in their workplace

Scope and Delimitation of the Study

This study will focus on the academic performance of the students with different

music preferences. The study is to be conducted within the premises of the Southwestern

Institute of Business and Technology, School year 2017-2018. This study however will focus

primarily on the music preference of the students within the area of study and will not be able

to cover all music preferences

 Research Paradigm

The theory presented will serve as a basis for the initial assumptions of this

research and as a guideline to the feasible result of the study.

Music Choice Theory

Tracey Cockerton, Simon Moore, Dale Norman

This theory states that a certain type of music has a specific cognitive effect, (for

example: listening to classical could help in memory and retention) on a group of individual 

listening to it which would influence their learning and thought process. The theory presented

reveals that music could not only affect our emotional behavior but also our thought process,

in a way that we receive information in a more efficient way because, depending on the type

of music, an individual could improve his/focus, as well as their memory and retention and

their overall performance as well.

To point out an obvious fact, the theory is relevant to the study not only because it is

parallel to the study itself but also because it serves as the starting point to the study.

Conceptual Framework
 The above figure represents the relationship of the dependent and independent

variables under the observation of study in symbolic form. The independent variable which is

the students music preference directly affects the dependent variable which is the academic

performance of the students.

Definition of Terms

To further understand this study, the following terms are defined;

Academic Performance- the students/respondents grade average

Cognitive effect- the way something affects our thought process and learning process

Music- a collection of sounds or tunes organised in such a way that it is melodious to the

listener

Music Preference- an individual’s preferred music genre (i.e. jazz, RNB, alternative, rock,

etc.)
 Chapter II

Review of Related Literature and Studies

Related Literature

Foreign Literature

The role of music in facilitating language skills contributes to the development of

reading skills. An early study where music instruction was specifically designed to develop

auditory, visual and motor skills in 7-8 year old students over a period of 6 months, found

that the mean reading comprehension scores of the intervention group increased while those

of the control group did not (Douglas and Willatts, 1994). Similarly, Gardiner et al. (1996)

provided children with seven months of training alongside visual arts instruction. Their

reading scores were compared with controls and were found to have shown greater

improvement. Phonological awareness is linked to early reading skills in 4-5 year old

children (Anvari et al., 2002) and moderate relationships have been found between tonal

memory and reading age (Barwick et al., 1989), although finding the main and subsidiary

beats in a musical selection has not been found to be a significant predictor of reading in 3rd

and 4th grade students (Chamberlain, 2003). Several studies have found no difference in

reading between children receiving musical training and controls (e.g. Lu 1986; Montgomery,

1997; Bowles, 2003; Kemmerer, 2003), although Butzlaff (2000) in a meta-analysis of 24

studies found a reliable relationship. While overall, the research shows a positive impact of

musical engagement on reading, differences may be explained by the nature of the children’s
prior and current musical experiences and their already developed reading skills. If language

skills are well developed already, musical activity may need to focus on reading musical

notation for transfer benefits to occur in relation to reading. There may also be other factors

which need to be taken into account. For instance, Piro and Ortiz (2009) focused on the way

that learning the piano might impact on the development of vocabulary and verbal

sequencing in second grade children. 46 children who had studied piano for 3 consecutive

years participated as part of an intervention programme, while 57 children acted as controls.

At the end of the study, the music learning group had significantly better vocabulary and

verbal sequencing scores.

However, they had already been playing the piano for two years but with no

differences in reading between their skills and those of the control group. The authors

suggested a number of reasons for this: because it takes a long time for effects to be felt;

because the age of tuition is important; or because the summer holidays prior to testing may

have lowered initial their scores.

There may also have been changes in the nature of the tuition and the development of

fluency in reading music which impacted on transfer. Overall, there do seem to be benefits

for engaging in musical activities in relation to reading beyond those associated with

language development but our understanding of these processes is currently limited. Some

studies have focused on children who are experiencing difficulties with reading. Nicholson

(1972) studied students aged between 6- 8 categorised as slow learners. After music training

the experimental group exhibited significantly higher reading scores scoring in the 88th

percentile versus the 72 percentile. After an additional year of musical training the reading

scores of the experimental group were still superior to the control group’s scores. Movsesian

(1967) found similar results with students in grades 1, 2, and 3.

 One way in which music instruction may help reading in addition to those relating to

more general perception, timing and language skills is that it increases verbal memory. Chan

et al. (1998) showed that learning to play a musical instrument enhanced the ability to

remember words. Adult musicians had enlarged left cranial temporal regions of the brain, the

area  involved in processing heard information.

Those participants in the study with musical training could remember 17% more

verbal information that those without musical training. Ho et al (2003) supported these

findings in a study of 90 6-15 year old boys. Those with music training had significantly

better verbal learning and retention abilities, further, the longer the duration of music training

the better the verbal memory. A follow up study concluded that the effect was causal. There

were neuro-anatomical changes in the brains of children who were engaged in making music.

Much less attention has been paid to the influence of active engagement with music on

writing than reading. An exception was a study where children from economically

disadvantaged homes participated in instruction which focused on the concepts of print,

singing activities and writing, The children in the experimental group showed enhanced print

concepts and pre-writing skills (Standley and Hughes, 1997). Register (2001) replicated this

work with a larger sample of 50 children. Results again showed significant gains for the

music-enhanced instruction in writing skills and print awareness.

Historically, it has long been assumed that there is a strong connection between music

and mathematics (Vaughn, 2005). Musicians playing from notation are constantly required to

adopt quasi-mathematical processes to sub-divide beats and turn rhythmic notation into

sound. However, this type of activity is not related to all aspects of mathematics. Transfer is

only likely to occur when the skills required are ‘near’.

 This is supported by a recent study which showed that children receiving instruction

on rhythm instruments scored higher on part-whole maths problems than those receiving

piano and singing instruction (Rauscher et al., submitted). Research exploring the

relationships between mathematics and active musical engagement has had mixed results. For

instance, Geoghegan and Mitchelmore (2004) investigated the impact of a music program on

the mathematics achievement of preschool children. The group of children involved in

musical activities scored higher on a mathematics achievement test than the control group,

although home musical background may have been a confounding factor.

Gardiner et al (2006) researching the impact of an arts programme also found that

participating children performed better in mathematics than those who did not, those

participating the longest having the highest scores overall. A study using a national US data

base also found positive effects for engagement with music. Catterall et al. (2006) using the

NELS:88 data compared low socio economic status students who exhibited high math

proficiency in the 12th grade and found that 33% were involved in instrumental music

compared with 15% who were not involved. Focusing on children learning to play an

instrument, Haley (2001) found that those who had studied an instrument prior to 4th grade

had higher scores in mathematics than those in other groups. However, Rafferty (2003) found

no effect of the Music Spatial-Temporal Maths Program on the mathematics achievement of

second graders.

The contradictory outcomes of the research might be explained by the types of

musical activities engaged in and the length of time spent. Addressing these issues, Cheek

and Smith (1999) examined whether the type of music training was related to mathematics

achievement in 8th grade.

 Those who had two or more years of private lessons had higher scores, while those

learning keyboard instruments had higher scores than those learning other instruments.

Length of engagement were considered by Whitehead (2001) who found that middle and high

school students who were placed in high, moderate and no treatment groups for music

instruction differed in mathematics gains.

Related Studies

Foreign Studies

Many students listen to music to alleviate the emotional effects of stress and anxiety

when engaged in complex cognitive processing, such as studying for a test, completing

homework assignments, or while reading and writing. This practice is so common that it

would be beneficial for college students to understand the role that music plays on cognitive

performance. Research demonstrating the effects of music on performance is well

documented, but have shown ambiguous evidence on this matter. In studies conducted to

learn about the effects of musical distraction on cognitive task performance, the findings have

demonstrated the idea of music improving cognitive performance (Cockerton, Moore, &

Norman,), but there has also been research contradicting those results, where music was

found distracting for participants performing cognitive tasks (Furnham & Bradley, 2001).

However, with the plethora of music genres available to music listeners, it is important to

understand how different types of music impact performance. Additionally, very few studies

address the interaction between the intensity or volume of the music played and its effect on
cognitive processing. The present study aims to understand the effect of listening to different

genres of music to the students academic performance.

Many students choose to listen to a preferred genre of music when they study or do

their homework without understanding the potential harmful effects of such practice. A study

conducted by Smith and Morris (2000) addressed this question by studying the effects of

sedative and stimulative music. The study focused on the influence these two distinct genres

of music have on performance, anxiety, and concentration. Participants had to indicate their

preferred genre and were requested to repeat a set of numbers backwards while listening to

either the stimulative, sedative, or no music. The results indicated that participants performed

worse while listening to their preferred type of music. Additionally, in the no music

condition, participants performed best.

These results indicate that a preferred type of music can serve as a distracting factor

when one is engaged in a cognitively demanding task perhaps due to the fact that less

cognitive resources are available when the attention is drawn to the lyrics, emotions, and

memories that such music can evoke. Participants who listened to sedative music performed

better than participants who listened to simulative music and worse than those who listened to

no music at all. These results indicated that stimulative music is a stronger distractor and

obstructs cognitive processing more than sedative music does.

Although previous research has established that music can either distract or facilitate

cognitive task performance, improved performance in the presence of music might be directly

related to the type of music listened to (Cockerton, Moore, & Norman,). A study conducted

by Hallman, Price, and Katsarou, (2002) supported this argument. In fact, they tested the

effect of calming and relaxing music on arithmetic and memory performance tests in children

ranging from ages ten to twelve. They found better performance on both tasks in the calming
and relaxing music condition when compared with a no-music condition. They also tested

these children in an arousing, aggressive, and unpleasant music condition, and the results

showed that their performance on both tasks was heavily disrupted and led to a lower level of

reported altruistic behavior by the children (Hallman, Price, & Katsarou, 2002). Although

these data did not find that calming music enhanced performance, one might imply that this

type of music can provide a soothing environment that puts students at ease, facilitating

cognitive processing.

The present study considers the effects of two different types of music at varying

intensities on cognitive task performance and compared them to tasks performed in silence. It

was predicted that tasks performed in silence would yield better results than tasks performed

both in the soft music and the loud music conditions, demonstrating that music is a distracter

to cognitive performance. Additionally, performance scores were expected to be significantly

lower in the presence of loud music at a high intensity, suggesting that both the type of music

and the volume at which the music is played are contributors to the distracting effect of

music. Finally, performance was predicted to be significantly higher in the presence of soft

music compared to loud music.

 Chapter III

Methodology

Research Methods

This is a qualitative research using phenomenological approach. Qualitative research

done firsthand and foremost an exploratory study, a type of social science study which

focuses on qualitative works with non numerical data and sought to interpret meaning deem

the data to help understand social life through the research of targeted group of people at a

certain place. It is used to understand behavior, attitude, manners, reactions, concerns,

motivation, lifestyle, and culture.

Real life situations are indeed one of the most invigorating things to explore which is

why phenomenology is the appropriate approach to this study. It seeks to understand the

perspective of he grade qe students of Southwestern Institute of Business and Technology

regarding their music preferences.

The primary objective of phenomenology is to directly study and describe a certain

phenomena as it is consciously experienced without theories about their casual explanations

of their objective reality. (Manen, 1990)

Phenomena could account as events, concept, experiences and situations. It aims to

transform those lived experiences from individuals who experience a specific phenomenon.

The collected data is then analysed, organised, and interpreted by the researcher.
 Research Locale

The research will be conducted within the premises of he Southwestern Institute of

Business and Technology, Panggulayan, Pinamalayan, Oriental Mindoro. SIBTech has a

population of approximately 303 senior high school students; ten of which will be involved in

the study.

Respondents of the Study

The researcher considered the Grade 12 Humanities and Social Science Students of

Southwestern Institute of Business and Technology as the respondents.

It is highly advantageous to choose respondents in one class to ensure that they are

grades the same way which will create less conflicting results.

Sampling Technique

The study will use purposive sampling under non probability sampling. Non

probability sampling focuses on sampling techniques wherein the respondents are chosen

based on the researcher’s judgement.

Purposive sampling is chosen because it does not aim to randomly select units from a

population to create a sample with the intention of making generalisations, instead it focuses
on particular characteristics of the population that are of interest and is relevant to the study.

Research Instrument

Personal, semi-structured interview method will be used in the study. As it is an

appropriate method to use when exploring practitioners perspective due to the qualitative

nature of the study. A semi-structured interview with help the researcher to further explore

particular themes, topics, and responses.

Data Gathering Procedure

The researcher personal administered the interview to each of the respondents. They

conferred and discussed the significance of the Study and accomplished a successful two-way

discussion

The one-on-one interview was given a flexible time period to express further the

details and prevent the respondents from giving hasty responses.

After the interview, the data that was collected was organized for analysis. The data

will be used for interpretation and analysis for the next chapter.
 Chapter IV

Presentation , Interpretation, and Analysis of Data

Results

This part seeks to present the data gathered from the subjects/respondents. In light of

that, the relevance and significance of the data will also be discussed in this chapter.

I. After administering the data after the interview, the answers were then reviewed for

clarifications from the respondents point of view if there were any misunderstood or unclear

responses. The first part of the interview consist mainly about the profiling of the

respondents.

Table 1. Frequency and Percentage Distribution of the Respondents Gender

Gender Frequency Percentage

Male 3 30%

Female 7 70%

Total 10 100%
 Table 1 shows the frequency and percentage distribution of the respondents gender

wherein 3 are male; which is 30% of the respondents, and 7 females which is 70% of the

respondents.

Table 2. Frequency and Percentage Distribution of the Respondents in terms of their

Age

Age Bracket Frequency Percentage

15-17 6 60%

18-20 4 40%

21 and above 0% 0%

Total 10 100%

Table 2 shows the corresponding frequency and percentage distribution of the

respondents in terms of their age. Six of the respondents fall within the age bracket of 15 to

17 which accounts to 60% of the respondents whilst four of the respondents fall within the

age bracket of 18 to 20 which accounts to 40% of the respondents and none of the

respondents are aged 20 and above.

Table 3. Frequency and Percentage Distribution of the Respondents in terms of their

Grade point Average in the Last Semester

 Grade Point Average in the Frequency Percentage

Last Semester

84-88 5 50%

89-93 3 30%

94-98 2 20%

99 and above 0 0

Total 10 100%

Table 3 shows the frequency and percentage distribution of the respondents grade

point average. Respondents whose academic performance which are rated within 84 to 88 are

5 which accounts for 50%; three respondents have grades that fall within 89-93 and accounts

for 30%; two of the respondents have grades that fall within 94-98 which accounts for a 20%.

II.

1. How do you define your music preference? In what genre does your music choice

fall into?

The first question deals with the respondents music preference. The researcher

discussed and talked about the respondents preferred music and analysed what general they

fall into. Most of the respondents are well informed about this which is why most of them

know what to answer.

"Madami. ...kasi pabago-bago but I usually get stuck up with pop and alternative rock..."

"Depends on my mood pero I like K-Pop, Rnb, and Contemporary"

"...alternative rock, alternative indie, and pop is mostly what I listen to..."

"Church and Gospel, Indie, Pop and most of the songs with meaningful lyrics"

"Syempre, K-Pop then, pop, and also hiphop"

Respondents number 1, 2, 3, 4, and 5 respectively have different preferred music but

all of the five of them admitted to listening to pop music/contemporary music.

"I listen mostly to pop music, and techno, [tapos] EDM"

"Acoustic, Ballad, Pop, Alternative Rock, and mostly songs from Coldplay"

"I tend to change my music taste every once in a while but I like electronic and dance, and

more often than not switch back to pop music"

"Alternative and Contemporary lang mostly"

"Country and acoustic"

 Respondents 6, 7, 8, 9 , and 10 respectively have alternating choice in music with

most of them liking contemporary, alternative, and EDM or electronic dance music.

All of the respondents enjoy Contemporary music and Alternative. Dance, EDM, and

Techno also fall under the category of pop music.

2. Do you think your music choice affects your cognitive ability moreover your

academic performance?

This question specifically asks if the respondents perceive music as a factor which

affects our way of thinking to the extent that it also affects their academic performance not in

the sense that music is accompanied in studying but separately.

Eight out of the ten respondents agreed that music affects their way of thinking while

the rest disagreed that music links our academic performance and cognitive abilities.

3. Do you accompany studying with music?

The third question deals with their exposure in music, the duration of time they spend

listening to music, and if/when they accompany music whilst studying.

Seven out of the ten respondents agreed that they most often accompany studying

with music. Three of them, however, detested on the claim and reasoned that it was

distracting. 
 4. How do you think music preference affects your academic performance?

This question deals with the perception of the respondents as to what the effects of

music are in their academic performance.

"It helps me focus, but still it depends on what type of music you’re listening to. There is a

tendency for it to be distracting"

"...because they influence our current state of mind..”

"Because they influence us on how we think, and sometimes they’re really informative so

you’ll learn too"

"There are many benefits when you love music... which includes having a wider vocabulary"

Six of the respondents positively responded with the effects of music on them. Some

of their answers include having much better concentration and focus, influence in their

current state of mind and the advantage in language skills-having a wider vocabulary, and

communication skills.

Two of the respondents answered that there is no interlinking factor between the

academic performance of students and their music preferences.

The rest (two) of the respondents dealt on "maybe".

 Discussion

In relation to the music preference of students with their  academic performance, the

respondents whose grade point average fall between 89-93 displays a varying interest in the

genres of pop and alternative music.

The respondents also pointed out certain effects of music in there academic

performance as well as their cognitive ability such as increase in focus and concentration,

communication and language skills, and positive influence to their state of mind which helps

them think clearly.

In light of this, music has a generally positive effect to our cognitive abilities which in

turn affects our academic performance with regards to the interview with the respondents. In

studies conducted to learn about the effects of musical distraction on cognitive task

performance, the findings have demonstrated the idea of music improving cognitive

performance (Cockerton, Moore, & Norman,)

But there has also been research contradicting those results, where music was found

distracting for participants performing cognitive tasks (Furnham & Bradley, 2001) This is

true in the sense that the same positive effect of music on our academic performance is

different. Feedback from two different individuals could have a lot of difference; the other

may perceive music as a distraction and the other, and motivator.

However, this study is not conclusive because it has many faults. First, the sample

size is very small. A larger study is recommended in the future. Second, the sample was not
very diverse, as it was taken all from one college, which does not accurately reflect college

students across the nation or world.

Another factor not considered in this short interview is socioeconomic class and racial

diversity. Music choices often correlate with these factors, so there may be many other

hidden causal factors for the results. Finally, the survey relies on honest people telling the

truth to get accurate results. In the future, a larger, broader, more accurate study is

recommended to confirm or refute the findings in this one. There are other factors to consider

for other studies in relation to this topic. One such subject might include studying the specific

effects on listening to music while studying different subjects. For instance, some students

may improve their subject retention while listening to music and doing math homework than

reading history. Other factors to consider are whether lyrics in music effect study

effectiveness. Many more studies are necessary to more thoroughly understand the subject of

the effect of music on the brain.

 Chapter V

Summary, Conclusions, and Recommendations

Summary

The study seeks to find out the academic performance of students with different music

preferences. Ten respondents were chosen to be interviewed regarding the study. The

findings rendered results which show that music affects our way of thinking.

There are different responses as to how music affects our way of thinking. As

discussed in the previous chapters, differences in perceptions result in different ideas

regarding the effect of music, one might perceive it trivial as a distraction or a type of

motivator.

Results aligned to the related literature and studies review. The theoretical

Framework proved to be one of the assumption basis that music could affect our cognitive

ability which in turn affects the academic performance of students.

Conclusion
 The outcome of the research led to the following conclusions [ in accordance with the

interview with the respondents]:

● Pop music and Alternative music are two of the genres which highly affects our cognitive

ability and academic performance. This is because the respondents are highly inclined to like

trends in music such as contemporary and pop since the age range falls between teenagers

who have an extensive level of inclination to like what "in"

● Language, communication skills, and increase concentration are some of the leading effects

of music in our cognitive abilities and academic performance. Music in turn, is advantageous

since it is another way for our mind to practice intracommunication skills, or communicating

with ourselves which we could apply in our social and academic lives.

● The respondents’ profile was entirely discussed in the previous chapters (See Chapter IV;

Results and Discussions, Table 1, 2,3)

Recommendations

The students responses helped identify the effect of music genre preference on their

academic performance. (Refer to Chapter IV)

The following recommendations for research are based on the study findings:
1. Not all music genres are covered in the study but only the ones which are of interest to the

respondents. If this study was to be succeeded, the sample size should be increased to further

explore the vast number of music genres.

2. The effect of music genre preferences is limited only to  the effect that the respondents

consciously experience such as increase in focus, memory and retention. A further detailed

approach would be viable if this study was to be improved in the future.

3. There are other causal factors that may not be considered in this study such as the

socioeconomic class of the respondents and ethnic and cultural background which may be a

vital factor in their music preference.

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 Appendices

Interview Guide Questions

I. Students Profile

What is the respondents gender, age, and grade point average in the last semester?

II.

1.How would you define your taste in music?

What genre are you most likely inclined to listen to?

2. Do you think music choices affects your cognitive ability moreover your academic

performance?

3. Do you accompany studying with music?

4. How do you think music preferences affect your academic performance?