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Correlational Study on types of music on the Academic performance of STE students of Oriental Mindoro National High School
INTRODUCTION
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. Researches demonstrating the effects of music on performance are 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, 1997), but there has also been research contradicting those results, where music was found distracting for participants performing cognitive tasks (Furnham& Bradley, 1997). 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 played at different volume levels on cognitive task 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 (1977) 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.
The relationship between music and learning has been an areaof interest for researchers for many years. Some studies haveshown that music can enhance cognitive abilities (Hall, 1952), and others have shown that it can interfere with complexcognitive processes but not simple processes (Fogelson, 1973). In2004, researchers conducted a study that presented the effect of
Mozart’s music on learning. The effect demonstrated that theremay be an important relationship between certain types of music(e.g. classical) and learning (Jackson &Tluaka, 2004). One study involving college students showed a correlation between howawake they felt and their preference for music or silence. Results indicated a positive effect while listening to Mozart (Jones, West,
&Estell, 2006). This effect has become known as the Mozart Effect, which proposes that listening to Mozart can increase spatial abilities. The proposed increase in the construction of alpha waves may result in positive learning ability. Other studies on the Mozart Effect, however, have produced inconsistent results, often showing no significant increase in cognitive abilities. Although the results have been ambiguous, the relationship between music and learning still remains of interest to many researchers, especially to educators and others involved in the teaching profession. The upsurge in the technology of music playing devices has made a phenomenon out of listening to music while participating in daily activities. Music is a common part of our everyday routine. It is played in the car, stores and supermarkets, professional and medical offices and more. It has also been found that many students study and do homework while listening to music. A study done by Hallam (2002) showed that elementary school students who listened to mood-calming music while completing mathematical problems were able to complete more problems and solve a higher percentage of them correctly than the group who listened to no music at all. Bowman (2007) also came across this in a similar studylooking at whether Mozart music enhanced receiving ability; namely, listeing comprehension. He tested whether students learned more in the classroom by listening to Mozart music before class started. Many other studies have shown that easy listening, such as classical or instrumental soundtracks can promote cognitive performance (Wilson, 2006). However, such studies fail to include groups exposed to mainstream popular music. The present paper describes two experiments based on the Mozart Effect. Experiment 1 examined whether classical music had any benefits over pop music with regard to intellectual listening capacity. The hypothesis was that the subjects listening to Mozart right before a listening comprehension task would have significantly higher test scores than those in the control group (white noise) and the group listening to Billy Joel. Experiment 2, in contrast, examined how different types of background music affect a complex cognitive process such as reading comprehension. Based on previous research, the hypothesis was that listening to mainstream rock music while studying would serve as a larger distracter to the participant, therefore producing significantly lower test scores than both the classical and non-music groups.
Statement of the Problem The goal of this study is to know how different genres of music can affect the learnings of the students and what specific type of music greatly affects the academic performance of them whether it is a help or not. In this manner, students will certainly identify if the music they are listening has a significant effect on the grades they will attain. This study will also provide information that will know if music could inspire and motivate students to study harder than they usually do.
Significance of the Study This study provides data about types of music whether one of it could increase or greatly affect the general average of the student. This will create evidence that will identify what genre of music will the student could listen in order for them to know what specific music they are going to listen to improve their academic achievement. Music can be very engaging in the classroom and is a great tool for memorization. I’m sure if more teachers used song to teach the multiplication tables, kids would retain that information much quicker.
Scope and Limitation This study focuses on the students perception about music whether it has a positive effect or negative effect on their academic performance. The study also identify what type of music has a greater effect on the grades they will attain. The behavioral effects encountered when listening to music will be considered short-term unless otherwise stated. There may well be lasting effects resulting from music listening, but that is beyond the scope of this paper. In any case, short-term benefits are not insignificant, for the best learning often takes place in small time sectors when arousal and on-task performance levels are high. The scope of this study describes how educators can maximize all learning experiences. Whilst this study deals with music, educators should be constantly searching and evaluating the correlation between environmental conditions, classroom facilities and student outcomes.

Materials and Methods Participants. A convenience sample of 100 students enrolled at Oriental Mindoro National High School. Participants are given a sheet to answer questions. The questionnaire will be given randomly to the students. Data will then be gathered and tested. Questionnaires are used in order to conduct this study. Statistical tool ANOVA is use to test the problem.

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