Knives Venzon

Jobett Kyle Cabintoy

11 Gas B

A STUDY ON THE EFFECTS OF MUSIC TO THE ACADEMIC

PERFORMANCE OF THE STUDENTS IN AMACC-CALOOCAN
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

CHAPTER 1 INTRODUCTION The presence of music is more prevalent now

than ever before in history. Not only is music an art form for enjoyment, it also

serves psychological (Lin, Hsu, Chang, Hsu, Chou, & Crawford, 2009),

behavioural (Hallam & Price), cognitive (Furnham, Trew, & Sneade, 1999), and

emotional functions (Cevasco, 2008). To date, the effects of background music

have been of interest to various groups of researchers including psychologists,

therapists, and clinicians. Applied psychologists are interested in how music

increases or decreases productivity; cognitive psychologists, in how music

effects attention and processing information during various tasks; and personality

theorists in individual differences in the presence of music while performing task.

Furnham and Bradley (1997) discovered the particular effects of music are

unpredictable due to various forms of individual experiences associated with

specific

music. Although there is a generalization among listeners in our response to

stimulating
or relaxing music, individuals experience associations related to particular song

or genre

with a past event that may potentially elicit memorable feelings of happiness or

sadness.

Music is a very significant part of our daily lives; the image of the quietly-focused

student isolating themselves into a personal study zone has led to interest into

whether listening to music actually helps studies or not. Research into the field

has proven fairly ambiguous, with many studies contradicting each other.

However this does provide an useful insight for students who maybe looking into

ways to use music to enhance their exam performance.

Statement of the Problem

This study aims to know the effects of music in students in their academic

performances in AMACC Caloocan.

Specially, this study attempts to answer the following questions:

1. What is the personal profile of the respondents in terms of:

1.1 Name

1.2 Age

1.3 Strand

1.4 Genre of music

2. What are he advantages and disadvantages of music to academic

performance of the students?

3. What genre of music will help you in academic performance?

Significance of the study

The following are the beneficiaries of this study:

the beneficiaries of this study is students, teachers and music enthusiast, they

will know what music can do to help them in their studies and set their mood so

that they will not have a hard time in their academic performance. It can also help

them to study more and to relaxed during their performance

Future Researchers. This study will help the future researchers to be their

guide or instruments for providing their findings. It can be their proof if

ever they want to pursue something related to this research. They can

also look for an idea here if they will conduct a research that is related

to our topic.
Scope and Limitations

The scope of the study is the effects of music to the academic

performance of the students in AMACC Caloocan.

The reseacher will only get the results for students of AMACC Caloocan all

include Grade 11 and 12. The respondents will be the students of AMACC

Caloocan that the researcher wanted to focus on because the reseachers have

an interest in this particular students. The researcher will only get the 1st

semester final average of the students and will not include their 1 st

semester final average.

 Conceptual Framework

Input Process Output

A Study on the The proponents will A one-way analysis of

effects of music to give a survey variance was

the academic questionnaire to all completed to establish

performance of the the respondents whether there was an

studets in AMACC - and after that they effect of music in the

CALOOCAN will interpret all the academic

data that they performance of the

gathered. students in AMACC -

CALOOCAN
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature and studies serve as the guide and

instrument for the researcher to continue and pursue this research. This

part includes the local and foreign writings reviewed by the researchers,

which has relevance to this study.

Foreign Related Study

In the article entitled : “Attention drainage effect: How background music effects

concentration in Taiwanese college students” stated that :

There had been several studies in the past that showed how concentration can

be affected

when media distracters (such as radio and television) were playing in the

background. Cool and

Yarbrough (1994) found that television and radio did not facilitate nor did it impair

the

performance of either mathematical or reading assignments. In this study, the

students completed

fewer math problems when television was used as a distracter than with radio or

in silence. One
possibility for this result may be because the television programs and the

commercials increase

the student’s arousal, taking some of the concentration away from the given task.

The use of

different television programs as a treatment was also used in several studies. For

example,

Armstrong et al. (1991) looked at the effects of different television program types

such as TV

the participants had a difficult time in recalling information from a difficult written

text

(Armstrong et al.,1991) and that television programs extended the time used to

complete the

assignments by exactly the same amount of minutes that the students spent

looking at the screen

(Pool et al., 2003).

Foreign Related Study

In the article entitled : “Music and Mood: Where Theory and Reality Meet” stated

that :

Living in the 21st century, students today are immersed with more and more

technology that

allows them to have easier access to different types of media, especially for

students in Taiwan.

For example, a typical student may not only have television sets, CD players,

and computers

with Internet at home, they may also have cell phones and portable MP3 players

or i-pods where

they can listen to music (and sometimes watch videos) when they are away from

home. Cool and

Yarbrough (1994) found that elementary students and junior high students

routinely perform

their homework with television or radio playing. Other studies have found that

teenagers in the

United States are spending an increasing amount of time with different types of

multimedia such
as television, radio, MP3, video and computer games (Azzam, 2006; Ballard,

2003; Elias, 2005).

Therefore, studies on the effects of background media on the learner’s

performance is an

important area to study in some parts of the world because it is a common trend

for many young

adults to have various types of music or sounds in the background while they are

concentrating

on tasks such as homework.

Koolstra, and Van der Voort, 2003). One of the models on which this study was

based was

Kahneman’s (1973) capacity model of attention. The basic idea behind

Kahneman’s (1973)

limited. In addition, the amount of attention that is required for performing multiple

tasks.
Local Related Study

In the article : “The impact of music education on academic achievement” stated

that :

A number of studies support the contention that students who participate in

formal

musiceducation have higher academic achievement scores than students

who do not

participate informal music education (Babo, 2001; Cardarelli, 2003; Cobb,

1997; Cox, 2001;

Frakes, 1984;Huang, 2004; Linch, 1993; Miranda, 2001; Mitchell, 1994; Parrish,

1984;

Schneider & Klotz,2000; Trent, 1996; Underwood, 2000; Zanutto, 1997).

Furthermore,

being excused fromnonmusic classes to attend instrumental lessons does not

adversely affect

academic performance(Corral, 1998; Cox, 2001; Dryden, 1992; Engdahl, 1994;

Kvet, 1982)

They also stated that : “The central focus of this chapter is an issue that has

been of considerable
interest to many in themusic education community and to the general

education community

as well. Phrased as aquestion, this issue is: What is the impact of

participation in music

education on academicachievement? On the surface there is a fairly

straightforward answer:

students who participate inmusic education frequently do better than their

peers on many

measures of academicachievement such as grade-point averages and

standardized tests like

the SAT or ACT. Forexample, using information from the National Center for

Educational

Statistics, Morrison (1994)reported that on a sample size of 13,327 high school

sophomores

those who participated in musicreported higher grades in English, math, history,

and science than

those who did not participatein music.However, closer examination of these and

other data adds

many caveats and qualifiers to thisnotion. Consider as just one example the fact

that two
researchers (Cox, 2001; Holmes, 1997)found that a possible explanation for

apparent superior

achievement is that music participantshad higher academic achievement scores

prior to more nuanced understanding of thistimely issue. .

Local Related Studies

In the artitcle : “Music and Mood: Where Theory and Reality Meet” stated that :

The central focus of this chapter is an issue that has been of considerable

interest to many in

themusic education community and to the general education community as

well. Phrased

as aquestion, this issue is: What is the impact of participation in music

education on

academicachievement? On the surface there is a fairly straightforward answer:

students who

participate in music education frequently do better than their peers on many

measures of

academic achievement such as grade-point averages and standardized tests

like the SAT or

ACT. Forexample, using information from the National Center for Educational

Statistics,

Morrison (1994)reported that on a sample size of 13,327 high school

sophomores those who

participated in musicreported higher grades in English, math, history, and

science than those who

did not participatein music.However, closer examination of these and other data

adds many

caveats and qualifiers to thisnotion. Consider as just one example the fact that

two researchers

(Cox, 2001; Holmes, 1997)found that a possible explanation for apparent

superior achievement

is that music participantshad higher academic achievement scores prior to

enrolling in music

studies. It is the purpose ofthis chapter to examine the research literature to

arrive more.
Synthesis

It is said to the foreign related study “Attention drainage effect: How

background music effects concentration in Taiwanese college students” that

there are several studies that how concentration can be affected. It affects the

human being in different ways its either it is an an advantage or disadvantage.

The researcher will tackled to know whats are the advantage or disadvantage of

how music affects the students in their academic performance

The local related study stated that the student who take music education

frequently do better than their peers on many measures of academic

achievement such as a grade point averages. It is said that the students who

take music education seems to have an positive effect or advantages on the

students who did not take music education.