LEARNING WITH MUSIC: A PHENOMENOLOGICAL STUDY

ABOUT THE EFFECTS OF LISTENING TO MUSIC

ON STUDENTS' FOCUS WHILE STUDYING

A Qualitative Research
Presented to
The Faculty of Senior High School
BATANGAS STATE UNIVERSITY
Batangas City

In Partial Fulfillment of the Requirements in

Research in Daily Life 1

Frane, Archangelo Louise E.

Mentoy, Jan Jericho C.
Manalo, Joweroce Anne B.
Maranan, Rachele Kate A.
Villanueva, Kristine M.

Grade 11 – STEM 1

March 2019
 Chapter I
INTRODUCTION

This chapter presents the introduction and the rationale of the study

about how listening to music affects students’ focus while studying. This chapter

also covers the problem and its setting linked to the research study.

Introduction

Music is a sound art that, through rhythm, melody, harmony and color

elements, expresses ideas and emotions in significant form. The beauty of

form, harmony, and emotional expressions can be vocal or instrumental (or

both). Distinguished as a form of entertainment, music puts sounds together in

a way that people find interest of listening. It brings inspiration, and serves as

an escapade from reality. It thought to be an integral part in the people’s

cognitive abilities, upon whether it improves learning or not. There has been a

symbiotic relationship between the field of interest of researchers between

music and studying for the past years. A few examinations have demonstrated

that music can enhance cognitive abilities, and others have demonstrated that

it can meddle with complex cognitive processes yet not basic procedures. Many

individuals have questioned that music influences cognitive development.

Often, individuals will test the possibility that music can prompt an enhancement

of higher cognitive functioning.

Students who live in the 21st century are immersed in present day

innovation that enables them to have helpful access to various kinds of

interactive media, for example, music. Music has turned out to be more

accessible to people in general. One impacting factor was the increasing music
 2

accessibility: various gadgets (computer, radio, and smart phones) are being

used by the students to listen to music while studying.

Based on these advances in music technology, the last decade have

been devoted to learning with background music. (e.g., Schwartz et al., 2017).

Studying is a prevailing aspect in the life of an individual in which he will bear

regardless of how old the person in question is and gets. It has and will be

somehow, a battle for everybody.

The studying process can also be classified into two categories in its

simplest terms: low - level and surface - level studying habits. As music can be

identified and examined by its characteristics (Hay, 2007). Deep learning

approach motivates students to actively investigate materials or subjects,

interact vigorously with content, relate concepts to previous knowledge and real

- life experience (Lubin, 2003). It enables students to gain desired knowledge,

skills and personal attributes; empowers them to optimize their potential;

promotes deep understanding, reasoning and higher-order thinking; and fosters

self-directed and lifelong learning (Malhi, 2013). Students who adapted this

strategy transform other individuals' thoughts into their own customized

structure of learning. They go further past the plain comprehension of the

learning material and incorporate logical organization of ideas, to further apply

later on during the study process. Surface approach takes place when a student

learns new materials, but does not integrate them with their previous knowledge

(Hay, 2007). Students mainly use procedures such as memorizing, taking notes

and highlighting the learning material vastly, rather than any type of encoding

during the study at the surface level. A major reason for this difference is that

on the basis of surface learning the details of the learning materials only need
 3

to be memorized and not the meaning and the importance of the mental

representations. Surface learning aims to perform series of difficult tests in

order to acquire the desired grade or qualification instead of showing interest

and understanding to the subject or content (Lubin, 2003).

This study sought to discover which common type of music genre do the chosen

participants listen to, as well as the reason behind why the chosen participants

listen to music while studying, reflecting on how listening to music affects study

habits. Through the results gathered by the researchers, they determined, and

now have the capability to know the effects of practicing such methods of

studying for the betterment of the individuals involved in the research.

Statement of the Problem

This study is designed to discover the effects of listening to music on

students’ focus. Particularly, this study sought to gather data on selected Grade

11 students of Batangas State University. Specifically, it attempts to answer the

following questions:

1. What is the common type of genre that students listen to while:

1.1 Memorizing;

1.2 Problem-Solving; and

1.3 Reading?

2. Why do students listen to music while studying?

3. How does listening to music affect students study habits?

 4

Scope and Delimitation

This study will be conducted to determine the common type of genre,

among Pop, Rock, Classical, R&B, Jazz, Hip-hop, Electronic, and Asian Music

students’ listen to while solving mathematical problems, memorizing and

reading. Also this study will be conducted to know the reason why student’s

listen to music as a method of studying and discover how listening to music

affects students’ study habits which specifically are, surface learning and deep

learning.

The study is bounded to the selected Grade 11 students of Batangas

State University Main Campus I who listens to music as a method of studying

during the Second Semester of Academic Year 2018 - 2019. The data that the

researchers will use will be from the results of the data gathering methods such

as survey-questionnaire and interview protocol that will be given to the

participants. The result of this study is applicable only to its participants, and

should not be used on the students who do not belong to the population of this

study.

Similar to other existing researches, this research also has several

weaknesses, here are the following:

1. Limited only to a small time frame.

2. Limited only to the selected Grade 11 students from the Senior

High School Department of Batangas State University who listens

to music as a method of studying.

3. The data that the researchers gathered will not be 100%

reliable.
 5

Other data such as the age and sex of the participants were not part of

the study. The result of the study cannot be used to generalize, however it is

true for those who have taken the survey.

Significance of the Study

The study is made to identify the effects of listening to music on students’

focus while studying. The researchers also want to know the type of genre that

students listen to while memorizing, problem-solving and reading. The

researchers also want to help them hold on to information long enough for them

to use it. This research is substantial to the following:

To the Grade 11 students of Batangas State University, results of

this study will serve as guide and encouragement to perform well at school.

This will also serve as a tip to improve their study habits.

To the teachers, results of this study will serve as a reference for them

to know if the application of music in the teaching and learning process will be

effective in utilizing and addressing the lessons to the students.

To the researchers themselves, efforts that they will exert in this study

will be given back to them through the knowledge and skills acquired for this

study, which may prove useful to improve their study habits techniques.

To the future researchers, whose concern is relatively similar to their

study, this study may serve as a reference in improving and enriching their

work. This will give them prior knowledge regarding the effects of listening to

music in students focus while studying.

 Chapter 2
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK
This chapter presents the in-depth search done by the researchers

about effects of listening to music in students’ focus while studying. This serves

as background information regarding the topic and as a synthesis of existing

literature and studies related to it providing insight about the research.

Conceptual Literature

In order for the researchers to have adequate background about the

study, the researchers gathered information from books and past studies, which

show correlation with the present study. This section of the paper includes

music, music on studying and academic performance, genre types and the

relationship between psychology and music:

Music. Music in the aspects of human life, have different forms, shades

and variations as humanity. It can be viewed as an art form and can be used

as a common tool. It is the reality of the music variations within and between

cultures that makes us to recognize that music is an incoherent yet broad

category. Probably, there is no accurate and applicable definition of music

because every aspect of its entity is open to challenge and reconfiguration.

However, identifying music from its definition has a complex interplay of

historical, educational, social and cultural consideration (Friedman, 2014).

Music, as a global phenomenon, cannot be defined to an overarching

set of expectation, standards or values. Music served as non-universal

language that could exist in different types of dialect. Additionally, in its varied

forms, music communicates basic psychological information that could be

perceived in essentially the same way but however, through deeper

 7

examination of various offering of local-music culture, people came to value the

multifariousness of musical expression and the character of social conditioning

in forming musical perception (Friedman, 2014).

Music is also considered as an acoustic phenomenon that seeks

difference between musical and non-musical sounds. It can be misinterpreted

as noises such as a scream or an “organized sound” with a tune. In contrast,

music can be identified as a cultural and sociological rather than acoustic terms.

It is considered as a cultural term in a sense that each diverse culture seems

to have it but their generalization among its purpose and definition. It reflects

the activities that each cultural group initiates such as each culture has their

personal soundtrack in special occasions (Ball, 2010).

As stated above, music has no absolute definition and point because it

is a non-universal language in a sense that it’s a subjective language and

concept rather than scientific. It is various from every culture yet it establish a

global connection and through difference of cultures formulate different

definitions of music.

Music on Studying and Academic Performance. Studying is an

essential part of student’s life because through this, it can help students to

develop a complete education and provides an opportunity for personal growth

and improves the student’s ability to learn (www.reference.com, 2019).

However, according to Davis (n.d.), music and studying is a two concept that is

correlated with each other. Music can bring both advantages and drawbacks

while studying.

As students get involved to the tasks within the classroom while they

listen to different genres, their academic achievement. Hallam Price et al.,

 8

(2002) has explained that the effect of background music in doing task could

increase the stimulation level of students. Less advantage from advanced

stimulation level is needed as students are more attach and determined to the

task (Essay UK, 2019).

Psychology and Music. Kawakami (2013) wondered why people are

listening to sad music and whether it makes them sad. The authors prorated

musical emotion into perceived emotion in an experiment and hypothesized

that feeling and perceiving emotion would be different in response to sad music:

"The results of the hypotheses showed that sad music was heeded as more

tragic as it led individuals to feel more romantic, ecstatic, and less tragic ..."

Nowadays, music completely influenced many people. It appears to

constitute the "whole psychological reality". Various situations have signified

decisive change in the person's lives. Some typical cases of people

encountering deep depression recognized a kind of music they have never

bump into before but through this they became into listening to this kind of

music, which helped them to overcome depression. In view of the matter that

music could improve the emotional state of a person for a minute, the great

variety of themes in these feature may not be so captivating. It can be a

stimulating agent as well as a relaxing agent. In conclusion to his book, using

music in sufficient ways can be very substantial in private work and life (Theorell

,2014).

Even though music has some psychological benefits based on the

arguments presented by Theorell, the effects of music is not easy to know.

Aftermath of this may transpire to be negative. In addition, music can voice out

adherent political messages and torture. False music in wrong area can upturn
 9

to tough negative feelings—which makes it significance to consider on a

psychological, cognitive and biological researches. Improvement of this

learning will make it easy to understand and hold when and under what

conditions music will have a positive or negative effect.

Genre Types. Study International Staff (2018) has stated, for those less

interested in Mozart or Beethoven, jazz is another choice as another potentially

relaxing genre lacking in lyrics. William R. Klemm has explained that listening

to music, specifically in jazz music benefits the students by reducing their

stress. Stress, he explains, "is the memory ability arch-enemy." Jazz was

associated with creativity boosting.

In additional to the genre types, classical music is also preferred. A

connection between classical music and improvements in cognitive ability has

now been shown in many studies. Known as the "Mozart Effect," many say

listening to Mozart is going to make you smarter such as improving one's spatial

reasoning. In relation, Stanford University has suggested that listening to music

of unknown composers from past centuries has enriched the ability of brain.

Research Literature

The researchers discovered some related and relevant studies with their

present study that are of great importance to the study.

A. Foreign Studies

In the latter part of the 20th century, researchers sought to discover

specific answers to questions concerning distinct factors regarding the people’s

own preferences. Studies have considered the effects that could be classified

as factors related to music and its listener. These factors that is somehow

related to music includes genre, tempo, loudness and factors related to

 10

listeners include their identity, attitude towards listening, way of living, lifestyle,

and ability (Gürgen, 2015).

Based on the reasons discussed, the study cross-examined what genres

of music do students’ prefer. The study was attended by 205 undergraduate

students.

The results gathered that most female students preferred Latin and

Western Art Music. On the other hand, male students favoured extracts of Rock

and Metal music more than female students did. Hargreaves et al., (1995)

discovered that the chart pop, reggae, jazz, classical, folk and opera are more

favored by females than males. Yet, female students preferred the heavy metal

and rock type of music. Aside from that, male students preffered rock music as

concluded in the results of many studies—they more likely listen to rock music

while girls were more likely to listen to pop, contradicting what males do listen

to (Lamont, 2003). With this, it has been a conclusion that the musical

preference is strongly correlated with the frequency of listening to music of all

genres.

Tze and Chou (2010) have investigated whether background music

affects college students’ concentration and focus in their study, "Attention

Drainage Effect: How Background Music Effects Concentration in Taiwanese

College Students." Participants were judged in the study by how well they could

concentrate and understand a given task, as reading with background music

such as hip - hop, classical or no - play (control). The control group participants

performed the task of reading and understanding without any background

music, while the participants in the first experimental group performed the task

of reading understanding with classical music in the background and the

 11

second experimental group performed the task of reading understanding with

hip hop music in the background. By using a random number generator, the

participants were randomly assigned either to the control group or one of the

two treatment groups. Random assignment was used to ensure that all groups

were equal as this study did not include a pre - test to determine the level of

English skill of the participant prior to the experiment. All of them were briefed

on the experiment's procedure.

For this study, the analysis used was an ANOVA factorial one-way. This

study showed that the performance of a cognitive task such as reading may be

affected by the type of background music played. Hip hop music in this study

had a significant effect on the performance of the task of reading

comprehension compared to the scores of participants performing the task of

reading comprehension without any music in the background. Moreover,

performing slightly lower than the controlled group was also the classical music

group in the experiment.

The findings gave some important information, according to the study

results. It showed that playing background music, such as hip hop music, has

a greater effect on concentration during the task of reading comprehension

when compared to or without light classical music.

On the word of Strachan (2015) determined the behaviors of children

while learning, whether music inspires them in suchlike environment or not. Yet,

she disagrees on studies that have concluded that listening to music improves

the learning abilities of students. This study mirrored that

In the study of Dodge & Mensink (n.d.), they mentioned that studying is

a usual movement for students in college. Studying information matters usually

 12

involves a few kinds of noise in the background for many students (e.g.

television or music). Exactly how music affects learning and memory has been

investigated by a variety of studies; their results in the notion that there are

numerous different factors related on what way music influences a person to

remember information. For tuning to music while studying is a widespread

behavior for college students.

Results from this research body appear to propose that external sound

made up of music has a negative impact on students’ performance within the

school. The other experiments determined the effects of playing a particular

kind of music in the time of learning. This analysis examined if the data could

be recalled further effectively when in the trial on the investigated material the

similar music was played. Results similarities across all of the above studies

advice that while studying, listening to music can potentially harms student's

academic performance within the school.

The current analysis wanted to enhance the previous researches by

using the students as a sample which were likely able to study while listening

to music. The current experiment was specifically aimed at investigating the

performance of undergraduate students on a learning activity while listening to

classical music, popular music, or silence.

Thirty-nine undergraduate students joined in the said experiment. They

were recruited through the internet-based participation pool at the University of

Wisconsin-Stout to the study.

The outcome of the study was moderately significant in terms of

comparing silence and music. There were however no significant outcomes in

 13

comparing pop music, classic music, and silence which settled the opposite of

what their hypothesis, pop music, would damage the subject's understanding

of the text during the study. The findings stated that the auditory environment

may have limited impact on university students' ability to learn a text. Above all,

the results showed that silence has done better than classical music. Still, the

findings appear to propose that studying for a test while tuning to music can

cause a brief or no harm to understanding for the students who participated. In

short, college students can adapt at learning while listening to music or

generally do better. Indeed, as de Groot (2006) has shown, students with music

can learn languages better.

For this study, it may mean that students at the University of Wisconsin-

Stout are able to listen to music with verses. It may have been further

disorientating for classical music because it was not common for the students.

On the assumption that it was the issue, then future research may be of interest

to educational researchers on the familiarity effects of genre in the skill of

students in listening to music while fulfilling difficult cognitive task (e.g., Dobbs,

Furnham & McClelland, 2011). The results showed that, when compared to

classical music the participants remember more composition during the study

following listening to pop music or silence.

As indicated by Bird (2017), it is crucial among all teachers to find

methods to aid our students. Music is a tool found to help students in the various

literacy areas. Aside from examining whether music improve students’

understanding, she also indicated explanation of different types of genre that

may be the most beneficial to enhance and assist students understand what

needs to be undertaken. It has been said that students respond well when they
 14

have music as they listen to their own preferences while studying. It would be

advantageous not only to the students, but also to the teacher to find a way to

make students respond well in class and initiate the love of music a student

possesses in him/her.

The further exploration of this research is to discover an efficient way to

bring out the love of students in music as it can serve as a guide in reading

lessons, which can help students in understanding the reading of their students.

The results of this study indicated that the reading comprehension of

students are improved in line with the exposure of modern music, specifically,

the instrumental one. With this, one distinctive factor on why students listen to

music as a method of studying is because it serves as a tool that assists them

in understanding reading. Instrumental versions of songs allow students in their

environment to feel at ease when they listen to it. Neuroimaging studies have

shown over the past decade that music influences emotional and associative

learning brain structures (Armstrong, 2016). The music to which students are

exposed therefore affects the emotions of the students and their learning as a

whole. Therefore, the music that students manifests to has a huge impact on

their learning. When students’ emotions are firm and tranquil, they will have a

more significant learning experience.

Taylor and Rowe (n.d.), in their study, The “Mozart Effect” and the

Mathematical Connection, mentioned that educators are always looking for

ways to improve students ' outcome assessment performance. The study's

purpose was to determine whether a “Mozart Effect” improves student

performance on mathematics outcome assessments. Researchers have

claimed over the past 17 years that the “Mozart Effect” has achieved everything
 15

from temporary IQ increases to creating the mental mechanism. Some

contributions to the Mozart effect mosaic are based primarily on the cross -

modal priming effect, which investigates the indirect impact of the Mozart effect

on college students ' evaluation of mathematics performance.

The participants were 128 students of undergraduate aviation that were

enrolled in a required trigonometry class. There were 59 students in the group

who tested in silence and 69 students who listened to Mozart while testing.

The results in mathematics performance assessment mean were higher

for the group under the Mozart music than for the silence group. The result

indicated that the mathematics performance evaluation had a Mozart effect and

was statistically significant. Investigating three classes of college trigonometry

brings together a variety of research to consider temporal cognitive effects of

passive music intervention in mathematics learning.

The findings denote that the Mozart Effect does influence the

demonstration of learning in mathematics. It is a theoretical matter beyond the

scope of this experiment whether it is by priming cortical firing patterns,

demoting anxiety, and/or generating excitement. The most important thing for

educators is that the Mozart Effect is not merely a laboratory experience, but

has the capability to help students do their best in mathematical evaluations.

Hay (2007) stated that studying is classified into two categories: deep

level and surface level studying. The deep level of learning integrates the

learning material with prior knowledge in a more substantial and organized way.

Students who utilize this type of approach interprets what they have learned in

a more personalized manner, in a way that it will make sense for them (Marton

& Säljö, 1984). Hay (2007) formulated concept maps to show mental
 16

representations and cognitive processes which happens during surface and

deep level of learning. The concept maps, as outlined by Novak (1998) used

boxes and lines to show hierarchy of connections when a person is learning

between different mental concepts. There were 12 graduate students in Hay's

study who were required to create concept maps before and after class on

interviewing techniques. By comparing maps between deep, surface and non -

learning levels before and after exercise, Hay found distinctions. (Non-learning

refers to concept maps that have the absence of either type of learning during

comparative stage). Deep - level study in the second maps suggested strong

explanatory statements, such as "interviews with different approaches,

including structured, semi - structured, and conversation" as compared with the

first maps, which simply indicated "interviews with different questions" The

presence of deep - level study is evident in the second map due to a more

accurate knowledge structure that gives its author increased conceptual

meaning. In contrast, the second map which surface level study was evident

showed relative vagueness with different interviewing concepts such as ethical

issues; good relations; respect; and environment. The only changes made to

vocabulary terms were compared to the author's first map but none of the maps

showed a meaningful relationship between concepts.

The surface level approach is performed when a student learns new

materials without incorporating them into his or her previous knowledge (Hay,

2007). The newly acquired knowledge does not have the same meaningfulness

by means which is learned through deep level approach (Marton & Säljö, 1984).

Students use methods such as memorization, recopying class notes and

highlighting of the learning material. Surface level of studying has the distinction
 17

of merely memorizing the details of the learning material rather than deeply

understanding the meaning and importance of it.

The engagement on deep level or surface level of studying depends on

the familiarity of the students in the learning material, on which is preferred to

be necessary in order to succeed the exam (Marton & Säljö, 1984). Since deep-

level of learning leads to an enhanced conceptual understanding and

knowledge, this can be best used when studying for exams that require highly-

involved and thoughtful responses. According to past research it summarized

that students use deep approach when studying for long essay questions while

surface approach for multiple choice questions.

Students with deep-level study performed better on complex test

questions (Davidson, 2002). While those who adopt surface-level study are

able to recall more factual and detailed information, but didn't last longer than

a week. Each type of study habit is clearly more appropriate for various types

of questions.

It was demonstrated that depth level of cognitive processing affected the

outcomes on different types of test (Ross et al., 2006). Students performed

better on tests that required more intricate understanding of the material by

applying a deeper level of processing during preparation for examinations.

Because of this, they performed better on questions based from their basic

understanding of the material.

Celikkaya and Kus (2010) argued that students’ preference whether to

listen music or to have a silent setting while studying should be evaluated as

part of the socio-affective learning strategies. In other words, students prefer

what is proper for their strategy to learn.

 18

Aktas and Gunduz (2004) suggested that if music is listened to

improperly, there are two negative effects on focusing on the topic. Firstly,

allocating time for listening to music reduces the time spent for studying. It is

mostly common among younger learners. Secondly, listening to music while

reading inhibits the individual’s critical reading skills and deeper understanding

of the text.

B. Local Studies

Tiu (2013), stated that everyone has music. It can vary from one person

to another (Titon, 2009). From generations to generations, music had been part

of people's lives. It unconsciously and consciously affected the body. The study

focused on the effect of background music on the academic performance of

students in the Philippine setting whether it is positive or negative.

The research design is descriptive, the type of study required without

manipulation to collect data. The survey form was used for data collection. The

answers were taken from a college student group of thirty-five (35).

Two variables (listening to music per week and pop music genre) have

shown significant impact on the academic performance of the student in the

result and discussion. Whether the student is a male or a female, biological sex

doesn't really matter when it is related to their academic performance. The

number of studying hours is also insignificant. Thompson (2013), stated that

showing the amount of studying time does not affect the performance but the

strategies. How the person copes with the studies such as reading the entire

book or notes twice or three times or responding to homework can help the

person increase their mastery to help maintain their academic performance.

 19

The proponent suggested that the study could be improved by adding more

variables as there may be factors that could be beneficial that were not covered

by the proponent. Studies on academic performance such as one music genre

(Rock, Classical and more) may be one example.

Conceptual Framework

A conceptual paradigm is shown in Figure 1 and Figure 2 to better

illustrate the stages of the study which includes dependent and independent

variable as well as the data gathering procedure of the study. The researchers

were guided by this conceptual framework as they undergo the research

process.
 20

MUSIC AND MEMORY: THE

EFFECTS OF LISTENING
TO MUSIC ON STUDENTS’
FOCUS
WHILE STUDYING

The selected Grade 11 students of

Batangas State University Main
Campus I who listens to music as a
method of studying.

Study Habits Different Genres Types

1.) Surface Learning - Pop Music - Rock Music
1.1 Memorizing - Classical - R&B Music
2.) Deep Learning - Jazz Music - Hip- hop Music
2.1Problem Solving - Electronic Music - Asian
Music
2.2 Reading

Figure 1. Semantic Web of the Study about

The Effects of Listening to Music in Students’ Focus while Studying.
 21

PHENOMENOLOGY

DEPENDENT DATA INDEPENDENT

VARIABLE GATHERING VARIABLE
PROCESS
Different genres of
music most
students listen to
while studying in
Collection of results terms of
The selected Grade through methods memorizing,
11 students of such as: problem solving,
Batangas State and reading.
University Main - Survey
Campus I who Questionnaire Genres of Music
listens to music as Method are the following:
a method of - Pop Music
- Unstructured
studying.
Interview
- Rock Music
- Classical
- R&B Music
- Jazz Music
- Hip- hop Music
- Electronic Music
- Asian Music
Two types of Study
Habits are the
following:
- Surface Learning
- Deep Learning

Figure 2. Research Paradigm of the Study about

The Effects of Listening to Music in Students’ Focus while Studying.
 22

Synthesis

The different literature mentioned above will reflect a greater help to the

researchers in order to have a better understanding on the effects of listening

to music in students’ focus while studying.

Conceptual Literature

One of the conceptual literature tackles the various definitions of music

based from different culture. It has different forms, shades and variations as

humanity. It has no accurate and applicable definition because it is open to

challenge and reconfiguration. It also served as a non-universal language that

could exist in different types of dialect. It also communicates basic

psychological information that could be perceived. In comparison it is also

considered as an acoustic phenomenon that seeks difference between musical

and non-musical sounds yet it can also be identified as a cultural and

sociological rather than acoustic terms.

Theorell (2014), highlighted that people are strongly influenced in terms

of music. Both the current study and the book are similar to each other

concerning that both resulted with the effects of musical experiences. In

addition to that, it correlates each as other the book also identified the reasons

why teenagers use music, which is also a query in the current study.

One of the studies that were mentioned in conceptual literature

eloquently analyzed if there is a relationship between individuals emotion and

the reason why they listen to music. For example, they listen to sad music, they

examined whether the music puts impact to individuals emotions. It is linked to

the current study because it sought to examine the reasons of listening to

music. (1) Fox and Embrey have identified that music is more effective if it is
 23

lively rather than slow and melodious, which is in contrast to the current study

for it did not examine what type of music is more effective. (2) On the other

hand, Ziv and Colleagues have mentioned that one of the reasons most people

listen to music is because it boosts hope, in their procedure of identifying

whether it is true, they conducted a task for a total of 60 participants, contrasting

the current study for it only have 15 participants for the study.

As mentioned in the essay, “The Effects of Background Music on

Students’ Learning and Cognitive Performance” in Essay UK (2019), music

plays an impact on how it affects students' learning. In correlation with the

current study, this essay also uses varying genres of music as a variable to

gather data and information which is also the current study's data collection

procedure. On the other hand, the essay focused mainly on identifying the

effects of listening to music in students' cognitive performance, while the current

study focused on the effects of listening to music on students' focus while

studying, which does not show similar relationship with each other. Also, the

essay further gave recommendations to its reader indicating that background

music could help increase stimulation level on students

Study International Staff, stated that what makes students’ motivated in

doing their tasks is the choice of genre they listen to base on their own

preferences. In relation with the current study, this article discovered different

genres of music that students’ listen to while studying. The main difference of

these is that the article published by Study International Staff in 2018, the article

found out the genres of music that perfectly fits a certain habit; on the other

hand the current study did not.

Research Literature
 24

A. Foreign Studies

The study, "Musical Preference and Music Education: Musical

Preferences of Turkish university students and their levels in genre

identification" by Gurgen (2015), is similar to the current study in terms that both

of them identify what genres of music the students prefer. However, the big

difference of the two studies is that the study written by Gurgen includes the

factors of the cultural and individual preferences such as age, gender,

personality, culture, lifestyle, musical ability and training, etc. Also, the current

study was participated by the selected students who listen to music while

studying, unlike the Gurgen’s study (2015) in which the participants attended

the research study.

The study conducted by Tze and Chou (2010), showed that playing

background music has significant effects on students. This study is related to

the current study because they investigated whether background music affects

the students' concentration and focus. On the other hand, Tze and Chou's study

used controlled group of participants to perform the given task of reading and

understanding. Instead of considering the preferred genres of the students in

music, they have limited their study into two (2) genres only, unlike in the current

study.

Strachan (2015) determined the behaviors of children while learning,

whether music inspires them in suchlike environment or not. Yet, she also

agree on studies that have concluded that listening to music improves the

learning abilities of students. Her study mirrors the increased in productivity

level of students when they listen to music and has brought positive moods on

students while doing the tasks. The main difference of these studies is that the
 25

study conducted by Stratchan in 2015, focused on using instrumental, low

volume and slow tempo music while the current study focused on the preferred

genres of students’. Also, the participants of the study was children whose age

are ranging from three to six, as it contrasts the current study whose

participants are selected Grade 11 students.

Dodge & Mensink (n.d) indicated that listening to music while studying

is a prevalent behaviour for college students. It also states that listening to

music while studying has a potentially detrimental effect on academic

performance. The study examined the effects of listening to music while

studying in students. Thus, it is related to the current study. Moreover, they also

used a sample of students who were likely able to study while listening to music.

However, the study got its participants through an internet-based participation

pool while the current study will use purposive sampling to recruit participants.

Lastly, instead of considering the preferred genres of the students in music,

they have limited their study into two (2) genres only, unlike in the current study.

Bird (2017), indicated in his study, the students appear to respond well

to music if they listen to it on their own terms or if they play music in the

background while working and studying. It is related to the current study as it

also used the preferences of students in music. Lastly, Bird’s (2017) study

determined the effects of music on students' cognitive processes by collecting

data through weekly running reading records, and other assessments which is

in contrast to the current study that was done in the process of interview.

The study written by Taylor and Rowe determined whether a “Mozart

Effect” improves student performance on mathematics outcome assessments.

It is related to the current study because it also seeks the effects of listening to
 26

music in learning mathematics. It denotes that the Mozart Effect does influence

the demonstration of learning in mathematics. The current study differs in a way

that it used purposive sampling method rather than cluster sampling method.

The study conducted by Widerman (2013), stated that studying can be

classified into two categories: deep level and surface level studying. The

current study was based in the concept of this study as it classified the students'

study habits in surface learning and deep learning.

Celikkaya & Kus (2010) supported the current study as they helped the

researchers to consider what kind of participants to be evaluated in the study

and that the student’s preference to music while studying does matter as it was

part of their learning strategies.

Aktas & Gunduz (2004) helped the researchers analyzed the gathered

data of participants as it determined the possible causes of negative effects of

listening to music while reading. As it has supported the other studies that

contradict that music cannot help the students improve their cognitive

performances, it has gave the researches the motivation to prove about the

positive outcomes or effects on students in listening to music while reading.

B. Local Studies

Tiu (2013) as stated in her study that music unconsciously and

consciously affects the body. The study focused on the effect of background

music on the academic performance of college students whether it is positive

or negative. It is related to the current study as it have shown that listening to

music significant impact on the academic performance of the students. In

addition, just like Tiu’s (2013) study, whether the student is a male or a female

or biological sex, doesn't really matter when it is related to their academic

 27

performance. Lastly, both studies did not consider the number of studying hours

significant.

Definition of Terms

In order for the readers to have an easy and better understanding of the

study, the researchers defined reoccurring terminologies based on what their

conceptual and operational definitions are in order to be more understandable.

Cognitive ability. The understanding of how people’s brain functions and

works that is necessary to accomplish any task from the simplest to the most

complex (Michelon, 2006). In this study, it is the propensity of a person to

perform the different activities in relation with mental abilities that is mostly

associated with solving problems and is the particular aspect that the

researchers want to supplement in the participants.

Deep learning. Recall of surface knowledge and skills are the first

requirements for deep learning (Webb, 2005). It examines new information and

ideas thoroughly, integrating them with existing intellectual structures and

making various connections between ideas (Houghton, 2004). In this study,

deep learning is an approach to learning that relies on keen understanding of

a certain topic. Associating current and previous learning, deep learning shows

application of accumulated knowledge on real-life situations enabling the

individuals to recall information easily. It aims to understand the meaning

behind the learning material through reflective approach.

Genre. A kind or sort in French (Encyclopedia Britannica, n.d.). In this study,

genre performs as the type of music such given below. The following genres

will serve as the different types of music that the students usually play:
 28

A. Pop Music. Relatively unlike popular music. Popular music is the

same as music for the urban middle class, which includes diverse music

from classical to heavy metal. However, pop music had come from the

evolution of roll n' roll. The pop song lyric contained repetitive verses,

which commonly have duration of two and a half to five and a half

minutes. Over the past years, pop music has been influenced in many

ways by other genres (Lamb, 2013).

B. Rock Music. Rock music progressed during the 1960 into three types

including the heavy metal. Heavy metal was a return to the grittier

aesthetic of rock 'n' roll while retaining a focus on technological effect

and instrumental virtuosity from psyche Delia at the same time. The

popularity of Bon Jovi in mid-1980 was an accretion of heavy metal to

pop music which can be called as soft metal. The band diversified the

classic heavy metal into a mix of guitar-based sound with keyboard and

string sound. It featured romantic love and upbeat sound which attract

the female audience. Rock music also changed into more hard core

extreme metal that honour sex, drugs, and rock n' roll so it

encouraged people to be more rebellious, having the state of

loneliness, or depression (Bennett, 2001).

C. Classical Music. Classical music has support of institutions and often

based on the written sources such as music notation and written

treatises about the music. Classical music is often heard in churches,

festivals, celebrations, and more. It is considered to be renown around

the world (Cooley, 2009)

 29

D. R&B Music. The term Rhythm and Blues created to supersede the

term race music (Nero, n.d. “What is R&B Music?"). It had begun

around the 1950's through the 1970's when music was played on

instruments and most lyrics had only few words in them. It was also a

way of describing soul and funk in the early 1970. In combined they

produced, mellow, lilting, and often hypnotic textures while calling

attention to no individual sound.

E. Jazz Music. As stated by Brilliett (1961), he developed to describe

jazz music as a highly personal, lightweight form. It is an art of surprise

that shaken down, amounts to the blues, some unique vocal and

instrumental sounds, and the limited, elusive genius of improvisation. It

was considered to be a secular music which evolved around 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).

F. Hip-hop Music. In the 1970s, a number of people fought in New York

City due to the tension caused by urban renewal programs and

recession. The person namely Afrika Bambaataa created a group that

helped people to channel wrath into music and dance rather than

physical battle. Rap music (or hip - hop music) that can be narrative vocal

which was spoken at constant rhythm had become a way of

communicating in their place. Hip hop music was integrated into their

local culture which has become the means of cultural expression

throughout the world and in time (Bennett, 2001).

 30

G. Electronic Music. Electronics have previously been defined to be

acoustic in nature that live performers pluck the strings and more.

However, in the 1940s, Pierre Schaeffer first built an electronic music

studio which helped him process pre-recorded sounds. Now, electronic

music meant having synthetic sounds, electronically manipulated, no

longer acoustic (Music Types, 2013). The highest levels of dance/club

songs were from electronic music as of September 1, 2013 to September

7, 2013. Examples of such songs were "Wake Me Up!" by Avicii and

"Turn the Night Up" by Enrique Iglesias (Billboard, 2013).

H. Asian Music. Varied from various cultures from parts of Asia like

India, Indonesia, Philippines, China, Japan, Korea, and more. In India,

when the British rule has colonized them to date, it is their tradition to

value art (including music). Indian musicians numerous connections to

improve their skills and talents with the support of their government.

There is even an academy namely the Sangeet Natak Academy which

honours those who deserve it. Indian music inspired people like Ravi

Shankar and George Harrison one of his student from the Beatles. The

songs "Within You”, "Without You" and "My sweets Lord" were some of

Indian songs from Beatles' album (Reck, 2009). They have the influence

of the raga (melodic system), which has a personality of its own.

Emotions, colours, season, animals and more can be associated with it

(Reck, 2009). Korean pop music, or commonly known as K-pop is

another type of Asian music. It is popular among teenagers, Asians,

and non - Asians. It began soon after the pop music hit in Korea. K-pop
 31

with its trendy outfits and songs with electrifying tones can be easily

identified by entertainers (Tesol, 2013).

Learning. By an experience, learning is the passably indelible in the behavior

of any person (Cherry, 2018), and so in this study, it is the accession of an

individual’s own capabilities and knowledge that can be acquired by their own

experience.

Learning Material. A part of the learning resource that holds the instruments

and lecture materials that are used by the students in the lecture process. It

have a systematic structure and sequence that explains the goals and

objectives to be achieved. It also help the students to learn independently so

that the accumulative able to master the competence as a whole and integrated

(Sutiani, Silalahi & Situmarong, 2017). In this study, learning materials are the

handouts, textbooks and visual aids which will serve as the reference and

learning tool for the students.

Listening. By definition, listening is the acquisition, process, and retention of

information in the interpersonal context (Bostrom, 2011). In this study, listening

is a process of receiving messages. Listening is a medium through which

people, specifically students, gain a large portion of their education—their

information, their understanding, and their ideals.

Music. Music is which could be created by man and able to form into a work of

art or augment the projects (Titon, 2009). In this study, music is defined as a

form of entertainment that lessens boredom in a way that people find interest

of listening. Music can be categorized into different classes such as Pop, Rock,

Classical, R&B, Jazz, Hip-hop, Electronic, and Asian Music.

 32

Study habits. Well-planned patterns of study that has achieved a form of

student consistency in understanding (Acheaw, 2004). In this research, study

habit is the conduct pattern, systematically formed by students in their pursuit

of study which acts as a learning vehicle. It is the level wherein students engage

in studies characterized by suitable studying routines (e.g. surface-level, and

deep-learning).

Surface learning. Surface learning as a study habit means when someone is

prompted to do the task, he/she would memorize it intentionally (Entwistle,

2000). In this study, surface learning is an approach to learning that gives

emphasis on recall of facts and lower level cognitive abilities. This study

approach has the aim of passing an assessment without the engagement

required for deep learning.

 Chapter 3
RESEARCH METHODS AND PROCEDURE

In this chapter, the materials, designs, and preparations that were used

and made in the research study is discussed. It also shows the procedures that

the researchers used in the study to accomplish the objectives of the project,

as well as the data gathering procedure and the plan for data analysis. The

research must consider important components for the completion of this study.

Research Design

This study used a descriptive qualitative approach for qualitative

research in order to fulfill the intended goal of gathering information to serve as

an assistance for the researchers to manage this study, which is fully conducted

to determine how the effects of listening to music affects students’ focus while

studying. Qualitative research is designed to collect non-numerical data and to

interpret the meaning of data, to help researchers to understand life by studying

the targeted populations. Rather than the use of numbers, it refers to the

meanings, concepts, definitions, characteristics, metaphors, and description of

things and not to their counts or measurements (Creswell, 2003).

In order to gather data about the existing study, the researchers used a

phenomenological method of inquiry.

Phenomenology is an approach to qualitative research, which focuses on the

shared experiences within a certain group. The main objective of the approach

is to describe the nature of the phenomenon (Creswell, 2013).

 34

This kind of approach had been selected by the researchers as it will

study how the effects of music listening adhere to students’ focus during study

periods. The primary objective of a phenomenological study is to explain the

meaning and structure of a person or a group of people's experiences around

a particular phenomenon. Phenomenology begins not with a theory but instead

with a phenomenon that is taken into consideration. In a phenomenological

study, and how the participants describe their experiences can be used to

collect data. In spite of the fact that in-depth interviews are the most common

process for data acquisition in this studies, detailed experience and even

aesthetic expressions can also be evaluated by the participants.

The Participants

A. Setting of the Study

The data collection took place in Batangas State University Main

Campus I located at Rizal Avenue, Batangas City. Batangas State

University was picked because of the prominence it has accumulated

throughout the years making it a standout amongst the different

schools in the region of Batangas City. The data collection was

conducted within the rooms of College of Arts and Sciences (CAS)

Building.

B. Participants of the Study

The participants were from the Grade 11 Senior High School

Integrated School Department. There were 15 participants for this

study. The participants were chosen through the use of purposive

sampling method. Purposive sampling method has the main goal of

focusing on particular characteristics of a population that are of

 35

interest.In this study, we determined the effects of music listening

while studying and therefore choose the people who listen to music

while they are studying. The researchers selected the Grade 11

students as participants because of these factors: (1) Many students

have a hard time adjusting to the Senior High School Curriculum. (2)

They assert convenience within the data collection method since they

are easier to reach. These factors justified the Grade 11 students as

suitable candidates for being the participants of the study.

Participants would be able to provide the researchers with the

necessary information for the research study.

Data Gathering Procedure

The researchers proposed to have 15 participants in the study. Next, the

researchers' task was to provide a consent informing the participants that a

descriptive-qualitative approach will be conducted by the researchers.

According to Lambert (2012), descriptive-qualitative approach is acceptable in

phenomenological research design because they tend to explain the

phenomena. In addition to that, the purpose of collecting data is to detect the

nature of the particular events in this study.

Data are collected in small to moderate, structured, open-ended, private

or group-focused interviews.The advantage of this method in the study is that

the researchers’ can gather in-depth information within the participants

regarding the effects and experiences of music listening while studying. Each

detail, including the confidentiality of the results and the anonymity of the

respondents, was discussed in detail to help them gain a better understanding

of the research purpose and aims. First, the researchers’ conducted a

 36

Structured survey among the participants to identify their self-preferred music

genre in different study methods such as memorization, solving mathematical

problems, and reading with regards to the above-mentioned study methods

while listening to music.

From the conducted survey, the researchers’ considered the availability

of the participants, with regards to their class schedule and picked an

appropriate time to where the participants are free. Later on, Semi-Structured

Interviews were conducted at the above-mentioned rooms to achieve

convenience during the test.

Semi-structured interviews are used to collect focused, qualitative

textual information. This method offers a balance between an open interview's

flexibility and a structured ethnographic survey's focus. (McCammon, n.d.). As

the interview progresses, some questions could be added/missed. This method

helps the researchers to develop a true sense of understanding on the situation

of the participants. It increases the validity of the collected data because it

allows the researchers to ask clarifications and allow the participants to manage

the interview direction. The purpose of this interview is to know the reasons

behind why the participants listen to music while studying and to determine how

listening to music affected their study habit (surface and deep level). This is to

maintain the organization of the data gathering procedure in order to speed up

the collection of data.

In semi-structured interviews, a common practice is to lead with open -

ended questions and then develop follow-up questions spontaneously to gather

more specific evidence about the assets of the candidate.

 37

The questions for the flexibility of the interview are created in a semi-structured

manner, specifying the interview questions for each research question as

follows:

1. How does listening to music affect your surface level of studying in

terms of memorization?

2. How does listening to music affect your deep level of studying in

terms of:

2.1 Problem-Solving; and

2.2 Reading?

3. What are the reasons behind why you listen to music while studying?

3.1 What are the experiences that you have garnered from listening

to music while studying?

Data Gathering Instrument

The survey questionnaire was the main tool for the process of data

collection. To formulate the survey questionnaire for the study, various

processes such as literary research and internet browsing have been used to

find an appropriate standard for creating this.

Questionnaire. The survey questionnaire consists of questions which

will determine the common type of music genre that the participants listen to

while studying in terms of: (1) Memorization, (2) Problem-Solving (3) Reading.

The survey questionnaire includes the following questions:

1. What is/are the genre/s of music that you listen to while memorizing?

a) Pop Music

b) Rock Music

c) Classical
 38

d) R&B Music

e) Jazz Music

f) Hip- hop Music

g) Electronic Music

h) Asian Music

2. What is/are the genre/s of music that you listen to while solving

mathematical problems?

a) Pop Music

b) Rock Music

c) Classical

d) R&B Music

e) Jazz Music

f) Hip- hop Music

g) Electronic Music

h) Asian Music

3. What is/are the genre/s of music that you listen to while reading?

a) Pop Music

b) Rock Music

c) Classical

d) R&B Music

e) Jazz Music

f) Hip- hop Music

g) Electronic Music
 39

h) Asian Music

Plan for Data Analysis

The objective of this study is to identify the various effects of music

listening to the focus of students while studying and as well as distinguish the

reasons on how listening to music affects the study habits of the students.

Information analysis as well as synthesizing of data will be conducted after

gathering the sufficient information from the participants. The researchers' will

undergo Narrative Analysis to further examine the data gathered in the study.

According to Allen (2017), narrative analysis is a genre of scientific frames

whereby researchers analyze stories that are told within the meaning of

research and/or are shared in a daily basis. Researchers who manage this type

of analysis make various—yet equally substantial and significant—

interpretations and conclusions by aiming on different elements. These different

elements comprise, but are not limited to, how the story is arranged, what

functions the story serves, what is the context or substance of the story, and

how the story is performed. Through the use of this method, the researchers

will analyze the experiences of the participants while listening in music based

from the stories and perceptions of the participants during the interview. The

process of narrative analysis of this study was based on the article by Rucker

(2016), which involves the process;

1. Gather the experiences of the participants from the conducted interview.

2. Search for insights and meanings to analyze each experience.

3. Search for interpretations, compare and contrast different experiences.

4. Formulate a new story that brings together previous experiences in an

informative and unique way.