1

THE EFFECT OF CLASSICAL MUSIC TO THE MEMORY RETENTION

OF CCNHS GRADE 12 STUDENTS

A Quantitative Research Presented to Senior High School Department, Calbayog City,

Calbayog City National High School

In fulfillment of the course Practical Research 2 for

Science, Technology, Engineering, and Mathematics (STEM)

Calbayog City National High School

Alvarez, Roberto B.
Condeza, Elnathan M.
Gementiza, Antonitte C.
Granada, Micah M.
Montanez, Vanessa P.
Olasiman, Sandy D.
Panzuelo, Ferdinand V.
Sermense, Liezl Mae A.
Tagadiad, Francis Leo C.
Villa, Justin Mike N.

Grade 12-STEM B

Cesar A. Conquillo, Jr.

Research Adviser
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Chapter 1

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes

the background of the study, the statement of the problem, significance of the

study, and scope and delimitation of the study.

Background of the Study

As the importance of the classroom setting has grown and evolved over

time, teachers now have an opportunity and obligation to enrich and promote

learning further than before. There are several approaches to teaching through

which a teacher can positively affect the productivity, behavior, and motivation of

students. One of the specific strategies now commonly used to supplement and

enhance student learning is the use of music. Research indicates that music plays

an important role in culture and is a strong influence on today’s youth.

Research studies have established that music is beneficial in improving

learning, building self-esteem, reducing stress, supporting physical exercise and

facilitating a host of other health-related activities (Heiderscheit, 2009). Because

of this music therapy was born. It was after the World War II when a throat, nose,

and lung physician Alfred Tomatis used music to treat his patients with

developmental delays, ADHD, Autism, and other health-related issues

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(Soundlistening Corporation, 2006). Additionally, other researchers were also

involved in the study of USM R & D 20 (1) 111-123 (2012) ISSN 0302-7937 112

USM R&D Journal music cognition which involved the study of several aspects of

music particularly how music was processed in the mind and the resulting mental

processes.

According to researchers from the Sapienza University of Rome, listening

to music particularly to a classical music like Wolfgang Amadeus Mozart's

composition cause changes in brain wave activity that is linked to intelligence,

memory, and problem-solving. Classical music and spatial reasoning pathways in

one's brain are similar. Therefore, the spatial reasoning pathways become

switched on when we listen to classical music. Since classical music has a more

complex structure than any other kind of music, researchers think that listening to

it conditions the brain for more complex function as well. And the frequent

repetition of melodic lines diminishes the ‘element of surprise’ to the brain, so to

speak, the listener then gains more attention for rational listening. Also listening

to classical music while doing something like studying helped people to relax,

reduce blood pressure, clear headaches and migraines, improve intelligence and

concentration, and lastly, it helped with good coordination (Eastday, 2010)

One of the findings in a study about the benefits of music is that classical

music helps in synchronizing emotions, eases tension and depression, and

enhances critical thinking through its rhythm. Its melody, on the other hand, was

found to catalyze the creative process in one's mind. In 1993, Frances Rauscher
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et al. studied and proved the effect of classical music on the mental capacity of

some college students in the University of California (Rauscher, et. al., 1993).

For years, studies have been made to prove the belief that listening to

classical music is among the cheapest yet highly rewarding steps that can be

taken towards improved memory retention. Also, there were numerous studies

about music in general, the music genre, and studying it around the world.

However, there seem to be no study of classical music to the memory retention of

a person in the local setting.

The researchers are intrigued to study the effect of classical music on the

memory retention of a student during junior high school years. This study focuses

on playing classical music. Classical music is considered as mood calming and

soothing (Giles,1991) and therefore may motivate students towards their assigned

work. Thus, researchers hypothesized that music has affected the memory

retention of a person. The researchers predicted that a soothing classical song

played during a quiz will result in higher quiz scores than for a quiz taken with no

music intervention.
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Statement of the Problem

This study sought to identify the effectiveness of music on CCNHS Grade

10 BEP students’ short-term memory capacity.

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the participants in terms of:

1.1 Age;

1.2 Section;

1.3 Socio-economic status; and

1.4 Mid-term GWA?

2. What is the test scores of the two groups of participants?

2.1 Control Group; and

2.2 Experimental Group?

3. Is there a significant difference between the test scores of the control and

experimental group?

4. Is there a significant relationship between the test scores of the control and

experimental group to their demographic profile?

5. Based on the findings of the study, what recommendations can be proposed in

regard to the effect of classical music on the memory retention of students of

CCNHS?
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Significance of the Study Commented [L1]: Past tense pa an nauunder sini?

This study has investigated the effect of music on the short-term memory

retention of Grade 10 BEP students. Moreover, one source has pointed out that

some music has a positive impact on the academic performance under certain

circumstances.

Students. The beneficiary of this research is not only limited to the Grade 10 BEP

students of Calbayog City National High School. This study aims to open up the

possibilities of experimenting with the wonderful humanizing profits music can

contribute to the capacity of the students to retain lessons. The results of the study

can aid students in understanding the role of music in a better learning experience.

Educators. The information from this study will be of great value to all educators.

It will provide information pertaining to a different strategy that could bring positive

results into the classroom. Promoting a better and more efficient input retention

with the aid of classical music be effective in several ways that could lead to

positive performance and/or an increase in test scores. It could help raise the

students' level of motivation, increase positive behavior, and keep students on

task.

Parents. They also play a vital role in the development of every learner. Every

parent of the learner must know what the problems of the school are so that they

will understand what is happening and what solution can be presented for that

problem.
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Future Researchers. The ideas presented may be used as reference data in

conducting new researches and in testing the validity of other related findings.

This study will also serve as the cross-reference of future researchers by providing

them a background or an overview of the study they’re making.

Scope and Delimitation

This study is an experimental research that deals with the effect of music

on the short-term memory retention of a student. The study was conducted at

Calbayog City National High School for the school year 2018-2019, particularly,

the Grade 10 BEP students. The experimentation stage of the study was done

from September 26 - October 2, 2018 within the campus of Calbayog City National

High School.

Furthermore, in order to gather the data needed, there was a total of 60

participants as the sample size which was subdivided into the control and

experimental group comprising of 30 students each. With the aid of a validated

test questionnaire and a two group design, the short-term memory retention of the

said participants was assessed. Prior to taking the test, both groups received a

similar handout containing 20 Swahili words with their corresponding English

translation which was reviewed by the participants. During the review, the

experimental group was made to listen to Wolfgang Amadeus Mozart’s Piano

Sonata No.4 in E Flat Major K, a classical piece of music, while the control group
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remained without music. Both groups then answered a questionnaire which was

based off another short-term memory test without classical background music.
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Chapter 2

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter of the paper presents the review of related literature, the

conceptual framework, the research hypotheses, and the definition of terms.

Review of Related Literature

Numerous articles and studies have pointed out that listening to music

during the studying or learning phase can affect the mental performance of

individuals.

In an article posted on the web page of Computer Systems Institution

(2015), this happens due to the "activation" of the brain and promoting a more

creative mental environment. Other studies have also found that listening to music

(preferably that which the individual enjoys) can boost one's mood, which

intensifies mental focus and improves willpower to keep you successfully on task.

It can also aid in creating a more peaceful and personalized environment that's

free from distractions. Additionally, music can help with staying focused on

repetitive-type tasks, improving the efficiency and helping to complete more

studying in less time (Computer Systems Institute, 2015).

An implication that listening to music can bolster the spirit and relieve

stress was made by Dr. William R. Klemm (2013) in his blog in Psychology Today.

This claim is congruent to the conclusion of a journal of Music Therapy written by

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Jason Burns, et. al (2002) wherein it is suggested that music may have an effect

on the cognitive component of the stress response. Dr. Klemm also included that

prior research had shown that listening to music that people considered

pleasurable increased the release of dopamine in the brain. In reference to the

results from the study Pleasurable Music Affects Reinforcement Learning

According to the Listener, Dr. Klemm likewise entailed that the musically untrained

participants of the experiment learned better with positive music, presumably

because of the positive emotions it generated without the complication of

analyzing it and thus interfering with memory formation.

The aforementioned study involved having seventy-three subjects with a

mean age of 27.1 years listen to a battery of 14 pop songs and choose three that

they most liked and three that were emotionally neutral. One of each was selected

for use in the study, in which subjects were grouped in four different listening

patterns involving a positive (P) or neutral (N) song during the study and the

opposite kind of song during testing. Thus, there were four groups, NN, NP, PP,

PN. Each group was formed to have an approximately equal number of musicians

and non-musicians.

The learning involved memorizing 54 pairs of Japanese characters, in

which one character was arbitrarily given a high reward value (a simple smiley

face feedback display during training) and the other character a low reward value

(frowning face feedback). In the test phase, pairs were shuffled and thus served

as a measure of how well the original learning was generalized.

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Results indicated that people with more musical experience learned better

with neutral music but tested better with pleasurable music. The opposite was true

for people without music training (Klemm, 2013).

Steven Brown, Michael Martinez and Lawrence Parsons (2004), in their

study, observed that there were activations in the limbic and paralimbic systems

after non-musicians passively listened to unfamiliar yet liked instrumental music.

Historically, those who believe that listening to music helps the memory

refers to the phenomenon as the “Mozart Effect” (Klemm W., 2013). The Mozart

Effect, as outlined in the book The Mozart Effect, can relieve stress, improve

communication and increase efficiency. It also raises performance levels and

productivity by reducing stress and tension, masking irritating sounds and

contributing to a sense of privacy (The Mozart Effect How Music Makes You

Smarter, n.d.).

Although the Mozart effect has been disproved, there are studies that have

found that a background music stimulus improves performance on different tests.

Roth and Smith (2008) tested the arousal hypothesis using Mozart's

compositions as a response to prior studies that disputed the Mozart Effect. The

belief was that if a person listens to a classical piece of music there would be a

temporary increase spatial-temporal reasoning in the person. The increase in

spatial-temporal reasoning was attributed to moderate arousal that improved

cognitive performance (2008). For their experiment, Roth and Smith divided

participants into five conditions, full musical expert, rhythm, melody, non-musical
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auditory stimulus, or silence. The musical stimuli conditions were derived from

Mozart's "Piano Sonata No. 3 in B Flat," which they chose from a previous study.

Participants were exposed to their background condition for a total of 5 minutes

and 43 seconds. After being exposed to their condition participants were given a

practice GRE, with only 30 minutes to complete 25 questions. Roth and Smith

found that the participants with a background auditory stimulus performed better

on the test than participants in the background silence condition. There was no

statistically significant difference between the different auditory stimuli, but this

study supports that a background auditory stimuli improves performance.

Hallam, Price, and Katsarou (2002) found that background auditory stimuli

produced a significant increase in performance on mathematical tests. This study

had 13 participants who were assigned to either a background music condition or

a background silence condition. This study found that background music did not

produce a significant increase in performance compared to the background

silence group. Although the results were not significant, the data suggest that

music can slightly help participants’ memory.

The current study on The Effect of Classical Music on the Short-Term

Memory Retention of CCNHS Grade 10 BEP Students is bound to the

aforementioned studies as they all concern the identification of a significant

association of the presence of music and the mental or intellectual performance

of an individual. However, the past studies deal with more complex variables

whereas the present study delimits itself to the convenience of the researchers.

The participants' preference for certain music genres as well as training in music
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was both put into consideration in one of the previous studies. In another study,

the effects of music were observed on the context of certain systems in the central

nervous system. In addition to that, the previous studies covered a broader

musical genre without limiting itself to a particular musical genre. The present

study, on the other hand, deals only with the observation of the effect of classical

music on the short-term memory retention of the students through the evaluation

of their test scores.

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Conceptual Framework

Demographic of the
respondents

 Age
 Section
 Social-Economic
Status
 Midterm GWA

Test score of the Test scores of the

control group without experimental group
classical music with classical music

Proposed
Recommendation

Figure1. Conceptual Framework of the effects of classical music on the short-

term memory retention of Grade 10 BEP students.

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The figure above shows the process of how this study was conducted.

Three (3) concepts were presented in the aforementioned figure: the input which

encompasses the demographic of the respondents of the study; the process which

involves determining the test scores of the respondents when exposed to classical

music and to no music during the review period; and the output which contains a

recommendation on how the findings of the study will be beneficial will be

proposed.

The two-headed arrows describe the inter-relationship between the input

and the process of the study. The significant relationship of the demographic

profile of the respondents to their test scores is to be determined first, both of the

control and experimental groups. Afterwards, the test scores of the respondents

when exposed to music during the review period and when exposed to no music

at all will be compared to determine their relationship.

After finding a comprehensive result, a recommendation on how the

findings of the study will be beneficial will be proposed. This is included in the

output.

Research Hypothesis

1. There is no significant difference between the test scores of the control group

and the experimental group.

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2. There is no significant relationship between the test scores of the control group

and the experimental group.

3. There is no significant relationship between the test scores of the control group

and experimental group to their demographic profile.

Definition of Terms

The following definitions of terms used in this study were denoted

necessary to facilitate understanding of this study on the part of the readers.

Age. The length of an existence extending from the beginning to any given time

(Merriam-Webster, 2018). In this study, it refers to the length of the participants’ Commented [2]: Check citation

existence in years when the study was taking place.

Classical Music. Relating to the music of the late 18th and early 19th

centuries characterized by an emphasis on balance, clarity, and moderation.

(Merriam Webster, 2018). In the study, it refers to the kind of music; Commented [3]: Check citation

specifically the “Wolfgang Amadeus Mozart’s Symphony No. 4 in D minor, K.19”

that will be used in conducting this study.

Control Group. It is a group separated from the rest of the experiment, where the

independent variable being tested cannot influence the results. This isolates

the independent variable's effects on the experiment and can help rule out

alternative explanations of the experimental results. (Helmenstine, 2018). In the

study, it refers to a group of participants that will answer both tests with no classical

music being played.

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Experimental Group. It is the group in which the experimental procedure is

performed. The independent variable is changed for the group and the response

or change in the dependent variable is recorded. (Helmenstine, 2017). In the study,

it refers to a group of participants that will answer the post-test with classical music

being played during the review period.

General Weighted Average (GWA). It is a representation (often numerical) of the

overall scholastic standing of students used for evaluation (Wikipedia). In this Commented [4]: Date and citation

study, it refers to the participants’ average grade for the mid-term of the first

semester.

Memory Retention. The capability to hold information, and retrieval is the

recollection of held information in the mind in response to external stimuli

(Semantic Scholar, 2013). In the study, memory retention is used to define the Commented [5]: citation

capacity of the participants to retain the given input. This is quantitatively

measured with the use of a test.

Short-Term Memory. The capacity to keep a small amount of information in mind

in an active, readily available state for a short period of time (Toxicological Aspects

of Drug-Facilitated Crimes, 2014). In this study, short-term memory constitutes

the pieces of information that the participants were able to remember under the

indicated short period of time.

Section. Any of the more or less distinct parts into which something is or may be

divided or from which it is made up (Oxford Dictionaries, 2018). In this study, it Commented [6]: citation

refers to the name of the respective classes wherein the participants belong to.
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Socioeconomic Status. The social standing or class of an individual or group. It

is often measured as a combination of education, income and occupation

(American Psychological Association). In this study, it only refers to whether the Commented [7]: Date and citation

participants belong to the Lower, Middle or Higher Class.

Test. A procedure intended to establish quality, performance, or reliability of

something, especially before it was taken widespread use (Oxford Dictionaries). Commented [8]: Date and citation

In this study, this refers to the method that was used to quantitatively measure the

respondents’ ability to retain the pieces of information included in the reviewer.

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Chapter 3

METHODOLOGY

This chapter presents a description of the research design selection and

description of respondents, research instrument, data gathering procedure and

statistical treatment used.

Research Design

This study is quantitative in nature since the research questions the

researchers sought to answer led to numerical data and generally utilized

statistical treatments in analyzing the data that was gathered from the experiment.

The study followed the experimental design as it aimed to determine the

effect of classical music on the performance of CCNHS Grade 10 students under

BEP. More specifically, it utilized a true-experimental design for the participants in

the study are randomly selected. This was done in order to assess whether a

significant degree of association (relationship and difference) was present

between the control and experimental groups as well as their respective test

scores.

As defined in the Steve Mckillup’s Introduction to Experimental Designs

(2012), experimental research designs are the primary approach used to

investigate casual (cause/effect) relationships and to study the relationships

Commented [L9]: Citation. Or find a better source
Mckillup, S. (2012). Introductory concepts of
between one variable and another. experimental design. Statistics Explained, 29-47.
doi:10.1017/cbo9781139047500.005
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The Sample

The target sample of the study is the Junior High School Department of

Calbayog City National High School of Calbayog City, particularly, the Grade 10

students under Basic Education Program (BEP). With the selected sample, the

researchers tested the study.

The sample was selected as the researchers believed that choosing the

selected sample was most effective with respect to the procedures and aims of

the study. The sampling technique that was used was simple random sampling

since the chosen participants of the study were selected without discrimination

and at random.

Table 1
Respondents of the Study

Section Number Percentage (%)

Andersen 6 10%

Browning 6 10%

Chaucer 6 10%

Dumas 6 10%

Exupery 6 10%

Fritzgerald 6 10%

Goldman 6 10%

Hemingway 6 10%

Irving 6 10%

Jefferson 6 10%
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Total 60 100%

Table 1 above shows the number of respondents taken per section.

Based from the given percentage, it shows that the respondents from each

section is equal in number.

The Instruments

Invalid instruments can lead to erroneous research conclusions, which in

turn can influence educational decisions. Thus, researchers shall make use of one

research instrument to gather the data needed on the variables being studied. A

self-made test questionnaire was made which followed the pattern of a memory

test included in a post by The Guardian and was used in conducting the study.

Said test contained 20 basic Swahili words with the exclusion of their respective

English translations which the participants were made to supplement. A

questionnaire is a research instrument consisting of a series of questions and

other prompts for the purpose of gathering information from respondents

(Wikipedia, 2018). Test questionnaires used in conducting the study will be shown Commented [10]: Questionnaire. (2018, August 19).
Retrieved from
https://en.wikipedia.org/wiki/Questionnaire
in the succeeding paragraphs.

Reviewers were produced before the test, which served as the basis for

where the questions during the test was taken.

Intervention
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The research was conducted on the Grade 10 students under the Basic

Education Program (BEP) of Class of Calbayog City National High School

consisting of ten sections. The researchers were tasked with the formulation of

the test questionnaire and the provision of the handouts to be reviewed by the

participants before taking the test.

There were two groups, the EG (Experimental Group) and the CG (Control

Group) that took the test. What separated the EG from the CG was the presence

of music during the review session (which only lasted for an approximate of 5

minutes) while the EG was made to review with the presence of classical music.

Both groups were given 3 minutes to take the test. The piece of music used in the

study was Wolfgang Amadeus Mozart’s Piano Sonata No. 4 in E Flat Major, K.

282. Both the CG and EG remained at ease during the testing period, which

means that they underwent no playing of classical music while taking the test.

Data Collection Procedure

The researchers asked permission from the CCNHS school principal,

Grade 10 BEP subject teachers and Grade 10 BEP students before conducting

the study. By doing so, the respondents were allowed to answer the test made

solely by the researchers

The study was done to the Grade 10 students of the Basic Education

Program which was consisted of 10 sections. 30 students coming from these

sections were included in the control group and another 30 students in the

experimental group. The selection of respondents was randomized. During the

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review period, only the experimental group listened to classical music and the

control group remained at ease. Handouts which consisted of Swahili words with

their corresponding English translation were provided also by the researchers to

be reviewed by the respondents before answering the test. Researchers ensured

that the answered test papers were checked on the same day as they were taken.

Results from the given test served as the basis for the researchers to

proceed in data analyzing in which the scores were subjected to the appropriate

statistical computation.

Plan for Data Analysis

The pieces of information and data which were gathered from the

questionnaire were tabulated and subjected to the following statistical treatment.

1. To determine the profile of the respondents in terms of age, sex, section,

socioeconomic status and GWA, a frequency distribution was used.

2. To determine the test scores between the control and experimental group, a

frequency distribution was used.

3. To determine the significant difference between the test scores of control and

experimental group, an Independent Sample T-test was used using SPSS version

21.

4. To determine the significant relationship between the test scores of control and

experimental group, a multiple regression was used using SPSS version 21.
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Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter focuses on the presentation of data, analysis, and

interpretation of the gathered data.

Table 2 shows the demographic profile of the respondents in terms of age.

Demographic profile of the respondents in terms of age

Age Frequency Percentage (%)

15 6 10

16 51 85

17 3 5

Total 60 100

The table above shows the demographic profile of the respondents in

terms of age. Of the 60 respondents, six (6) or 10% are 15 years old; fifty-one (51)

or 85% are 16 years old; three (3) or 5% are 17 years old. Therefore, the number

of respondents are not yet in legal age. This simply implies that all of the

respondents are adolescents which agrees with the grade level they are in.
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Table 3 shows the demographic profile of the respondents in terms of sex.

Demographic profile of the respondents in terms of sex

Sex Frequency Percentage (%)

Male 30 50

Female 30 50

Total 60 100

The table above shows the demographic profile of the respondents in

terms of sex. Of the 60 respondents, thirty (30) or 50 % are male; thirty (30) or

50 % are female. Therefore the number of respondents is equal.

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Table 4 shows the demographic profile of the respondents in terms of

section.

Demographic profile of the respondents in terms of section

Section Frequency Percentage (%)

Andersen 6 10

Browning 6 10

Chaucer 6 10

Dumas 6 10

Exupery 6 10

Fritzgerald 6 10

Goldman 6 10

Hemingway 6 10

Irving 6 10

Jefferson 6 10

Total 60 100

The table above shows the demographic profile of the respondents in

terms of section. Of 60 respondents, their frequency and percentage are all

equal.
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Table 5 shows the demographic profile of the respondents in terms of

socioeconomic status.

Demographic profile of the respondents in terms of socioeconomic status

Socioeconomic Status Frequency Percentage (%)

Middle Class 41 68.33

Upper Class 19 31.67

Total 60 100

The table above shows the demographic profile of the respondents in

terms of socioeconomic status. Of the 60 respondents, forty-one (41) or 68.33%

are in the middle class whose family earn P 5,001 to P15,000 and nineteen (19)

or 31.67% are in the upper class whose family income ranges from P 15,001

and above. Not one respondent is in the lower socioeconomic status. This

implies that all of the respondents have enough capacity to provide school

necessities and other luxuries possible.

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Table 6 shows the demographic profile of the respondents in terms of

mid-term GWA.

Demographic profile of respondents in terms of mid-term GWA

Mid-term GWA

Code Values Frequency Percentage (%)

1 79.99 below 6 10%

2 80-89.99 45 75%

3 90 above 9 15%

Total 60 100%

The table above shows the demographic profile of the respondents in

terms of mid-term GWA. Of 60 respondents, six (6) or 10 % is in the 79.99 below

mid-term GWA; forty-five (45) or 75 % belongs to the 80-89.99 mid-term GWA and

nine (9) is in the 90 above mid-term GWA. Therefore, majority (75%) of the

respondents has an average weighted mean of 90 for the mid-term of the first

semester. This implies that majority of the respondents are in the are doing well

in academics regardless of any reference.

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Table 7 shows the test scores of the control and experimental group.

Test scores of the respondents in control and experimental group

Scores of Control Group

Scores Frequency Percent (%)

0-4 5 16.67 %
5-8 15 50 %
9-12 7 23.33 %
13-16 3 10 %
17-20 0 0%
Total 30 100

The table above shows the test scores of the respondents in control group.
Of 30 respondents; five (5) or 16.67 % has 0-4 score range, fifteen (15) or 50 %
is in 5-8 score range, seven (7) or 23.33 % is under the 9-12 score range, three
(3) or 10% belongs to 13-16 score range and zero (0) or 0 % is in the 17-20 score
range.

Scores of Experimental Group

Scores Frequency Percentage (%)

0-4 4 13.33 %
5-8 6 20 %
9-12 10 33.33 %
13-16 9 30 %
17-20 1 3.33 %
Total 30 100 %

The table above shows the test scores of the respondents in experimental
group. Of 30 respondents; four (4) or 13.33 % has 0-4 score range, six (6) or
 30

20 % is in 5-8 score range, ten (10) or 33.33 % is under the 9-12 score range, nine
(9) or 30 % and one (1) or 3.33 % is in the 17-20 score range.

Based from the tables above, it is apparent that the respondents from the

control group generally scored more in the lower score range, while those in the

experimental group scored more in the higher score range. The majority (50 %) of

the respondents’ score from the control group is included in the 5-8 score range,

whereas 33.33% and 30% of the respondents from the experimental group scored

with a range of 9-12 and 13-16, respectively. No respondent in the control group

was able to acquire a score in the 17-20 range, however, 3.33% of the

experimental group scored in the said score range.

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Table 8 shows the significant difference between the test scores of

control and experimental group.

Significant difference between the test scores of the control and

experimental group to their demographic profile

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Control 30 7.57 3.501 .639

Scores
Experimental 30 10.00 4.480 .818

The data above shows that control group has the mean of 7.57 and 10.56

for the experimental group. As seen in the table, the average mean of the

experimental group’s test scores is comparatively higher than that of the control

group. This implies that there is indeed an observable difference between the test

scores of the two groups.

Independent Samples Test

Levene's Test for Equality of t-test for Equality of Means

Variances
F Sig. t df Sig. (2-tailed)
Equal variances assumed 2.971 .090 -1.646 58 .105
Scores
Equal variances not assumed -1.646 53.632 .106

Independent Sample T test was conducted to determine if there is a

significant difference between the test scores of the control and experimental

group.
 32

Based from the given data, it showed a significance value of .006 which is less

than the 0.1 significance level. This implies that there is a difference in the test

scores’ means of the respondents between the control and experimental group.

Table 9 shows the significant relationship between the test scores of

control and experimental group to their demographic profile.

Significant relationship between the test scores of the control and

experimental group to their demographic profile

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .335a .112 .030 4.107

Predictors: GWA, Socio-economic Status, Age, Sex, Section

ANOVAa

Model Sum of Squares Df Mean Square F Sig.

Regression 115.439 5 23.088 1.369 .250b

Residual 910.744 54 16.866

Total 1026.183 59

a. Dependent Variable: Scores

b. Predictors:, GWA, Socio-economic Status, Age, Sex, Section

 33

a
Coefficients

Model Unstandardized Coefficients Standardized T Sig.

Coefficients

B Std. Error Beta

(Constant) 19.534 25.169 .776 .441

Age -1.551 1.422 -.144 -1.090 .280

Sex -.339 1.100 -.041 -.308 .759

Section .375 .204 .260 1.840 .071

Socio-economic Status 1.724 2.482 .091 .695 .490

Mid-term GWA .104 .132 .109 .790 .433

a. Dependent Variable: Scores

A multiple regression analysis was conducted to determine the relationship

between the demographic profile of the respondents (age, sex, section, socio-
economic status, and GWA) and the test scores between the control and
experimental group. Result of the analysis from the table of model of summary
above showed an R square value of .112 which means 11. 20% of the test scores
between the control and experimental group could be explained by their
demographic profile (age, sex, section, socio-economic status and, GWA).

The analysis of variance showed an F-value of 1.369 with significance

value of .250 which is greater than the 0.1 significance level. The null hypothesis
therefore is failed to be rejected which means that demographic profile of the
respondents (age, sex, section, socio-economic status, and GWA) does not
significantly affect the test scores between the control and experimental group.

Beta coefficient show that age (β= -1.1551, p <0.1), sex (β= -0.339, p <0.1),
Socio-economic Status (β= 1.724, p <0.1), and GWA (β=.104, p <0.1) did not
significantly predict the test scores between the control and experimental group
 34

having significant values of 0.280, 0.759, 0.490, 0.433 which are greater than the
0.1 margin of error level. While the remaining demographic profile of the
respondents, which is the section, (β=0.375, p <0.1) significantly predicted the test
scores between the control and experimental group having the significant value of
0.071 which is lesser than the 0.1 margin of error level. It could therefore be said
that the section of each respondents, which refers to the name of the class wherein
the participants belong to, has a significant relationship to the test scores of both
groups.
 35

Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions and

recommendations derived from the interpretation and analysis of data.

Summary of Findings

1. Of the 60 respondents, thirty (30) or 50 % are male; thirty (30) or 50 % are

female. The ages of the respondents ranges from 15-17. Six (6) or 10% are 15

years old; fifty-one (51) or 85% are 16 years old; three (3) or 5% are 17 years old.

The section’s frequency and percentage are all equal. The respondents’ monthly

family income shows that forty-one (41) or 68.33% are in the middle class

(P 5001 to P 15 000) and nineteen (19) or 31.67% are in the high class

(P 15 000 and above.) In terms of the mid-term GWA, there are six (6) or 10 % is

in the 79.99 below mid-term GWA; forty-five (45) or 75 % belongs to the 80-89.99

mid-term GWA and nine (9) is in the 90 above mid-term GWA. In terms of the test

scores, nine (9) or 15 % has 0-4 score range, twenty-one (21) or 35 % is in 5-8

score range, seventeen (17) or 28.3 % is under the 9-12 score range, twelve (12)

or 20% belongs to 13-16 score range and one (1) or 1.7 % is in the 17-20 score

range.
 36

2. Results of the Independent Sample T-test show test scores of control group has

the mean of 7.57 and 10.56 for the experimental group, it showed a significance

value of .006 which is less than the 0.1 significance level.

3. Results of the beta coefficients show that age (β= -1.1551, p <0.1), sex

(β= -0.339, p <0.1), Socio-economic Status (β= 1.724, p <0.1), and GWA (β=.104,

p <0.1) did not significantly predict the test scores between the control and

experimental group having significant values of 0.280, 0.759, 0.490, 0.433 which

are greater than the 0.1 margin of error level and among the demographic profile

of the respondents, only section (β=0.375, p <0.1) significantly predicted the test

scores between the control and experimental group having the significant value of

0.071 which is lesser than the 0.1 margin of error level.

Conclusions

Based on the data gathered and the summary of findings, the researchers

have conducted the following.

1. Of the 60 respondents, there is an equal number for males (30) and females

(30). The age of the respondents ranges 15-17 are not yet that capable of deciding

for oneself. There is an equal number of respondents, six (6) from each section

where taken to undergo on the said study. Furthermore, all of the respondents

have enough capacity to provide necessities and luxuries possible. They also do

not have failing grades which means that they are doing well in academic

regardless of any reference.

 37

2. With the given test scores’ means of respondents in control and experimental

group, the null hypothesis therefore is to be rejected which means that test scores

between the control and experimental group has a significant difference with each

other. Test scores between the both groups showed that respondents who were

in experimental group which were inclined to the use of music during the test has

the high percentage of scores compared to the control group who were remained

at ease. Thus, it is also concluded that the presence of classical music during a

test/quiz gives a high rate to a student to have better score than those with none.

3. The demographic profile of the respondents, namely age, sex, socioeconomic

status and mid-term GWA of the respondents have no significant relationship to

the test scores of both groups, thus it only implies that the null hypothesis is failed

to be rejected in these variables. Meanwhile, the section, which refers to the name

of the class wherein the participants belong to, is the only one with a significant

impact to the test scores of both groups, therefore, it is concluded that it has a

significant relationship to the test scores of both groups and the null hypothesis is

rejected in this variable.

Recommendations

Based on the summary of findings and conclusions, the researchers have

recommended the following:

1. To …\
 38

2. In listening to Classical Music, the researchers recommend the use of

earphones to lessen external noises that may interfere.

3. The researchers recommend for the future studies to utilize a different sample

technique. This is to better observe the effect of the study on a different group of

respondents with other similar traits.

4. In conducting future researches concerning the same topic, the researchers

recommend to check on the participants from time to time to ensure that they are

concentrating on the given reviewer. This is essential to get the most accurate

result possible.

5. During the review and testing periods, an environment with the least amount of

the external disturbances should be provided to the respondents so as to limit

interruptions and to gather the most accurate result.

6. Perform several sessions with other types of memory tests which also means

having to change the research design. The experiment shouldn’t simply be done

once and there should be other types of tests (graphical, numerical, etc) to cover

a wider scope of intelligence. It is important to keep into consideration the different

areas of intelligence.
 39

Bibliography Commented [11]: Update. Mayda pa mga di na ungay ngan

mayda lat wara pa kabutang

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Preference Assessment in Critically Ill Patients Receiving Mechanical

Ventilatory Support. Retrieved from

https://www.ncbi.nlm.nih.gov/m/pubmed/24489432/.

Soundlistening Corporation. (2006). Alfred Tomatis. Retrieved from

http://www.soundlistening.com/article-alfred-tomatis.html

Eastday. (2010, November 26). Medical care: Top 10 Benefit of Listening.

Retrieved from

http://english.eastday.com/Services/Medical/u1ai8510076_K23558.html

Rauscher, F. H., Shaw, G. L., & Ky, C. N. (1993). Music and spatial task

performance. Nature, 365(6447), 611-611. doi:10.1038/365611a0

Giles, M. M. (1991). A Little Background Music, Please. Principal, 71(2), 41-44.

Computer System Institute. (2015, July 30). How Much Does Listening to Music

Affect Your Studying?: Music and Improved Performance. Retrieved from

http://www.csinow.edu/blog/how-much-does-listening-to-music-affect-your-

studying/

Klemm, W. G., Ph.D. (2013, December 1). Does Music Help Memory? Retrieved

from https://www.psychologytoday.com/us/blog/memory-

medic/201312/does-music-help-memory
 40

Burns, J. L., Labbe, E., Arke, B., Capeless, K., Cooksey, B., Steadman, A., &

Gonzales, C. (2002). The Effects of Different Types of Music on Perceived

and Physiological Measures of Stress. Journal of Music Therapy, 39(2),

101-116. doi:10.1093/jmt/39.2.101

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15(13), 2033-2037. doi:10.1097/00001756-200409150-00008

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Leading Site for Learning Resources. (n.d.). Retrieved from

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doi:10.2466/pms.107.2.396-402

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Primary School Pupils Task Performance. Educational Studies, 28(2), 111-

122. doi:10.1080/03055690220124551

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17332.html
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mental/overview
 APPENDIX A

Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SCHOOL ID: 313801
P2 Bgy. Hamorawon, Calbayog City, Western Samar 6710.
Tel Nos. PLDT-(055) 209-1535
Email:

September 19, 2018

Dear Respondent:

Greetings!

The researchers are presently conducting a study entitled “THE EFFECT OF

CLASSICAL MUSIC TO THE MEMORY RETENTION OF CCNHS STUDENTS” in partial
fulfillment of the subject Practical Research 2.

In this connection, they would like to request you to be one of their respondents in
their study. They hope that you can help them by cooperating fully as well as by answering
the instrument sincerely and truthfully.

Thank you very much.

Noted: Sincerely Yours,

CESAR A.CONQUILLO Jr., MAEd LIEZL MAE A. SERMENSE

Research Adviser Researcher/ Group Leader

Approved:

CALICK D. ARRIETA, PhD

School Principal
 APPENDIX B

Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SCHOOL ID: 313801
P2 Bgy. Hamorawon, Calbayog City, Western Samar 6710.
Tel Nos. PLDT-(055) 209-1535
Email:

September 19, 2018

DR. CALICK D. ARRIETA

School Principal
Calbayog City National High School
Calbayog City

Sir,
The researchers will be undergoing a research study on “THE EFFECT OF
CLASSICAL MUSIC TO THE MEMORY RETENTION OF CCNHS STUDENTS” in partial
fulfillment of the requirements for their Practical Research II.

In view of this letter, they are requesting your good office to allow them to conduct
the study during the free time of Grade 10 CCNHS students who will be acting as the primary
participants. The study would include having the participants to answer validated test
questionnaires.

Your approval in this regard is earnestly desired and will be highly appreciated.
Thank you very much.

Noted: Sincerely Yours,

CESAR A.CONQUILLO Jr., MAEd LIEZL MAE A. SERMENSE

Research Adviser Researcher/ Group Leader

Recommending Approval:

ROBERT F. YGRUBAY MICHAEL D. BACULANTA MA. LUZ C. MURILLO

Research Coordinator SHS Dept. Head MT-I/OIC

Approved:

CALICK D. ARRIETA, PhD

School Principal
 APPENDIX C

Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SCHOOL ID: 313801
P2 Bgy. Hamorawon, Calbayog City, Western Samar 6710.
Tel Nos. PLDT-(055) 209-1535
Email:

September 24, 2018

Dear Ma’am/Sir:

Greetings!

The researchers are presently conducting a study entitled “THE EFFECT OF

CLASSICAL MUSIC TO THE MEMORY RETENTION OF CCNHS STUDENTS” in partial
fulfillment of the subject Practical Research 2.

In this connection, they are requesting for your permission to please allow some
students to be excused from your class from 7:30 am to 9:30 am. Their participation will
be of great value for the realization and success of the research study.

Your consideration is highly appreciated.

Noted: Sincerely Yours,

CESAR A.CONQUILLO Jr., MAEd LIEZL MAE A. SERMENSE

Research Adviser Researcher/ Group Leader

Approved:

CALICK D. ARRIETA, PhD

School Principal
 APPENDIX D

Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SCHOOL ID: 313801
P2 Bgy. Hamorawon, Calbayog City, Western Samar 6710.
Tel Nos. PLDT-(055) 209-1535
Email:

September 24, 2018

Dear Sir:

A pleasant day!

The researchers are presently conducting a study entitled “THE EFFECT OF

CLASSICAL MUSIC TO THE MEMORY RETENTION OF CCNHS STUDENTS” in partial
fulfillment of the subject Practical Research 2.

In this connection, they are requesting for your permission to please allow the
experimentation of this study to be conducted in the computer laboratory for an expanse
of approximately 2 hours, staring on 7:30 am to 9:30 am on the 26 th of September 2018.
The researchers believe that the computer laboratory possesses the required qualities
and therefore proves to be the right environment to ensure a smooth and controlled
execution of the experiment.

Your approval in this regard is earnestly desired and will be highly appreciated. Thank
you very much.

Noted: Sincerely Yours,

CESAR A.CONQUILLO Jr., MAEd LIEZL MAE A. SERMENSE

Research Adviser Researcher/ Group Leader

Approved:

CALICK D. ARRIETA, PhD

School Principal