Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The concept of examination was emerged in ancient China, established

by the Sui Dynasty in 605 AD. Ancient examination in China was conducted

to select competent candidates who are fitted for governmental positions. This

concept was gradually adopted in modern education. And in today’s time,

most of the teachers use oral and written examination to assess the learner’s

intelligence quotient in a particular discipline. In this way, the learner’s

intellectual capacity can be measured using numerical quantitative as a scale.

Also, the examination’s result may be used to analyze the satisfying score and

poor performances of the learners. The performance of the learners during

the examination will be compensated with a corresponding grade. Poor

performance means poor grades.

Poor performance was the result of learners’ inability to focus during the

examination. Some of the reasons of this behavior during examination period

are the tension and uncomfortable estate felt by the examinee. Environmental

pressure inside the examination area triggers the stress hormone of an

individual to make them feel stressed, eventually. Tension may lead a person

to become forgetful, behave unethically, may act irritable, and may end up

making wrong decisions (Bressert, 2016). These discomforting attitudes can

27
lead to poor results in examination even if the students had reviewed and

studied very hard for the examination.

According to Biley (1999), that way back 10,000 BC, which is the age of

antiquity, people used music as music therapy to regulate mental health

problems of the ancient kings. Music can also normalize the circulation of the

blood pressure of a person.

In this way, people who listen to chosen appropriate music may perform

better and produce a satisfying outcome of a product.

Background of the Study

Academic performance is important for the personal development of an

individual. Academic performance of a learner is modified by different school

activities, and one of these activities is examination. The examination is used

to assess the capacity of an individual in a specific discipline. However, there

are some factors that hinder the student to perform well during an

examination. One of these factors is an environmental factor, this factor

serves as an interference for a student to think well. Factors like messy and

noisy environment may lead to unsatisfying test result among students. As an

effect, the academic performance of students during examination that will

reflect to the academic performance of the whole class.

This problem was sought in this study, researchers wish to lessen and

belittle the tension that is being felt by the examinee during mathematics

examination through incorporating background music.

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 Nowadays, it is usual for people to listen in music via live performances

and different electronic platforms to entertain themselves. Besides, music

cannot only give entertainment, it can also enhance the academic

performance of the learners during mathematics examination.

It has been proven that music can influence specific mood states,

allowing individuals to focus on moments in time (The Manila Times). To

support that, according to Hoyt (2017), listening to music will help the learners

to take examination not so tense.

In a study in the United Kingdom spearheaded by Lonsdale & North

(2011), participated with 300 undergraduate students, were asked to fill out

a questionnaire to describe why they listen to music. The findings reported

that music was one of the factors in the student’s daily life. The majority of

the participants say that they listen to music to reduce the negative feelings

and to enhance their mood. Also, this research indicates that music can help

the students to gain information about other things.

On the other hand, another study conducted by Lonsdale & North

(2011), participated with 189 psychology students, asked to fill out an open-

ended questionnaire which focuses why they listened to music. The findings

revealed that music is used to lessen the level of uncomfortable silence, and

music also enhances the concentration of an individual.

However, people who are listening to music are tend to undergo a

subjective experience, depending upon their taste of music, emotional estate,

27
state of mental alertness, age, and cultural background (Lilja-Viherlampi

2011); which means that music can be helpful to the listener or it can be just

counterproductive.

Furthermore, if the music play that will be played is inappropriate for

the listeners/learners, it will be just a hindrance for them to focus and

complete the given examination. It is important to determine what optimum

genre of music should be incorporated during the examination, so that the

examinee will be relaxed and able to answer facilely the given set of questions

in the examination.

Therefore, the main objective of this study is to determine and to

measure the impact of classical and pop music on the examination

performance of grade 11 learners by optimizing their psychological wellbeing.

Application of optimum music play during mathematics examination can

enhance the examination performance of the learners. This study also tries to

enhance the mean of the means of the score in mathematics of the whole

class by belittling the tension making them feel comfortable during the

mathematics examination.

Statement of the Problem

In today’s generation, students prefer to listen to music while studying.

In this way, students feel comfortable and more relaxed. Studying while

listening to background music helps students to elevate their moods and to

focus on studying for a longer period of their time.

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 On the other hand, this study is focused on how the classical or pop

music affects the examination performance of Juan Sumulong High School

grade 11 learners in mathematics examination. This study aims to help both

the teachers and the learners to develop a new classroom examination

administering approach through incorporating background music during

examinations.

In relation to the researchers’ topic in quantifying the impact of classical

and pop music to Juan Sumulong High School grade 11 learners’ academic

performance in mathematics examination, this study tries to see the answer

through supplying the following research questions which will be answered by

analyzing and comparing the computed mean (or expected value) and

standard deviation of the students’ scores in the given Mathematics

examination.

1. What are the selected personal characteristics of Juan Sumulong High

School Grade 11 Learners in terms of:

1.1 Age

1.2 Sex

1.3 Grade and Strand

2. How many respondents are studying at home while listening to music?

3. What is a most frequent genre of music does the respondents listening

at home while studying?

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 4. Is there a significant difference between the scores of the respondents

who have taken the mathematics examination with classical/pop music/

5. Which sample mean score is significantly greater during the

mathematics examination between the respondents who are listening to

classical/pop music?

REASEARCH PARADIGM

Figure 1.

The Research Paradigm

Input Process Output

Two set-ups with First set-up: Gathering of Data:

Mathematics The collected scores
identical number of Examination and the computed
Grade 11 – STEM Incorporated with mean (expected
Classical Music value) of the
and IA examinees
examinees in each
were made. Second set-up: set-up.
Mathematics
Examination
Interpretation of
Incorporated with
Data: Comparing
Pop Music
two computed
means and
determining if these
are significantly
different to each
other.

Based on the research paradigm, the independent variables were the

two setups made by the researchers while the constant variables are

mathematics examination incorporated with classical music/pop music and the

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identical number of students. Lastly, the dependent variable was the impact

of classical music and pop music played during the mathematics examination.

Theoretical Framework

Teaching and Learning Theories. Teaching and learning theories say

that educators should not afraid to apply something new for their classroom

teaching approach. This practice will help their students to become

academically productive in and outside of the classroom.

Sensory Theory. According to Laird (1985) that senses, such as sight,

touch, smell, taste, and hearing is important for the learning of the students.

This theory also suggests to apply something different to make that event

interesting and memorable for the learners. Also, making the session

interesting and fun will help the learners to remember the topic.

Self - Efficacy Theory. Self - efficacy theory states that if the doer will

perform very well, he/she will finish the given task. It is most likely to happen

if the doer has high self - efficacy or motivated. It occurs by identifying the

goal and determining the appropriate strategy that should be applied.

Significance of the Study

Most of the people can perform better, if they feel comfortable, focused

and motivated to finish the work. Learners are more likely to finish their tasks

while listening to an optimum genre of music. However, if the background

music irritates them, it may lead listeners to be counterproductive in doing a

given test.

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 The findings of this research study regarding the quantified impact of

classical music and pop music to the learners’ examination performance in

mathematics may be beneficial for the people who belong to the academic

institution. This study is important for the students, teachers, student-

teachers, and community to know that classical music and pop music can be

just destructive or productive, either, in mathematics examination.

This study will benefit these people in such way:

For the learners: The finding of this research study will be useful and

beneficial for the students to acquire a satisfying better examination

performance as they listen to classical music or pop music, either.

For the teachers: Teachers will be knowledgeable about the positive and

negative effects of classical music and pop music on the examination

performance of the learners in mathematics.

For the school administrator: The competitiveness of the school will be

improved as the school’s learners’ academic performance will be enhanced

while optimizing the learners’ comfort zone.

For the parent/guardian: The hard works of the parents for their children

will be compensated as the learner improves his/her academic performance

in school.

For the community: The citizens will benefit to these future leaders of

society as they improve their academic performance that will make them not

to become haphazardly prepared in presiding a task in their future.

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Scope and Delimitation of the Study

This research study focused on applying classical and pop music during

mathematics examination and measuring its impact on the learners’

examination performance in mathematics. Each set-up for each genre of

music was conducted inside the classroom while the respondents were taking

their mathematics examination. The total number of examinees was twenty

eight (28) consisting of eighteen (18) STEM students and ten (10) Industrial

Arts (IA) students, which is consisted of six (6) Refrigeration and Air

Conditioning (RAC) and four (4) Automotive servicing students all from Juan

Sumulong High School. The findings were collected by the researchers from

the test result of the students’ mathematics examination. Then, the weighted

mean and standard deviation of the respondent’s score in classical group and

pop group were compared, and the responses of the respondents in each set-

up were analyzed to come up the understanding of the findings. The time

range of the study covered the school year 2018 - 2019 for the year of grade

11 learners.

Definition of terms

Academic Performance - used to describe things that basically use

cognitive thinking skills to the works done in schools, colleges, and

universities, especially work which involves studying and reasoning rather

than practical or technical skills.

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 An average – number of sizes that represent all the quantities,

measurements, or values from highest to lowest; it is commonly computed

by getting the sum of all given quantities and divide it by the total number.

Automotive Servicing Strand - one of the sub strands under of

industrial arts strands that focuses on car maintenance services.

Classical music – a genre of music which music is based on long-

established principles of composition and polyphony and marked by stability

of form, intellectualism, and restraint.

Comfortableness - a situation or condition in which a person feels

secure, comfortable, or in control.

Examination - a method used to measure the intelligence quotient or

emotional quotient of an individual.

Examination Performance – refers to the performance of the students

during the examination.

Optimum Genre - refers to the appropriate category, specific, or

particular type of arts or literature.

Grade 11 Learners - are the students in the eleventh grade of Senior

High School.

Industrial Arts Strand (IA Strand) - is a strand under of technical

vocational track that focuses on hands on electrical and mechanical-related

courses.

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 Juan Sumulong High School - is one of the performing schools in

Cubao, District III, Quezon City, Metro Manila, Philippines.

Pop music - is a genre of music that possesses of fast beat and

commonly listens by teens which their age are from thirteen to nineteen.

Psychology - is related to the mind of an individual and how it does

behave.

Refrigeration and Air Condition Servicing Strand (RAC Strand) -

is one of the sub strands under of industrial arts strand which focuses on

maintaining the well function of appliances like refrigerator and air

conditioner.

Science, Technology, Engineering, and Mathematics Strand (STEM

Strand) - is a strand under of academic track which focuses on innovation,

experimental activities, and other science and technology-related courses.

Students (Learners) - are people who are studying in an institution such as

schools, universities, or colleges, etc. to acquire knowledge.

Tension - is a feeling of person disallowing him/her to feel relaxed and

comfortable.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is the compilation of searched and sought literature pieces

and other studies related to the topic. These compiled compositions which

contain local and foreign literature and studies were used by the researchers

to produce a deep understanding regarding the psychological impact of

classical and pop music on the academic performance of the learners during

mathematics examination.

A great physicist Albert Einstein once said, “If I were not a physicist, I

would probably be a musician. I often think in music, I live my daydreams in

music, I see my life in terms of music.”

Music is a form of arts that can be heard or listened through electric

devices or even lively and personal. “Music perhaps that presents the most

philosophical puzzles. This points out to the fact that we find music an art

steeped with meaning and yet, unlike drama, pure instrumental music has no

obvious semantic content” (Stanford Encyclopedia of Philosophy, 2017). Music

was used as a form of entertainment that can lessen boredom (Milliman,

1982). Music helps people to be relaxed as they relate to the message of the

song.

Music has a different form of genres such as Pop, Classical, R&B, Jazz,

Electronic, etc. And there are two different genres of music which patronizingly

27
played and listened by today’s people, which are classical music and pop

music.

Classical music is actually a period of time in Western Art, Music that

describes the Music of Mozart, Haydn, Beethoven, and also other composers

who lived in that era (Hohstadt, 2018). And during Beethoven’s time, listening

to classical music can characterize the person’s status in society since that

only rich people can avail to listen. According to Cooley (2009), classical music

is a model that has support of instructions like the governments and social

organizations. Classical music is frequently heard in churches, festivals,

celebrations, and more, classical music considered to be renown around the

world.

According to Lamb (2013), the lyrics of pop music songs are commonly

contained verses that can be repeated that has a usually duration of 2.50

minutes to 5.50 minutes. Pop music is commonly appealing to teenagers that

lyrics focus on romance and with fast rhythm (the free dictionary, 2013).

Pop music is mostly heard by teenagers, the people whose age are in

between of 13 years old to 19 years old, as they enjoyed the song that make

them to relate their situation in the message of the song.

Listening to music can enhance the task of an individual, especially in

academic activities such as doing home works, constructing project, and even

during the examination period “The arts enhance the process of learning. The

systems they nourish, which include our integrated sensory, attentional,

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cognitive, emotional, emotions, and motor capacities, are in fact diving the

forces behind all other learning” (Jensen, 2001, p. 33). Based on the study

published by the University of Windsor, the quality and the quantity of

software developers’ work were greater when they had a background music

than when they didn’t. In a study conducted by Halperin (2011), a researcher

reported that participating in a music program can have a positive impact on

mathematics retention of high school students. Listening to Music while

studying helped people to relax, reduce blood pressure, remedy for headaches

and migraines, improves intelligence and concentration, and lastly good

coordination (Eastday.com, 2010). A research published by MAPUA University

(2016) agrees to the latter as it says that listening to music can enhance the

mental math abilities and also improves attention and memory - two thing

that are fundamental when studying. In addition, it can also lessen the anxiety

and depression of a person.

If the chosen background music was inappropriate for the listeners, it

can distract the listeners while he/she was studying and become

counterproductive (Hoyt, 2017). It is important to know the individual

There were people who performed better during the work period when

classical music was incorporated as a background music. University Research

in France, reported that learners who listened to one - hour lecture where

classical music was played in the background scored significantly higher in a

quiz on the lecture than those learners who heard the lecture with no music.

27
According to Shyvgin (2015), in a classical music there are no words and

something about the melodies increase your brain’s dopamine secretion, the

hormone for emotion. It helps the individual’s attention to make more focused

on the task and likely to stay in that way. It only means that incorporating

classical while studying is effective with the other learners to improve their

academic performance.

However, there were also learners who can productively perform if the

background music that was used is pop music during the academic activities

such as doing home works, performing seat works, and even taking the

examination. According to Pancare (2013), that certain pop music can

positively influence teens, instilling confidence and helping them to finish the

homework. Good music can remind children of good memories. According to

Khan and Ajmal (2017), a researcher, their study indicates that pop music has

a positive significant effect on mood as compare to classical. The results also

showed that respondents who listened to pop music performed significantly

better as compared to the respondents who listened to classical music. Also,

according to Umuzdaz (2012), a researcher, he suggests that young people

should listen to pop music while studying.

There are so many literatures and studies discuss that classical music

should be played while studying, doing school passive activities such as

homeworks, assignments, seat works, etc. Meanwhile, there are also some

researches and studies, suggest that pop music can be incorporated while

27
studying because it can positively influence the mind to stay focused. That is

why this gray matter has been sought in this research study and the

researchers tried to seek an answer by conducting a research study in school

community of the researchers. This research study aims to determine the

psychological impact of classical and pop music on the academic performance

of grade 11 learners during mathematics examination.

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 Chapter III

METHOD OF STUDY

This chapter gives an outline about the research methods that was

performed in the study. It also describes the research design that was chosen

for the purpose of this study and the reason for this choice. Furthermore, the

instrument that was used for data collection was also described and the

procedures that were followed to carry out this study are included. The

researchers also included the method used to analyze the data, and lastly, the

statistical treatment that was used to validate the data and compute the

gathered numerical data.

Research Design

This study utilized an experimental and descriptive research design.

Experimental design because the research main purpose is to compare which

genre between classical and pop had a better impact on Grade 11 students

who had taken the test while listening to a specific genre of music.

Furthermore, the researchers also utilized a descriptive research design

because the researchers aim is to describe the respondent opinions through

surveys specifically close-ended survey questionnaire to obtain few

quantitative data for this study. According to University of Michigan (2018)

close-ended surveys are a cost-effective and efficient means of gathering

numerical data about a population. Smart Survey also said “Close-ended

surveys are a great option for researchers who would like to conduct their own

27
research – they are less time consuming, they are cheaper, you get the results

faster and you can transfer and use the data to answer important questions.”

Instruments/ Techniques Used

Preparation. The researchers asked the Statistics and Probability

adviser to construct the 50 item quiz for the Mathematics examination that

was answered by the Grade 11 STEM and I.A. students at Juan Sumulong High

School. The researchers also prepared survey questionnaires in such a way

that the items was properly sequenced based on the arrangement of data

needed. The researchers let their adviser make some comments and

suggestions. Corrections were made by the researcher. However, this was still

subject to validation.

Validation. The copy of the mathematics examination and the survey

questionnaires were checked by the research advisers of Juan Sumulong High

School who were not included as respondents. Comments and Suggestions

were taken into consideration to come up with the final copy that will be used

for administration and distribution of the respondents.

Administration and Retrieval. The researchers composed a

permission letter, and it was sent to the administration to ask the permission

from the school authority before conducting the experiment and distributing

the survey questionnaire to the respondents. After the permission was

27
granted, the researchers conducted the experiment and distributed the survey

questionnaire to the 28 students composed of 18 males and 10 females.

Experiment and Survey. To further strengthen the data gathered from

the student respondents’ mathematics examination result, a closed ended

survey questionnaire were distributed to the respondents.

Sampling Procedure

Subject of the Study. Grade 11 Senior High School student of Juan

Sumulong High School, school year 2018 - 2019 were selected as participants

for the collection of data. The respondents are the 18 students of Grade 11

Science, Technology, Engineering, Mathematics (STEM) under the academic

track and 10 grade 11 Industrial Arts students, specifically 6 from

Refrigeration and Air Condition Servicing (RAC) Track and 4 from Automotive

Servicing Track.

Since all the 28 respondents are senior high school students from Juan

Sumulong High School, table 1 shows the distribution of respondents from the

different levels/ grade and Track/ Strand.

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 Table 3

Distribution of Respondents of the Study

Grade 11 Respondents Frequency Percentage (%)

STEM 18 64.29
Industrial Arts
– RAC Servicing 6 21.42
– Automotive Servicing 4 14.29
Total 28 100%

Sampling Technique Used. The researchers used Senior High School

students as subject and participants, there were two groups made by the

researcher and it was evenly divided by their teacher based on their individual

performance in the classroom, because there were two different strands in a

class which are the Science, Technology, Engineering, and Mathematics strand

and Industrial Arts strand. After dividing them equally the researcher

determined which group was assigned listen to the classical music genre/ pop

music genre while taking the mathematics examination.

Stratified sampling offers several advantages over simple random

sampling technique. One of them is stratified sample can provide greater

precision than a simple random sample of the same size and because it

provides greater precision, a stratified sample often requires a smaller sample,

which saves money, time and effort. Furthermore, a stratified sample can

guard against an “unrepresentative” sample, examples are an all- male

sample from a mixed-gender population. Lastly, the researchers can be

confident that the gathered data are sufficient sample points to support a

27
separate of any subgroup (Stat Trek, 2019). According to Calmorin (1997),

that the advantages of sampling are it is more effective if the data is

scientifically collected, analyzed, and interpreted; it is more accurate because

the errors will be only fewer due to the small size of the data during the

collection and lastly it gives more comprehensive information because all

members have an equal chance of being included in the sample.

Table 4

Distribution of Respondents who Took the Mathematics Examination

Incorporated with Classical Music Template

Grade11 Respondents Frequency Percentage (%)

STEM Male
Female
IA Male
Female
Total

Table 5

Distribution of Respondents who Took the Mathematics Examination

incorporated with the Pop Music Template

Grade11 Respondents Frequency Percentage (%)

STEM Male
Female
IA Male
Female
Total

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Treatment of Data

In order to obtain an unbiased result all the information and data

gathered from the survey questionnaire and examination scores of the

participant were collected and critically analyzed with the help of statistical

tools.

Standard deviation. The standard deviation was used by the researchers to

know if the individual scores of the respondents are relevant to the mean.

Wherein:

SD = Standard deviation

x = individual scores of the respondents

x̅ = the mean

n = the sample

T-test. T-test or Student test was also utilized to determine if there is

a significant difference between the results of the examination and the genre

of music that was played while the respondents are taking the test The

procedure compares the averages of two samples that were selected

independently of each other, and asks whether those sample averages differ

enough to believe that the populations from which they were selected also

have different averages (Siegel D. 2003).

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Wherein:

t = t value 𝑠22 = Second variance

𝑋1 = First mean 𝑛1 = First sample

𝑋2 = Second mean 𝑛2 = Second sample

𝑠12 = First variance

The data gathered from the survey questionnaires were also treated

statistically using the following instruments.

Percentage. For questions on the profile and problems encountered

by respondents, frequency count and percentage used using the formula

below:

𝑓
P = 𝑁 × 100%

Wherein:

P = Percentage

F = Frequency

N = Total number of Respondent

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 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

This chapter gives an outline of the presentation of the data gathered

by the researchers from the survey questionnaire, analysis, and

interpretation. The data that had been gathered from the findings of the

respondents’ scores were also analyzed in this chapter. This chapter also

includes the presentation of data by the use of tables, graphs, and other forms

of presenting the statistical data. There were five main components that were

primarily given attention in this study.

Furthermore, this chapter also provides the data needed to answer

these following research questions: the demographic profile of the

respondents related to this research; the frequency of the respondents who

are studying at home while listening to music; the most frequent genre of

music used to listen by the respondents while studying at home; to know if

there is a significant difference between the scores of the respondents who

have taken the mathematics examination with classical music and

mathematics examination with pop music; and to know which sample mean

score is significantly greater during the mathematics examination among the

respondents who are listening to classical and pop music.

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Demographic Profile of the Students

The profile of the respondents is included in this study in order to gain

necessary information needed in this research. The researchers collated the

demographic profile of the respondents specifically their age, gender, and

track/strand.

Age. The ages of the respondents that have been gathered is presented

with following tables and graphs below.

Table 6

Age Level of the Respondents who Took the

Examination with Classical Music

Age Frequency Percentage
20-21 1 7
18 – 19 2 14
16-17 11 79
Total 14 100%

Figure 2

Age Level of the Respondents who Took the

Examination with Classical Music

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 Table 6 and Figure 3 indicate the age of the respondents who have

taken the mathematics examination with classical music. The ages of the

respondents’ ranged from 16 to 21 years old. There are 11 respondents

within 16-17 years old, 2 respondents within 18-19 years old, and 1

respondent within 20-21 years old.

Table 7

Age Level of the Respondents who Took the

Examination with Pop Music

Age Frequency Percentage

20-21 0 0%
18 – 19 3 21%
16-17 11 79%
Total 14 100%

Figure 4

Respondents’ Age Level of the Students who Took the

Examination with Pop Music

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 Table 7 and Figure 4 indicates the age of the respondents who have

taken the mathematics examination with pop music. The ages of the

respondents’ ranged from 16-21 years old. There are 11 respondents within

16-17 years old. 3 respondents within 18-19 years old, and there are no

respondent within 20-21 years old.

Sex. The sex of the respondents that have been gathered is presented

with following tables and graphs below.

Table 8

The Gender of the Respondents who Took the Mathematics

Examination with Classical Music

Sex Frequency Percentage

Male 8 64
Female 6 36
Total 14 100%

Figure 5

The Gender of the Respondents who Took the Mathematics

Examination with Classical Music

27
 Table 8 and Figure 5 indicate the gender of the respondents who have

taken the mathematics examination with classical music. There 8 males and

6 females.

Table 9

The Gender of the Respondents who Took the Mathematics

Examination with Pop Music

Sex Frequency Percentage

Male 10 71%
Female 4 29%
Total 14 100%

Figure 6

The Gender of the Respondents who Took the Mathematics

Examination with Pop Music

27
 Table 9 and Figure 6 indicate the gender of the respondents who have

taken the mathematics examination with classical music. There 10 males and

4 females.

Track. The Track is the chosen field of the respondents in Senior High

School. The track of the respondents that have been gathered is presented

with following tables and graphs below.

Table 10

Track of the Respondents who Took the Mathematics

Examination with Classical Music

Grade 11 Respondents Frequency Percentage

STEM Strand 9 64.30
Industrial Arts Strand
- Refrigeration and Air Condition Servicing 3 21.40
Strand
- Automotive Servicing Strand 2 14.30
Total 14 100%

Figure 7

Track of the Respondents who Took the Mathematics

Examination with Classical Music

27
 Table 10 and Figure 7 indicate the strands of the respondents who have

taken the mathematics examination with classical music. There are 9 STEM

students, 3 RAC students, and 1 Automotive student.

Table 11

Track of the Respondents who Took the Mathematics

Examination with Pop Music

Grade 11 Respondents Frequency Percentage

STEM Strand 9 64.30
Industrial Arts Strand
- Refrigeration and Air Condition Servicing 3 21.40
Strand
- Automotive Servicing Strand 2 14.30
Total 14 100%

Figure 8

Track of the Respondents who Took the Mathematics

Examination with Pop Music

27
 Table 11 and Figure 8 indicate the strands of the respondents who have

taken the mathematics examination with pop music. There are 9 STEM

students, 3 RAC students, and 1 Automotive student.

Frequency of the Respondents who are Studying at Home while

Listening to Music

Survey form were distributed to the respondents to know how many of

them are studying at home while listening to music and the response were

presented below.

Table 12

Number of the Respondents who are Studying at

Home while Listening to Music

Choices Frequency Percentage
Yes 28 100%
No 0 0%
Total 28 100%

Figure 9

Number of the Respondents who are Studying at

Home while Listening to Music

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 Table 12 and Figure 9 indicate the response of the respondents if they

are studying at home while listening to music. There are 28 respondents who

are studying at home while listening to music.

The Most Frequent Genre of Music Used to Listen by the Respondents

while Studying at Home.

Survey form were distributed to the respondents to know how many of

them are studying at home while listening to music and the response were

presented below.

Table 13

The Most Frequent Genre of Music Used by the

Respondents while Studying at Home.

Genre of Music Frequency Percentage

Classical music 7 25
Jazz 1 3.6
Metallic music 1 3.6
Pop music 18 64
R and B 0 0
Soft metallic music 1 3.6

Total 28 100%

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 Figure 10

The Most Frequent Genre of Music Used by the

Respondents while Studying at Home.

Table 13 and figure 10, reported that 18 respondents are most

frequently listening to pop music while they are studying at home. Meanwhile,

7 respondents are listening to classical music while studying at home, 1

respondent in Jazz, 1 respondent in metallic music, and 1 respondent in soft

metallic music.

Significant Difference between Two Samples

The researcher presented the performance of the respondents during

the mathematics examination incorporated with classical/pop music. The

27
respondents were 28 grade 11 – STEM and Industrial Arts students of Juan

Sumulong High School. Furthermore, the objective of this research is to

measure the effectiveness of application of two different music genres which

are classical and pop on students’ mathematics examination performance.

Table 14

Frequency of the Respondents’ Score Result in Mathematics

Examination with Classical Music

Score Frequency Percentage
97 1 7.1%
95 1 7.1%
92 2 14.3%
91 1 7.1%
90 2 14.3%
86 1 7.1%
85 1 7.1%
81 1 7.1%
80 1 7.1%
72 1 7.1%
70 1 7.1%
67 1 7.1%
Total 14 100%

Figure 11

Frequency of the Respondents’ Score Result in Mathematics

Examination with Classical Music

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 Based on the table 15 figure 11, 2 respondents garnished 92 and 2

respondents got 90 in mathematics examination incorporated with classical

music; while 1 respondent got 97, 1 respondent got 95, 1 respondent got 91,

1 respondent got 86, 1 respondent got 85, 1 respondent got 81, 1 respondent

got 80, 1 respondent got 72, 1 respondent got 70, lastly 1 respondent got 67.

Table 15

Descriptive Statistics of the Respondents’ Scores in Mathematics

Examination Incorporated with Classical Music

Number of Respondents 14
Mean 84.86
Median 85.5
Mode 90 and 92
Standard Deviation 9.56

Based on the table 15, the score mean was 84.86, it means that the

average of the 14 students got 85. The median score is 85.5 and the mode

are 90 and 92. It means that the most frequent score 90 and 92. Then, the

standard deviation is 9.56.

Table 16

Frequency of the Respondents’ Scores Result in Mathematics

Score Frequency Percentage

100 1 7.1%
98 4 28.6%
96 2 14.3%
95 1 7.1%
94 1 7.1%
93 1 7.1%
91 1 7.1%

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 88 1 7.1%
75 1 7.1%
73 1 7.1%
Total 14 100%
Examination with Pop Music

Figure 12

Frequency of the Respondents’ Scores Result in Mathematics

Examination with Pop Music

Based on the table 16 and figure 12, 4 respondents garnished 98 in

mathematics examination incorporated with pop music; while 1 respondent

got 97, 1 respondent got 95, 1 respondent got 91, 1 respondent got 86, 1

respondent got 85, 1 respondent got 81, 1 respondent got 80, 1 respondent

got 72, 1 respondent got 70, lastly 1 respondent got 67.

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 Table 17

Descriptive Statistics of the Respondents’ Scores during

Mathematics Examination Incorporated with Pop Music

Number of Respondents 14
Mean 92.29
Median 93.5
Mode 98
Standard Deviation 8.45

Based on the table 17, the score mean was 92.29, it means that the

average of the 14 students got 93. The median score is 93.5 and the mode is

98. It means that the most frequent score 98. Then, the standard deviation is

8.45.

To know if there is significant difference between the two samples, the

researchers compared the p-value and margin of error and used the

hypothesis testing as guide for analyzing the findings. The hypotheses of this

study are as follow: If the significant level (α = 0.05) is bigger than p –

value, the alternative hypothesis (𝐻𝑎 ) is accepted and the null hypothesis

(𝐻𝑜 ) is rejected. It means that there is statistically significant difference

between the sample mean scores of the respondents who have taken the

mathematics examination with classical/pop music; and if the significant

level (α = 0.05) is less than the p - value, the alternative hypothesis (𝐻𝑎 ) is

rejected and the null hypothesis (𝐻𝑜 ) is accepted. It means that there is no

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statistically significant difference between the sample mean scores of the

respondents who taken the mathematics examination with classical/pop

music.

Table 18

Unpaired Sample Statistics

N Confidence level Sig. (2-tailed) Decision Outcome of Test

14 0.05 0.037 0.05 > p Significant

Based on the table 18 above that confidence level is greater than the p-

value which means that the null hypothesis is rejected and alternative

hypothesis is accepted. Thus, there is significant difference between the

sample mean scores of the respondents who have taken the mathematics

examination.

Also, the researcher also used to compare the t-value and critical

value to know if there is significant difference between the two samples.

Hypothesis testing for this comparison was also made. To know if there is

significant difference between the two samples, the researchers compared

the p-value and margin of error and used the hypothesis testing as guide for

analyzing the findings. The hypotheses of this study are as follow: If the t-

value is bigger than critical value, the alternative hypothesis (𝐻𝑎 ) is accepted

and the null hypothesis (𝐻𝑜 ) is rejected. It means that there is statistically

significant difference between the sample mean scores of the respondents

who have taken the mathematics examination with classical/pop music; and

27
if the t-value is less than the critical value, the alternative hypothesis (𝐻𝑎 ) is

rejected and the null hypothesis (𝐻𝑜 ) is accepted. It means that there is no

statistically significant difference between the sample mean scores of the

respondents who taken the mathematics examination with classical/pop

music.

Table 19

Unpaired Sample Test

Unpaired Difference
95%
Std. Confidence t df Sig.
Mean Std. Error Interval of the (2-
Deviation Mean Difference tailed)
Lower Upper
Classical
and pop 7.64 3.69 .97 5.44 9.56 2.20 26 .037
samples

Based on the table 19, that the t value is 2.20 with the degrees of

freedom is 26, while the t table is 1.71. It only implies that null hypothesis is

rejected and alternative hypothesis is accepted, because t value (2.20) is

greater than the t table (1.71). Therefore, there is a significant difference

between the two sample score means of the respondents who have taken the

mathematics examination incorporated with classical/pop music.

Significantly Greater Sample Mean Score in Mathematics Examination

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 Finally, to know which sample mean score between the respondents who

have taken the mathematics examination with classical music (𝜇𝑐𝑙𝑎𝑠𝑠𝑖𝑐𝑎𝑙 ) and

the respondents who have taken the mathematics examination with pop music

(𝜇𝑝𝑜𝑝 ) is significantly greater, the researcher compared the two sample mean

scores.

Table 20

Classical vs. Pop Music on Students’ Performance in

Mathematics Examination

𝜇𝑐𝑙𝑎𝑠𝑠𝑖𝑐𝑎𝑙 𝜇𝑝𝑜𝑝 Decision

84.86 92.36 𝜇𝑝𝑜𝑝 > 𝜇𝑐𝑙𝑎𝑠𝑠𝑖𝑐𝑎𝑙

As it aforementioned that there is significant difference between the two

samples and it was reported in the table above that pop music mean is larger

than the classical music mean, therefore score mean of the respondents who

have taken the mathematics examination with pop music is significantly

greater than the other one.

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 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the research and the conclusion

based on the findings presented in the preceding chapters. These findings lead

the researchers to determine which has significant effect between classical

and pop music when applied during the mathematics examination on grade

11 Juan Sumulong High School students’ examination performance. This

chapter also gives the recommendations for the future researchers who aspire

to conduct a deep study regarding this topic.

Summary of the research. This research utilized descriptive and

experimental approach to determine the impact of classical and pop music on

examination performance of 28 respondents composed of grade 11 STEM and

Industrial Arts students of Juan Sumulong High School of School Year 2018-

2019. Set of closed-ended questions were given to the respondents through

survey questionnaire. Based on the findings reported in the chapter four that

all the respondents are listening to music while studying at home, and the

most frequent music genre used to listen by the 64% of the respondents is

pop music, meanwhile 25% of the respondents are listening to classical music

while studying at home and the rest of the respondents are listening to other

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genres of music while studying at home. Furthermore, the researchers also

conducted an experiment by administering the mathematics examinations.

There were two groups: the first group took the teacher made mathematics

examination incorporated with pop music; and the second group took the

mathematics examination incorporated with pop music. Mean scores of the

two groups were analyzed by the researchers by performing some statistical

methods. Researchers used the student’s t-test to know if the null hypothesis

is rejected and alternative hypothesis is accepted. With the use of student’s

t-test, it was statistically analyzed that there is significant difference between

the two samples since the alpha 0.05 is bigger than the p-value 0.037. Also,

the t-value 2.20 is greater than the critical value 1.71 (0.05, 26). These

findings led the researchers to reject the null hypothesis and accept the

alternative hypothesis. It only means that there is statistically significant

difference between the two sample mean scores of the respondents who have

taken the mathematics examination incorporated with classical/pop music.

Since, the mean score (92.36) of the respondents who have taken the

mathematics examination incorporated with pop music is greater than the

mean score (84.86) of the respondents who have taken the mathematics

examination incorporated with classical music. Therefore, the mean score of

the pop group is statistically greater than the mean score of the classical

group, and there is significant effect of listening to pop music during

mathematics examination on Grade 11 STEM and IA students.

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 Discussion and Interpretation of findings. Listening to music

became an integral part of the students in their academic activities. Students

tend to listen to their prepared genre of music while studying or doing

academic related activities at home, which help them to become productive.

However, sometimes, there are inappropriate music which don’t help the

individuals to become productive. Therefore, the researchers wanted to know

which music genre has a positive impact to an individual. The researchers

made two different groups to test the effectiveness of incorporating a music

in a mathematics examination. The score means of the two samples were

statistically analyzed if there is significant difference between the two. Since

the t-value is 2.20 and the critical value is 1.71 (0.05, 26), therefore based

on the hypothesis testing, alternative hypothesis is accepted and null

hypothesis is rejected. It only means that there is significant difference

between the two samples. Moreover, findings in the chapter four reported that

the score mean of the pop group got 92.36, which means that the average

score of the respondents is 92. On the other hand, the score mean of the

classical group is 84.86, which means that the average score of the

respondents is 85. Therefore, it is clear that the score mean of the respondents

who have taken the mathematics examination incorporated with pop music is

significantly greater than the score mean of the respondents who have taken

the mathematics examination incorporated with classical music.

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 The result proves music has significant effects on examination

performance of the students. It was aforementioned in the chapter two that

music can elevate the mood of an individual and it can also help people to

stay focused to finish their task. Also, it was seen in this research that there

is individual preference when it comes in choosing of appropriate for

themselves that will be incorporated during the mathematics examination.

However, in this research the score mean of the pop music group is

significantly greater than the score mean of the classical music group, which

means that there are more respondents who prepare to have pop music while

taking the mathematics examination. In the survey questionnaire given to the

respondents, they admitted that they usually used to listen with pop music

while studying at home, which may help them to remember what they had

studied for the examination. According to Maga P (2018), that lyrics of a song

and the tune can help to bring back the memories. He also added that there

are some students who make their own little song to remember the difficult

portion of their exam. Upbeat music can also speed up the production of

serotonin, which can positively influence the mood of a person. In this way,

students’ anxiousness will be minimized and answer the exam confidently.

Oppositely, some of the research suggest that the music should be

incorporated during the examination is classical music. However, most of the

students are studying at home while listening to pop music as their prepared

genre and if classical music will be used in examination they will not probably

27
remember what they had studied for the examination, which can cause of

getting a low performance in examination. Moreover, listening to odd music

for the students may make them not to feel comfortable during the

examination.

Conclusion. Examination performance of the respondents depends on

their music preference. Score mean of the respondents who have taken the

mathematics examination incorporated with classical music is 84.86, while the

score mean of the respondents who have taken the mathematics examination

incorporated with pop music is 92.36 which is higher than the other group. To

know if there is significant difference between the two sample means,

student’s t test was applied. Based on the result, the t-value (2.20) is bigger

than the critical value 1.71 (0.05, 26), which means that the null hypothesis

is rejected and the alternative hypothesis is accepted. In addition, there is

significant difference between the two samples, and the score mean (92.36)

of the respondents who have taken the mathematics examination

incorporated with pop music is significantly greater than score mean (84.86)

of the respondents who have taken the mathematics examination

incorporated with classical music.

Recommendation. Various genres of music have different effects on

performance depending on how an individual treat it. Since most of the

students in Senior High School are listening to pop music as their prepared

genre while studying at home, it may help them to remember the topics they

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reviewed if they hear the same beat they used to listen while reviewing for.

Also in this research, it was reported that students who have taken the

mathematics examination incorporated with pop music performed better than

the students who have taken the mathematics examination incorporated with

classical music. Therefore, this research suggests to use pop music as

background music than can be incorporated during mathematics examination,

so that students would feel comfortable and remember what they had

reviewed for the examination. Future research of this study may use other

genres of music to test its effect on examination performance of the students.

It will also be nice to have an option where participants can play their own

preferred music while taking the exam, so that it may be observed whether

music preferences can affect the examination outcome, and if it will bear good

outcome or backlash with bad outcome.

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