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Learning material in multimedia learning environment is frequently made up of text and
pictures. Many students, however, have difficulties learning from such material successfully. In
order to support students’ learning, we integrated music in the Science lesson where the Grade
5 – Quezon pupils of Malagos Elementary School learned to listen and create their own lyrics
on the concept learned in the lesson in the form of songs, chants, poems, and raps to
improve memory of content facts and details through rhyme, rhythm, and melody. Teaching
these to students or having them write their own is a terrific memory tool.
In this study the researcher investigated how music integration strategy affects pupils’
concept retention in Science . On the basis of this analysis the researcher determined the
strategies students actually applied during learning exercised. As expected, students who
actually made use of music integration strategy had retained Science concept longer and
enhanced understanding of learning materials.

Educational theorists have long sought answers to the question of how we
can best teach students to learn well. Models for teaching have evolved and will
no doubt continue to be developed. Some of today's' leading learning
technologies embrace the use of music to assist in learning.
Music was utilized by the researcher in the classroom as springboard of
Science lesson to arouse the interest of the

pupils and develop their

understanding and listening skills of the content. It deepens pupils' engagement
with academic content—and enriches the learning community. Both music and
words are essential ingredients for creating a positive learning environment, and
music is particularly powerful in creating a relaxing, yet stimulating, atmosphere.
After the discussion of the lesson the pupils’ were required to apply learning by
creating their own poem, chants, songs and raps about the lesson to promote

The creation of music expresses inner thoughts and feelings and develops the musical intelligence through understanding of rhythm. pitch.What is the post-test scores of the respondents after the . and emotionally and create learning states which enhance understanding of learning material. It touches our lives every day connects the mind to the It can also create a highly focused learning state in which vocabulary and reading material is absorbed at a great rate. Furthermore Music is also known to affect our feelings and energy levels (Brewer. According to Miles (1997) . it also makes students' learning more relevant. and form. physically. It can prompt memories. It connects the experience to the mind and vice versa. enhance brain activity and stimulate the mind. (Merritt. when we use music that is related to the content we're learning. According to Ortiz (2012) Music is a natural part of learning.better memory retention . What is the pre-test scores of the respondents before the implementation of Music Integration? 2. 1995). it experience. Music also activate pupils mentally. The purpose of this study is to discover the effect of music integration in improving concept retention in Science of Grade 5 – Quezon Pupils of Malagos Elementary School and will specifically answer the following questions:1. When information is put to rhythm and rhyme these musical elements will provide a hook for recall. Writing songs related to content allows students to express how they feel about the topic . 2009).

Descriptive Research describes the phenomena being studied. Results and Discussion This sections summarizes the pupils Pre-test.D. Method The study utilized the Descriptive Comparative Method of research in analyzing the collected data. The respondents of this study were the 49 Grade 5 – Quezon pupils of Malagos Elementary School. Post-test. What is the effect size of Music Integration to the Concept Retention in Science of the respondents? Music Integration is a term use to combine music in teaching the lesson. Paired Sample T-test and the effect size of the level of performance of pupils. A student version of Statistical software for Social Science ( SPSS) was utilized for statistical computation. Table 1.implementation of Music Integration? 3.71 Descriptive Equivalent Satisfactory . Secondary data were obtained from their pre-test and post-test scores. All the data gathered from the respondents were tabulated and evaluated using statistical software SPSS. 4. Pre-Test Scores Test Pre-test N 49 S.10 Mean 17. If there is a significant difference in the scores of the respondents before and after the implementation of Music Integration? 4. Paired Sample T-test and Descriptive statistics were used to analyzed the data. Concept Retention is a preservation of the after effects of experience and learning that makes recall or recognition possible performed or practiced.

It shows that the pre-test and t-value is 13. Table 4: The Effect size of Concept Retention in Science N t-value Eta2 Descriptive Equivalent 49 13. It shows that the Grade 5 Quezon pupils are in satisfactory level with the mean scores of 17. focus concentration. Mean Descriptive Equivalent Posttest 49 3.71 . Paired Sample T-test on Concept Retention in Science Test Pre-test N Mean S.D.78 Very Satisfactory Table 2 shows the post-test scores of Concept Retention in Science of Grade 5 Quezon pupils of Malagos Elementary School.06 and S. It generates a p-value of . It shows that the Grade 5 Quezon pupils are in very satisfactory level with the mean scores of 23. Table 2 – Post-test Scores Test N S.D. Conclusion Results of this study provided information that Music helps improve learning because it will--establish a positive learning state.D. of 3. create a desired effective tool in Concept Retention in Science.32.16 . energize learning activities.78 Large Effect Table 4 shows the test of effect size of Concept Retention in Science.77 23.f.16 with a Mean Score of -6.000 Significant Table 3 shows Paired –Sampled T-test on Concept Retention in Science.06 3. d.78 which signifies large effect through the used of music integration strategy.16 .78 Table 3.000 which is interpreted as significant. t-value p-value Decision Post-test 49 -6.Table 1 shows the pre-test scores of Concept Retention in Science of Grade 5 Quezon pupils of Malagos Elementary School. .22 48 13. It generated an eta2 value of .

release tension. and add an element of fun. Furthermore it is recommended to be adapted by the Science teachers of Baguio District References Brewer. Ortiz. New York Beach.There is a significant difference between the pre-test and post-test scores of the pupils . E. California: Aslan Publishers Miles.. Music and Imagery Santa Rosa. Maine: Samuel Wiser. improve memory. (1997)Tune Your Brain: Using Music to Manage Your Mind. (1995) Music and Learning Tequesta. provide inspiration and motivation. . C. and Body. New York: Berkley Publishing Group. S. The Tone of Music: Sound Psychology.increase attention. Music Integration has a large effect in concept retention in Science. enhance imagination. ( 2009) Mind. Merritt. facilitate a multisensory learning experience. Inc. In fact the Grade 5. Recommendations Music Integration is recommended as a tool or a strategy in improving concept retention in Science. J.Quezon pupils were in satisfactory level before the implementation of Music Integration Strategy. 2012. After the implementation of the strategy the pupils were in very satisfactory level . Florida: Life Sounds.