Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the study

The researchers are brought by their observation on listening to music

affecting a student’s academic performance in mathematics. Students listen to music for

reasons; makes them more relaxed, relieves stress, improve sleep quality, mood, mental

alertness, and memory. These diverse situations determine whether the factors are

academically good or not.

Many teens listen to music while they study. In fact, many juggle their

listening and studying with other tasks such as emailing, instant messaging and watching

television. According to a Kaiser Family Foundation poll, 53 percent of teens 12 to 17 do

something else while studying. At 87 percent, listening to music was the most popular

side activity for those who balanced studying with another activity. This generation of

teens is growing up multitaskers, and the lure of computers, televisions and iPods is too

great for today’s teens to ignore even while doing homework. (Miller, 2018)

Schneider & Klotz (2000) examined the relationship between enrollment in music

performance classes and athletic extracurricular activities on academic achievement.

Three hundred forty six subjects were divided into three groups: musicians (band or

choir), athletes, or non-participants. All three groups were statistically equivalent in fifth

and sixth grade. During seventh, eighth, and ninth grades the musicians achieved

significantly higher academic achievement scores than the athletes but did not score

higher than the non- participants did. The authors noted that the musicians showed a

1
tendency to maintain

2
stabilized scores while the athletes and non-participants groups’ scores dropped. (Hodges,

Donald & S. O'Connell, Debra. 2018)

Music is widely practiced in the country and it has gained place among the many

provisions of the 1966 Philippine Constitution. It was stated in the Republic Act No.

4723 that; Commencing with the school year 1966 and 1967, music shall be taught

together with arts as a separate subject area, with music allotted three days a week in all

the grades in elementary schools, whether public or private; and shall be taught together

with arts, physical education and health as a separate subject field, with music allotted at

least one day a week in all the years in general or vocational secondary schools, whether

public or private.

One of the first things that happens when music enters our brains is the triggering

of pleasure centers that release dopamine, a neurotransmitter that makes you feel happy.

This response is so quick, the brain can even anticipate the most pleasurable peaks in

familiar music and prime itself with an early dopamine rush. Beyond simply making you

feel good, however, there are evidences that music can even be good for your

health. Research has shown that listening to music is associated with upticks in

immunity- boosting antibodies and cells that protect against bacteria and other invaders.

Music has also proven to be effective across a variety of treatment scenarios for

conditions ranging from premature birth to depression to Parkinson's disease. Even in

terms of brain development, music can play a key role. Training to play an instrument,

for instance, is believed to increase gray matter volume in certain areas of the brain, not

unlike how physical exercise can tone and enlarge muscles. As a result, musicians often

3
experience improvement in brain functions like Auditory processing, Learning and

memory. (Ashford University Staff,2017)

Have you tried learning anything by combining it with music or rhythm? For

example, counting with a certain repeating pattern, or learning the alphabet by giving it a

tune. Or remember learning poetry by reciting it musically? Did that help you learn

things faster? Basically, you can remember songs because they are musical compositions

and not plain words lacking music or rhythm. That is what music does. It makes learning

easier. Learning beat patterns (talas), helps improve math skills. The study of rhythm was

known to help students learn math. Music stimulates the brain centers that deal with

thinking, analyzing and planning, thus enhancing one's organizational skills.

(PsycholoGenie Staff,2018)

Further, a different study carried out in John Hopkins University reveals that

creative studies get a huge boost by music. It keeps the mind energised and fresh by

providing stimulus to the mind. Stress is a big hindrance for any activity. A prime

complaint of students has always been how stressful studying can get. From crammed up

course structures to limited time frames, many factors can cause a student to feel anxious.

Music has a calming effect on the mind and acts as an ideal stress buster. Even in a

general sense, listening to soothing music usually puts you in a better mood and a relaxed

mood positively augments a study session. (Anand, 2017)

Common todays problem of students that affects their performance in school, is

lack of concentration. The research purpose are to determine and point out the possible

effects of listening to music to the mathematical performance of the Grade 12 ABM-01A

students at Phinma Upang College Urdaneta.

4
Research Questions

The research on “Effects of Listening to Music to the Mathematical Performance

of Grade 12 ABM-01A of Phinma Upang College Urdaneta” has a purpose that is to

prove something beneficial to ABM-01A students of Phinma-Upang to improve their

mathematical performance.

Specifically these papers aims and intentionally prove and answer the following

questions:

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

a. Sex

b. Age

c. 1st Grading Business Mathematics Average (A.Y. 2018-2019)

d. Do you listen to music while studying?

2. What are the effects of listening to music to the Mathematical Performance of

the respondents?

3. Is there a significant relationship between the profile variables of the students

and the effects of listening to music to the mathematical performance of the

students?

Research Hypotheses

The Researchers seek to asses and provide answers on the relationships of

variables in the study “Effects of Listening to Music to the Mathematical Performance of

Grade 12 ABM-01A of Phinma Upang College Urdaneta”. Wherein the results of the

study will answer either of the following hypotheses;

5
HA- There is a significant relationship between the profile variables of the students and

the effects of listening to music and the Mathematical Performance of a student.

Ho- There is no significant relationship between the profile variables of the students and

the effects of listening to music to the mathematical performance of the students

Scope and Delimitation of the Study

The researchers chose this topic to seek the possible effects of listening to music

to the mathematical performance of students. This study on effects of listening to music is

a research especially for students whom usually indulge themselves to music. Its

importance is to determine the possible effects of listening to music to the student's

academic performance in mathematics.

The study was conducted at PHINMA Upang College Urdaneta and limited to the

A.M. 1 students of the ABM (Accountancy, Business, and Management). The range of

the study was from July 2018 to October 2018. The study will be limited only to the

mathematical performance of AM-01A students’ and will not include other subjects.

Rationale of the Study

The outcome of this study will not only benefit those students who listens to

music but it will also provide insights for family, peers and relatives of the possible

effects of listening to music towards the mathematical performance of students.

Students. The study shall provide knowledge in which it will help students to

have a better grasp of the possible effects of listening to music towards their performance

in mathematics.
6
 Teachers. The results of this study may serve as basis to enhance the academical

practices of teachers towards a more reliable way to improve the mathematical

performance of the students.

Parents. This study may enlighten the mindset of Parents towards their children

indulging in music as a way of focusing on their studies and replace the thought of music

to be a distraction. This output may not only benefit the student academically but also

connect with their parents.

Other Researchers. This study will serve as reference for those who are

embarking in the same endeavor in allied subjects and other fields.

Definition of Terms

Music- a tone or melody with beat and rhythm that can change human emotion. It

can be instrumental or with lyrics depending on someone’s preference.

ABM- an academic strand for Senior High School, which contains Accountancy

and Business Management students.

Mathematical Performance- the act of measuring the student’s grade regarding

on how well they behave in class.

7
 Chapter 2

Review of Related Literature and Studies

Related Literature

The Researchers gathered literature, which are related to the studies’ title and will

provide a basis for the purpose of the study. The researchers use published literatures to

further strengthen their study. The researchers gathered published information on the

internet. The websites in which articles within magazines and other reading material that

were published were the source of the following related literatures.

If one wants to improve to improve its learning experience, try listening to music.

Numerous studies had been conducted to prove that listening to music could help

improve certain mental faculties, including mental math abilities. Learn more about

music and how it can improve your studies by reading further. Some studies conclude

that listening to music before doing an assignment can be beneficial; aside from

enhancing one’s mental math abilities, it also improves attention and memory – two

things that are essential when studying. In addition to that, it can also lessen anxiety and

depression as well. However, the effects of music might vary from person to another. A

researcher in the University of Wales studied how background music can impact a

person’s ability to recall the things they recently studied. He concluded that although it

can be helpful to some, there are individuals who find it distracting. (Mapua,2016)

Mental performance can be enhanced by exposure to music. Also music is

believed to provide soothing effect to the brain cells so it is in the great advantage of the

students to listen to music while reading and solving math problems as it would make

them more

8
focused on the material being studied and also would make their minds relax. (UKEssays,

2013).

Mozart Effect, Dr. Gordon Shaw developed the Mozart Effect, a theory that

listening to classical music will make one smarter, in the early 1990s.According to the

Associated Press, Shaw became interested in brain theory in 1973 when he began

researching the brain's capacity for spatial reasoning. People use spatial reasoning in such

activities as solving mathematical problems, playing chess, engineering and science.

Shaw conducted his first studies on three-year-olds and later studied the effects of

classical music on college students. In 1993, he caught the media's attention when he

reported that a group of college students increased their IQs as much as nine points

because of listening to Mozart's "Sonata for Two Pianos in D Major."(C. Fowers)

Aside from music theory, musical mnemonics can be a very powerful learning

tool for any subject – including math. Once words have been set to music, the mind

connects the two and a very powerful memory is created, which can be retrieved easily.

Mnemonics are universally recognized as effective, with studies showing children using

them outperform others who adopted a free learning style. Adding music to the words

serves to solidify the information and seal it into one easily filed and retrieved unit.

Music has many benefits – from aiding relaxation, stimulating the mind and heightening

emotion, to assisting in our learning processes. Whether it really can improve our IQ

remains to be seen, but to use music alongside math may well be a positive, effective step

in the right direction towards eclectic learning. Utilizing an interdisciplinary math/music

approach to learning could be an innovative and progressive move forward in the world

of education,
9
and one which embraces the long held but seldom realized learning ideals of educational

theorists such as Ivan Illich. (O’Reilly,2012)

The famous Greek philosopher and mathematician Pythagoras once said, “there is

geometry in the humming of the strings, there is music in the spacing of the spheres.”

Although some may interpret this statement as mere poetry, Pythagoras was actually

making a direct statement on the relationship between music and mathematics. Music is

entirely intertwined with mathematics, so much so that even a basic major chord can be

described mathematically. To further highlight the connection between music and

mathematics, lets examine the mathematics in common musical concepts, such as wave

frequencies, scales, intervals and tones.(Glauser,2017)

Related Studies

Past studies and researches were used by present researchers to provide basis for

their own research, in this study, the effects of listening to music to the mathematical

performance of students. These documents used were gathered to have a more stable data

regarding the research being studied. Gathered data’s were also collected from the

internet which are from published thesis and studies on websites wherein they were

posted.

Music psychologists have established that some forms of musical activity improve

intellectual performance, spatial–temporal reasoning and other skills advantageous for

learning. In this research, the potential of active music-making for improving pupils’

achievement in spatial–temporal reasoning was investigated. As spatial–temporal skills

10
are considered to be high-level mathematical abilities, this study also aimed to explore if

11
learning music might have an effect on pupils’ achievement in mathematics, and whether

spatial temporal reasoning plays a role in this process. The study had a quasi-

experimental design in which groups of children aged 4 to 7 participated in a music

programme containing a variety of musical, predominantly rhythmical, activities. Parallel

classes made up control groups. Throughout the intervention, pupils’ attainment in

mathematics, reading, writing and spatial–temporal reasoning was recorded and compared

between the music and control groups. The findings of the project supported the

hypothesis that music instruction has an impact on the development of spatial–temporal

skills. A statistically significantly greater progression was observed in most of the

intervention groups, as compared in all periods of measurement to the control groups.

The attainment in general mathematics did not always differ between the intervention and

control groups but the analyses provided evidence of a consistent and statistically

significant enhancement in learning mathematics between the youngest participants of the

programme. This knowledge could inform pedagogical practice, while further research in

this area could offer more insight into the association between music and mathematics.

(Holmes & Hallam, 2017)

Music improves the development of our brains and helps to improve our abilities

in other subjects such as reading and mathematics. From simple sums to complex

functions, mathematical concepts form part of the world of music. Because of this

connection, it is possible to establish a positive correlation between

participation/performance in music and cognitive development in mathematics. Gardner's

theory of multiple intelligences incited several researchers to re-examine the relationships

between musical experiences, music learning, and academic achievement. The majority

12
of studies have found that the most

13
significant relationships are between music and mathematics, or to be more specific,

between music and spatial-temporal reasoning (important in mathematical concepts), and

music and performance in reading. With regard to the former relationship, the assumption

is based on a group of studies which explore the effects of learning to play the keyboard

on spatial-temporal reasoning, suggesting that mastering a musical instrument helps one

to develop an understanding of mathematics. (Luiz,2007)

Music improves the development of our brains and helps to improve our abilities

in other subjects such as reading and mathematics. From simple sums to complex

functions, mathematical concepts form part of the world of music. Because of this

connection, it is possible to establish a positive correlation between

participation/performance in music and cognitive development in mathematics. Gardner's

theory of multiple intelligences incited several researchers to re-examine the relationships

between musical experiences, music learning, and academic achievement. The majority

of studies have found that the most significant relationships are between music and

mathematics, or to be more specific, between music and spatial-temporal reasoning

(important in mathematical concepts), and music and performance in reading. (C.D.S.

Luiz, 2007)

With the advent of electronically reproduced music, background music has

become increasingly prevalent in our society. The occurrence of such music is so

common that an individual may not be aware of music in their immediate environment.

Background music can be defined as any music played while the listener's attention is

focused primarily on a task or activity other than listening to the music (Radocy & Boyle,

1988) Studies that have examined the exposure to musical sounds on math skills have had
14
similar results. Wolf and

Weiner (1972) reported a statistically significant difference between music and silent

15
conditions on arithmetic test scores. However, they attributed this difference to

habituation as most of the test subjects reported that they listened to "hard rock" music

when they studied. (M. Manthei)

Students (n = 72) from a required university music appreciation class were

exposed to three different listening situations over an established period of time while

completing three parallel forms of a math placement test consisting of 16 questions.

Students also completed a questionnaire seeking to determine their type of response to

music. The students, mostly from rural communities, represented a cross section of the

university community and none were music majors. Regression analysis found that the

music had no statistically significant effect on the math test scores. This was further

supported by a post- hoc questionnaire. (Minneapolis)

In the study conducted, there are 237 second grade students used piano keyboard

training and newly designed math software to demonstrate improvement in math skills.

As a result, the students scored 27% higher than the score they got before on proportional

math and fractional tests than children that used only the math software. The result shows

how music affects the scores of second grade students. (Sharma ,2000)

The study was four-month experiment where 29 students received piano

instruction and a math video game developed by Shaw. A second group of 29 similar

students received computer-based english training and math video game and finally the

control group of 28 students received none of those. Results showed that the video game

increased math scores 36% higher than the control group. The scores of the group who

learned piano in addition to the math video game were 15% higher than both groups who

16
were without piano. The

17
study proves and shows that music has an impact to the math achievement of the

students. (Peterson & Shaw,1999)

There are 72 students from a required university music appreciation class were

exposed to three different listening situations over an established period of time while

completing three parallel forms of a math placement test consisting of 16 questions.

During the next three class sessions (the class met twice weekly) the subjects completed

three parallel forms of a math test, consisting of 16 questions each. As a result, 33% of

the respondents indicated that classical music interferes with their studying, while 43% of

the subjects indicated that popular music interferes with their studying. The math test

taken with no background music, was a statistically significant predictor of math

performance under both classical and popular music listening conditions. Among the

three testing conditions. One may assume that the presence of either classical or popular

background music had no effect on the subjects' math test performance. (Madsen, C. K.,

& Forsythe, J. L. ,1973)

18
Research Pradigm

Input Process Output

1. What is the profile of A quantitative 1. Identified effects of

the respondents in terms of musiconthe Mathematical
the following: a. Sex researchdesignin performance of students.
b. 1st Grading Business
Mathematics Average descriptive method
(A.Y. 2018-2019)
using survey-guide
2. Distinguished
questionnaire. percentage of students in
Grade 12 ABM01A, who
2. What is the accrued
Mathematical Performance positive/neutral/negative
of Grade 12 ABM-01A effect of music in their
students atPhinmaUpang Mathematical
College Urdaneta? Performance.
3. What are the effects of
listening to music to the
Mathematical

Performance of a
student?

4. Is there a significant
relationship between
listening music to the
academic performance
of the students?

Figure 1: The Research Paradigm of the independent and dependent variable on the

effects of listening to music to the mathematical performance of Grade 12 ABM01A at

Phinma Upang College Urdaneta.

19
 Chapter 3

Methodology

Research Design

The research was conducted as a quantitative research study in which information

will be gathered through observation/involvement and data will collected. In the study,

the method used was correlational research design that aims to systematically investigate

and identify the nature of the relationship between two variables in real situation. In

correlational study, researchers cannot infer or formulate conclusions. This kind of study

cannot attempt to explain the nature of relationship that exists without conducting or

investing the study.

The aim of correlational research is to verify the relationship of variables that refers

to present situation in order to elucidate it. Therefore, the correlational research design

will implicate the relationship of listening to music and mathematical performance, in the

study "Effects of Listening to Music to the Mathematical Performance of Grade 12

ABM01A of Phinma Upang College Urdaneta”. As a result, the researchers can provide

credible evidences and facts on the study.

Respondents of the Study

The subjects in our study are the students under the strand of Accountancy, Business

and Management (ABM) in the Grade 12ABM01A section of PHINMA UPANG College

Urdaneta, who are active listeners of music. These students agreed to be part of the study.

20
Research Instrument

The research instrument used by the researchers in this study is the research

questionnaire. Research questionnaire was designed to help researchers gather valid

information in order for them to complete the data needed in the study. The

questionnaires were prepared by the researchers based on the researchers’ readings,

previous studies and published and unpublished thesis in relation to the effects of

listening to music to the mathematical performance of the students. The researchers will

provide and distribute the questionnaires to the Grade 12 ABM 01A students of Phinma

Upang College Urdaneta who are involved in this study. Through this instrument, the

respondents will not feel pressured for immediate response.

Data Gathering Procedure

The first step used was to ask permission from the principal to conduct the survey.

The researchers distributed the questionnaires to the Grade 12ABM01A students at

PHINMA UPANG College Urdaneta S.Y. 2018-2019. There were 50 students who

agreed to answer the research instruments. After the floating of questionnaires, the

researchers collected the data and they tallied and interpreted.

21
Statistical Treatment of Data

The following statistical treatment of data will be used in the study to sum up the

data and information that will be gathered from the respondents:

To determine the highest percentage of cases collected, Frequency Distribution

and Percentage will be used and the following profiles are; (a.) sex, (b.) age, (c.) 1st

Grading Business Mathematics Average (A.Y. 2018-2019), (d.) do you listen to music

while studying?

𝑓
%= 𝑥 100
𝑁

Where:

% = Percentage

𝑓 = Number of Frequency

𝑁 = Total number of respondents or cases

The average weighted mean will be utilized to determine the effects of listening to

music to the mathematical performance.

4𝐹4 + 3𝐹3 + 2𝐹2 + 1𝐹1

𝑊𝑀 = 𝑁

Where:

A𝑊𝑀 = Weighted Mean

𝐹4 = Number of respondents who answered “Strongly Agree”

22
 𝐹3 = Number of respondents who answered “Agree”

𝐹2 = Number of respondents who answered “Disagree”

𝐹1 = Number of respondents who answered “Strongly Disagree”

𝑁 = Total number of respondents or cases

The following scale will be used to interpret and obtain the average weighted mean:

Scale Descriptive Value

3.25 – 4.00 Strongly Agree

2.50 – 3.24 Agree

1.75 – 2.49 Disagree

1.00 – 1.74 Strongly Disagree

Chi – square formula will be used to determine the significant relationship

between the profile of respondents and the effects of listening to music to the

mathematical performance.

(𝑓𝑜 − 𝑓𝑒)2
𝑥2 = ∑
𝑓𝑒

Where:

𝑥2 = Chi – square value

𝑓𝑜 = Observed frequency

𝑓𝑒 = Expected frequency
23
 Chapter 4

RESULTS AND DISCUSSIONS

This Chapter introduces the procedures undertaken to answer the stated research

problems in chapter 1.

The information gathered from the respondents were analyzed and interpreted in

this chapter. The outcomes obtained from statistical analyses done are presented in both

tabular and narrative forms to explain the discovered answer to the objectives of this

research.

Profile of the Respondents

The first problem dealt with the profile of the respondents.

Table 1 presents the profile of the respondents in terms of a) Sex, b) Age, and c) 1st

Grading Business Mathematics Average.

Table 1

PROFILE OF 12 ABM01A STUDENTS OF PHINMA UPANG COLLEGE

URDANETA

A.Y. 2018-2019

N=38

Profile Frequency (f) Percentage (%)

Gender

 Male 6 16

 Female 32 84

Age

 18 years and above 9 24

24
  17 years old 24 63

 16 and below 5 13

1st Grading Business Mathematics Average

 91 and above 8 21

 86-90 7 18

 81-85 13 34

 76-80 9 24

 75 and below 1 3

Do you listen to music while studying?

 Yes 12 32

 Sometimes 22 58

 No 4 10

It can be seen in table 1 that in terms of the 38 respondents who answered the

questionnaires, it showed that most are female with a frequency of 32, having a

percentage of 84 while men having a frequency of 6 and a percentage of 16.

Also shown on the table presented that in terms of age, majority of respondents

are aged 17 years old with a frequency of 24 and a percentage of 63. Moreover, 18 years

old and above has a frequency of 9 and a percentage of 24 and lastly, 16 years old and

below got the lowest percentage which is 13 and a frequency of 5.

Lastly, the table also show the different Average grade of 12ABM01A students at

PUCU among the 5 categories, 81-85 got the highest percentage with 40% while 76-80

got 24%. Moreover, 91 and above got 21%, 86-90 with 18%, and 75 and below got 3%.

25
26
 Table 2

THE EFFECTS OF LISTENING TO MUSIC TO THE MATHEMATICAL

PERFORMANCE OF GRADE 12ABM01A STUDENTS AT PHINMA UPANG
COLLEGE URDANETA
Indicators AWM DE

1. Listening to music while studying makes me feel relaxed 2.89 A

and answer math questions with ease
2. Listening to music while studying helps me understand and 2.53 A
analyze the mathematical problem
3. Listening to music while studying helps me clear my 3.05 A
thoughts on confusing problems
4. Listening to music while studying makes me more confused 2.29 D
with mathematical terms
5. Listening to music while studying makes me forget 2.26 D
formulas and procedures in doing math
6. Listening to music while answering math problems makes it 2.53 A
longer to solve
7. Listening to music while studying gets me distracted 2.37 D

8. Listening to music while studying math makes studying a 2.74 A

lot more interesting
9. Listening to music while studying math helps me focus on 2.66 A
what I am reading
10. Listening to music while studying math makes it 2.47 D
entertaining
TOTAL 2.579 A

LEGEND: AWM= Average Weighted Mean; DE= Descriptive Equivalent; 3.25-4.00=

Strongly Agree (SA); 2.50-3.24= Agree (A); 1.75-2.49= Disagree (D); 1.00-1.74=

Strongly Disagree (SD)

27
 As shown in the table above, the highest average weighted mean is 3.05 on the

third indicator with a descriptive equivalence of Agree (A). The first indicator stating,

“Listening to music while studying helps me clear my thoughts on confusing problems”.

It means that majority of the respondents agree that listening to music while studying

helps clear their thoughts on confusing problems.

The first indicator stating, “Listening to music while studying makes me feel

relaxed and answer math questions with ease” got the second highest average weighted

mean of 2.89 and a descriptive equivalence of Agree (A). It means that majority of the

respondents agree that listening to music while studying makes them feel relaxed and

answer math questions with ease.

The eight indicator stating “Listening to music while studying math makes

studying a lot more interesting” got the third highest average weighted mean of 2.74 and

a descriptive equivalence of Agree (A). It means that majority of the respondents agree

that listening to music while studying math makes studying a lot more interesting.

The ninth indicator stating, “Listening to music while studying math helps me

focus on what I am reading” got the fourth highest average weighted mean of 2.66 and a

descriptive equivalence of Agree (A). It means that majority of the respondents agree that

listening to music while studying math helps them focus on what they are reading.

The second and sixth indicator stating “Listening to music while studying helps

me understand and analyze the mathematical problem” and “Listening to music while

answering math problems makes it longer to solve “ got the fifth highest average

weighted mean of 2.53 and a descriptive equivalence of Agree (A). It means that

majority of the

28
respondents agree that listening to music while answering math problems makes it longer

to solve.

The tenth indicator stating, “Listening to music while studying math makes it

entertaining” got the fourth lowest average weighted mean of 2.47 and a descriptive

equivalence of Disagree (D). It means that majority of the respondents disagree that

listening to music while studying math makes it entertaining.

The seventh indicator stating, “Listening to music while studying gets me

distracted” got the third lowest average weighted mean of 2.37 and a descriptive

equivalence of Disagree (D). It means that majority of the respondents disagree that

listening to music while studying gets them distracted.

The fourth indicator stating, “Listening to music while studying makes me more

confused with mathematical terms” got the second lowest average weighted mean of 2.29

and a descriptive equivalence of Disagree (D). It means that majority of the respondents

disagree that listening to music while studying makes them more confused with

mathematical terms.

The fifth indicator stating, “Listening to music while studying makes me forget

formulas and procedures in doing math” got the lowest average weighted mean of 2.26

and a descriptive equivalence of Disagree (D). It means that majority of the respondents

disagree that listening to music while studying makes them forget formulas and

procedures in doing math.

29
 Table 3

SIGNIFICANT RELATIONSHIP BETWEEN THE EFFECTS OF LISTENING

TO MUSIC TO THE ACADEMIC PERFORMANCE ACROSS THE PROFILE
OF THE RESPONDENTS
PROFILE COMPUTED DF TABULAR DE

x2 VALUE

Age 10.54 6 12.59 NS

Gender 2.84 3 7.28 NS

1st Grading Business 8.12 12 21.03 NS

Mathematics Average

Do you listen to music while 6.54 6 12.59 NS

studying?

LEGEND: DE= Descriptive Equivalent; NS= Not Significant; DF= Degrees of Freedom.

Tested at 0.05 degree of significance.

As shown on the table above, on the profile “age”, the chi-square value of 10.54 is

lower than the tabular value of 12.59 with 6 degrees of freedom tested at 0.05 level of

significance, having a descriptive equivalence of “Not Significant”. Therefore, the null

hypothesis, which states “There is no significant relationship between listening to music

and the Mathematical Performance of a student.” Is accepted.

This only means that the differences of the respondents when it comes to their age

does not have any connection or relationship to the level of effectiveness of listening to

music to the mathematical performance of the respondents.

On the second profile variable “gender”, the chi-square value of 2.84 is lower

than the tabular value of 7.28, with 3 degrees of freedom tested at 0.05 level of

significance, having a descriptive equivalent of “Not Significant”. Therefore, the null

30
hypothesis, which

31
states, “There is no significant relationship between listening to music and the

Mathematical Performance of a student.” Is accepted.

This only means that the differences of the respondents when it comes to their

gender does not have any connection or relationship to the level of effectiveness of

listening to music to the mathematical performance of the respondents.

On the third profile variable “1st Grading Business Mathematics Average”, the

chi- square value of 8.12 is lower than the tabular value of 21.03, with 12 degrees of

freedom tested at 0.05 level of significance, having a descriptive equivalent of “Not

Significant”. Therefore, the null hypothesis, which states, “There is no significant

relationship between listening to music and the Mathematical Performance of a student.”

Is accepted.

This only means that the differences of the respondents when it comes to their 1 st

grading Business Mathematics Average does not have any connection or relationship to

the level of effectiveness of listening to music to the mathematical performance of the

respondents

On the fourth profile variable “Do you listen to music while studying?”, the chi-

square value of 6.54 is lower than the tabular value of 12.59, with 6 degrees of freedom

tested at 0.05 level of significance, having a descriptive equivalent of “Not Significant”.

Therefore, the null hypothesis, which states, “There is no significant relationship between

listening to music and the Mathematical Performance of a student.” is accepted.

This only means that the differences of the respondents when it comes to them

listening to music while studying does not have any connection or relationship to the

level of effectiveness of listening to music to the mathematical performance of the

32
respondents

33
 The study entitled “Effects of Listening to Music to the Mathematical

Performance of Grade 12ABM01A of Phinma Upang College Urdaneta” tells that there is

no correlation between perceptions in the respondent’s profile.

34
 CHAPTER 5

SUMMARY, CONCLUSIONS, RECOMMENDATIONS

Research Problem

The research on “Effects of Listening to Music to the Mathematical Performance

of Grade 12 ABM-01A of Phinma Upang College Urdaneta” has a purpose that is to

prove something beneficial to ABM-01A students of Phinma-Upang to improve their

mathematical performance.

Specifically these papers aims and intentionally prove and answer the following

questions:

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

a. Sex

b. Age

c. 1st Grading Business Mathematics Average (A.Y. 2018-2019)

d. Do you listen to music while studying?

2. What is the Mathematical Performance of Grade 12 ABM-01A students at

Phinma Upang College Urdaneta?

3. What are the effects of listening to music to the Mathematical Performance of

a student?

4. Is there a significant relationship between listening music to the mathematical

performance of the students?

35
Research Design

The research was conducted as a quantitative research study in which information

will be gathered through observation/involvement and data will collected. In the study,

the method used was correlational research design that aims to systematically investigate

and identify the nature of the relationship between two variables in real situation. In

correlational study, researchers cannot infer or formulate conclusions. This kind of study

cannot attempt to explain the nature of relationship that exists without conducting or

investing the study.

The aim of correlational research is to verify the relationship of variables that

refers to present situation in order to elucidate it. Therefore, the correlational research

design will implicate the relationship of listening to music and mathematical

performance, in the study "Effects of Listening to Music to the Mathematical

Performance of Grade 12 ABM01A of Phinma Upang College Urdaneta”. As a

result, the researchers can provide credible evidences and facts on the study.

Research Findings

The following data’s interpreted were gathered from the grade 12ABM01A

students at PUCU in terms of:

 Age

Among the 38 total respondents, there are 9 respondents which is 24% that is 18 years

old and above. There are also 24 respondents which is 63% of the total respondents that is

36
17 years old. Lastly, there are 5 respondents which is 13% of the total respondents that is

16 years old and below.

 Average

Among the 38 total respondents, there are 8 of them which is 21% of the total

respondents that has an average of 91 and above. Also, there are 7 of them which is 18%

of the total respondents that has an average of 86-90. With the average of 81-85, there are

13 of them which is 34% of the total respondents. Also, with the average of 76-80, there

are 9 of them which is 24% of the total respondents and there is 1 of them which is 3%

only of the total respondents that has an average of 75 and below.

 Gender

Among the 38 total respondents, there are 6 males which is 16% of the total respondents

and 32 females which is 84% of the total respondents.

 Do you listen to music?

On the fourth profile variable “Do you listen to music while studying?”, there are

12 respondents who answered yes which is 32%, while 22 answered sometimes

which is 58% and lastly 4 regarded themselves to not listening to music while

studying which makes 10% of the total respondents.

37
 It is shown in Table 2 that majority of the respondents, agreed that listening to

music while studying helps clear their thoughts on confusing problems. As shown in the

first indicator, majority of the respondents agreed that listening to music while studying

makes them feel relaxed and answer math questions with ease. The eight indicator shows

that majority of the respondents agreed that listening to music while studying math makes

studying a lot more interesting. The ninth indicator states that majority of the respondents

agreed that listening to music while studying math helps them focus on what they are

reading. It shown to both second and sixth indicator that majority of the respondents

agreed that listening to music while answering math problems makes it longer for them to

solve. The tenth indicator shows the result that majority of the respondents disagreed that

listening to music while studying math makes it entertaining. Indicator seven show that

majority of the respondents disagreed that listening to music while studying gets them

distracted. Majority of the respondents disagreed that listening to music while studying

makes them more confused with mathematical terms as stated in the fourth indicator.

Lastly, the fifth indicator shows that majority of the respondents disagreed that listening

to music while studying makes them forget formulas and procedures in doing math.

It is shown in Table 3 that in the third profile “1st grading Business Mathematics

average”, the computed chi-square value is lower than the tabular value therefore the null

hypothesis which states that “There is no significant relationship between listening to

music and the mathematical performance of a student” is accepted. This only means that

first grading Business Mathematics average does not have any connection or relationship

to the level of effectiveness of listening to music to the mathematical performance of the

respondents.

38
Conclusion

The study “Effects of Listening to Music to the Mathematical Performance of

Grade 12 ABM-01A of Phinma Upang College Urdaneta" was conducted with the total

of 38 respondents participated and answered the questionnaire that was provided by the

researchers. As the result of the research findings, the chi-square value of 6.54 is lower

than the tabular value of 12.59, with 6 degrees of freedom tested at 0.05 level of

significance, the null hypothesis is accepted, which we therefore conclude that there is no

significant relationship between the between listening music to the mathematical

performance of the students.

Recommendations

Based on the concluded result, the following recommendations are formed by the

researchers for future references and successful study:

a. There is a need for further research using strict methodology to assess the

effectiveness of music in the learning of students.

b. Future researchers must conduct studies related to this research on large

population of students. The research administered has limited population leading to lack

of support to the study.

c. Additional statistics must be performed to assure the accuracy of the data

results and presentation.

d. The Department of Education must ensure the introduction of music and

mozart effect while learning spatial lessoning.

This will help the students appreciate the effect of music to their studies and will

guarantee a successful research paper.

39
Bibliography

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students-schoolwork-2153.html

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43
 Appendix A
Request Letter to the Principal
September 04, 2018
Dr. Nita Milanio
Principal
PHINMA Upang College-Urdaneta
Nancayasan, Urdaneta City

Madam:
Good Day!
We, the undersigned, are the Senior High School Students of this institution and
are currently enrolled in the course Practical Research II. As part of the said course, we
are required to do a certain research study. The study we are conducting is entitled
“EFFECTS OF LISTENING TO MUSIC TO THE MATHEMATICAL
PERFORMANCE OF GRADE 12 ABM-01A OF PHINMA UPANG COLLEGE
URDANETA”

In this regard, may we ask your good office to allow us to conduct interview to
some Senior High Students in our school. We assure you not to disturb classes and will
just interview those who don’t have classes and who are genuinely willing to cooperate.

We are hoping for your favourable reply. Thank you and God

bless. Respectfully yours,

JAZZ ANGELA CABACCANG SHEENA GAMBOL

KRISTINE ANN CABADDO EVER LAURENTE

ANDREA CASICAS MARCHELL MANANGAN

RAUMELL COBANGBANG VENUS SABIANO

MERRIAN GALVAN

The Researchers
Noted by: Precious Mae Paraguison

Subject Teacher

Approved by: Nita Milanio, Ed. D.

44
Principal

45
 Appendix B

Request Letter to the Respondents

September 04, 2018

Sir/Ma’am:

Good Day!

We, the undersigned, are the Senior High School Students of this institution and are currently
enrolled in the course Practical Research II. As part of the said course, we are required to do a certain
research study. The study we are conducting is entitled “EFFECTS OF LISTENING TO MUSIC TO
THE MATHEMATICAL PERFORMANCE OF GRADE 12 ABM-01A OF PHINMA UPANG
COLLEGE URDANETA”

In this regard, we would like to request your participation by answering our questionnaire and
rest assured that all information derived herein will be treated with utmost confidentiality.

Thank you and God bless.

Respectfully yours,

JAZZ ANGELA CABACCANG MARCHELL MANANGAN

KRISTINE ANN CABADDO VENUS SABIANO

ANDREA CASICAS

RAUMELL COBANGBANG

MERRIAN GALVAN

SHEENA GAMBOL

EVER LAURENTE

The Researchers

Noted by: Precious Mae Paraguison

Subject Teacher

Approved by: Nita Milanio, Ed. D.

Principal

46
 Appendix C

SURVEY QUESTIONNAIRE

The questionnaire is used to help the researchers to collect information in order to complete the
study. Kindly put a check (√) mark on the blank/box that corresponds to your answer. The data will be
treated without mark confidentiality. Thank you very much.

Name (optional): Sex: [ ] M [ ] F

Age: [ ] 16 and below [ ] 17 [ ] 18 and above

1st Grading Business Mathematics Average (A.Y. 2018-2019):

[ ] 75 and below [ ] 76-80 [ ] 81-85 [ ] 86-90 [ ] 91 and above

1) Do you listen to music while studying? [ ] Yes [ ] Sometimes [ ] No

2) Number of minutes spent listening to music?

[ ] 1-5 minutes [ ] 6-10 minutes [ ] 10-30 minutes [ ] 31 and above minutes

Put a / mark on the box of your corresponding answers; 4 (Strongly Agree), 3 (Agree), 2
(Disagree), 1 (Strongly Disagree).

4 3 2 1
1. Listening to music while studying makes me feel relaxed and answer
math questions with ease
2. Listening to music while studying helps me understand and analyze
the mathematical problem
3. Listening to music while studying helps me clear my thoughts on
confusing problems
4. Listening to music while studying makes me more confused with
mathematical terms
5. Listening to music while studying makes me forget formulas and
procedures in doing math
6. Listening to music while answering math problems makes it longer
to solve
7. Listening to music while studying gets me distracted

8. Listening to music while studying math makes studying a lot more

interesting
9. Listening to music while studying math helps me focus on what I am
reading
10. Listening to music while studying math makes it interesting

47
 Documentation

The research questionnaires were answered by the respondents which are Grade 12 ABM01A
students at Phinma UPang College Urdaneta. The data gathered were analyzed and interpreted
for the efficiency of the study.

48
 Appendix E
Curriculum Vitae

Personal Data

Name: Cabaccang, Jazz Angela

Address: Canarvacanan, Alcala, Pangasinan

Date of Birth: May 2, 2000

Contact Number: 09212131977

Motto: Aim high and hit the

mark.

Educational Background:

Current Education : Senior High Grade 12

PHINMA Upang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary : Cipriano P. Primicias National High

School San Vicente, Alcala, Pangasinan

S.Y. 2013-2017

Elementary : Alcala Central School

Poblacion West, Alcala,

Pangasinan S.Y. 2008-2012

49
 Curriculum Vitae

Personal Data

Name: Manangan, Marchell Ann S.

Address: Carosucan Sur Asingan, Pangasinan

Date of Birth: May 28, 2001

Contact Number: 09277466630

Motto: “What is you beauty, if your brain is empty?”

Educational Background

Current Education: Senior High Grade 12

PHINMA UPang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary: Saint Anthony Abbot Academy

Villasis, Pangasinan

S.Y. 2015-2016

Elementary: Carosucan Seventh Day Adventist Inc.

Asingan, Pangasinan

S.Y. 2012-2013

50
 Curriculum Vitae

Personal Data

Name: Cobangbang, Raumell R.

Address: Sta Maria, Pangasinan

Date of Birth: June 23, 2001

Contact Number: 09063096530

Motto: “Don't search for a hero, be the hero"

Educational Background

Current Education: Senior High Grade 12

PHINMA UPang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary: Rosales National High School

Don Antonio Village, Rosales, Pangasinan

S.Y. 2016-2017

Elementary: Rosales South Central School

Zone 1, Rosales, Pangasinan

S.Y. 2012-2013

51
 Curriculum Vitae

Personal Data

Name: Galvan, Merrian

Address: San Manuel, Pangasinan

Date of Birth: May 21, 2000

Contact Number: 09385893956

Motto: “Think Less, Live More”

Educational Background

Current Education: Senior High Grade 12

PHINMA Upang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary : Mataas Na Paaralang Juan C. Laya

Quirino St. Guiset Sur, San Manuel,

Pangasinan S.Y.2013-2017

Elementary : Juan C. Laya Memorial School

Quirino St. San Manuel,

Pangasinan S.Y.2008-2013

52
 Curriculum Vitae

Personal Data

Name: Gambol, Sheena Mae.

Address: Alcala, Pangasinan

Date of Birth: November 06, 2000

Contact Number: 09991502774

Motto: “Believing in yourself is the first secret to success.”

Educational Background

Current Education: Senior High Grade 12

PHINMA UPang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary: Cipriano P. primicias National High

School San Vicente, Alcala, Pangasinan

S.Y. 2016-2017

Elementary: Macayo Integrated School

Macayo, Alcala, Pangasinan

S.Y. 2012-2013

53
 Curriculum Vitae

Personal Data

Name:Cabaddo, Kristine Ann.

Address: Rosales, Pangasinan

Date of Birth: November 25, 2000

Contact Number: 09060858160

Motto: “Cogito, ergo sum.”

Educational Background

Current Education: Senior High Grade 12

PHINMA UPang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary: Rosales National High School

Rosales, Pangasinan

S.Y. 2016-2017

Elementary: Balincanaway Elementary

School Rosales,

Pangasinan

S.Y. 2012-2013

54
 Curriculum Vitae

Personal Data

Name: Sabiano, Venus Monica

Address: San Manuel, Pangasinan

Date of Birth: July 07, 2001

Contact Number: 09508157279

Motto: “The only way to finish is to start.”

Educational Background

Current Education: Senior High Grade 12

PHINMA UPang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary: Mataas na Paaralang Juan C.

Laya San Manuel, Pangasinan

S.Y. 2016-2017

Elementary: Juan C. Laya Memorial School

San Manuel, Pangasinan

S.Y. 2012-2013

55
 Curriculum Vitae

Personal Data

Name: Laurente, Ever Gentle.

Address: Villais, Pangasinan

Date of Birth: October 13, 2000

Contact Number: 09157262869

Motto: “I am happy as long as I am not hungry.”

Educational Background

Current Education: Senior High Grade 12

PHINMA UPang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary: Don Ramon E. Costales Memorial National High School

Villasis, Pangasinan

S.Y. 2015-2017

Elementary: Villasis I Central School

Villasis, Pangasinan

S.Y. 2012-2013

56
 Curriculum Vitae

Personal Data

Name: Casicas, Andrea Nicole

Address: Alcala, Pangasinan

Date of Birth: October 11, 2000

Contact Number: 09466550488

Motto: “Follow your dreams, believe in yourself and continue

pursuing it.”

Educational Background

Current Education: Senior High Grade 12

PHINMA UPang College Urdaneta

Nancayasan, Urdaneta City, Pangasinan

S.Y. 2018-2019

Secondary: Cipriano P. primicias National High School

San Vicente, Alcala, Pangasinan

S.Y. 2013-2017

Elementary: Alcala Central School

Alcala, Pangasinan

S.Y. 2007-2013

57