Math Research

LA CONSOLACION UNIVERSITY PHILIPPINES
CATMON, CITY OF MALOLOS, BULACAN
BASIC EDUCATION DEPARTMENT

School Year 2022-2023
Send Playlist: The Perception of STEM Learners' on Listening to Music while Solving
Mathematical Problems
Submitted in Partial Fulfillment

of The Academic Requirements in
Practical Research 2
Submitted by:
Ayerdi, Johannes Dan D.
Bartonata, Arylson S.
Dela Cruz, Ziathzy Karylle C.
Dungo, Jaspher C.
Estrada, Mark Kenneth C.
Lopez, Vinnia B.
Marcelo, Mary Kyla C.
Paras, Franchesca Sophia H.
Reyes, Glecie Mae R.
STEM-15
Mr. Joshua L. Ortilano
December 2022
Chapter 1: The Problem and Its Related Literature
Introduction
People use music to control their temper, develop self-awareness, and express their social
relationships. (Schäfer et. al, 2013). According to Debra Rose Willson (2020), People are subject
to the overwhelming effect of music. It can improve your response to pain, improve your
memory, increase task endurance, lift your mood, lessen anxiety and depression, prevent
weariness, and aid in working out more efficiently. But other than that, what more is there to it?
STEM is an interdisciplinary approach to learning where challenging academic concepts are
combined with practical lessons. (Hallinen et. al, 2015). Wherein the latter brings us to the topic,
The Influence of Music Exposure on STEM Learners' Concentration in Solving Mathematical
Problems. Academics and music are frequently thought to complement one another. Even though
the majority of the students admitted they don't generally listen to classical music while doing
their homework, the research showed that it had the strongest correlation with quiz scores. (Maas
& Sarah, 2013). Meanwhile, there are studies like Wang & Luo's (published in 2021) that aimed
to investigate the immediate and long-term impacts of Chinese folk music on mathematical
reasoning abilities. In short, it is strongly believed that music affects our cognitive skills mostly
depending on the music genre. Since Zuzarte (2020) has analyzed and investigated the fact that
about 85% of people in the Philippines that live in poverty listen to music or podcasts everyday,
this study and also the latter shows that music really is a way to impact and affect people in a lot
of ways which applies especially to STEM learners.
People lose productivity and concentration due to distractions throughout the day.
Particularly music can be a distraction that easily disturbs people's mental and physical well-
being (Leung, 2015). Prior research has found that noise may impair employee focus. However,
having some background music in the workplace can boost productivity and employee happiness
(Huang et al., 2012). The current study's findings indicate that when students are learning, they
have a positive perception of music. The fact that most college students today like listening to
music could be the reason for this perceptive remark. It appears that not all pupils enjoy listening
to music as they study. Most of them only focus on it when they are in the right mindset. A small
number of pupils often attend it. The psychological foundations of this mindset can be seen as an
effort to keep listeners interested in the music. Music is also regarded as a mood booster due to
its positive impact on how individuals perceive their work. A student's concentration while
studying is undoubtedly improved by the upbeat mood created by music (Wajidi et. Al, 2016).
This research study will examine the perception of STEM learners’ on listening to music
while they are solving mathematical problems. Furthermore, this study will also investigate
whether listening to music has positive or negative effects in students’ perception, and to
stimulate the connections of music and mathematics to a greater extent.
The result of this study will benefit the learners, as they are the ones who are
being the subject, and it will provide information into how the perception of STEM learners’ on
listening to music will be described while they are solving mathematical problems. Ergo,
learners will be aware of the various effects of music to them: if it will help them improve on
their listening and concentration skills or it will make their academic performances even worse
and only lead to disturbance. Overall, this research can be used by both future researchers and
school moderators.
Related Theory
This study was founded on numerous important reading theories, specially the perception
of the students listening to music while solving mathematical problems.
Mozart Effect Theory (1993)
Music having a high degree of long-term periodicity, whether by Mozart or another
composer, would echo throughout the brain, reducing seizure activity and boosting spatial-
temporal performance, according to mozart effect theory. Normal volunteers demonstrated
considerably higher spatial thinking skills after listening to Mozart's sonata for two pianos
(K448) for 10 minutes than after periods of listening to relaxation instructions aimed to lower
blood pressure or silence. After listening to music, the average spatial IQ scores were 8 and 9
points higher than in the other two situations. The boosting impact lasted only about 10-15
minutes (Rauscher et al, 1993, as cited in Jenkins J. S., 2001). These findings sparked debate.
Some researchers were unable to replicate the findings but others confirmed that listening to
Mozart's sonata K448 resulted in a small increase in spatial-temporal performance, as measured
by various Stanford—Binet scale tests such as paper-cutting and folding procedures or pencil-
and-paper maze tasks.
Listening to music and

solving mathematical
problems of the STEM
learners’
Mozart Effect Theory
Perception of STEM
learners' on listening to
music while solving
mathematical problems
Figure 1. The Theoretical Framework of the Study
The theoretical framework illustrates the progression of this research, whose main goal is
to determine the perception of the STEM students’ on listening to music while solving
mathematical problems.
The variable for the study is represented by the upper box in Figure 1 and it includes the
listening to music of the students.
The selected theory that has been contextualized in this study is presented in the
following box.
The expected result of the variable was shown in the last box.
Review of Related Literature and Studies
This part of the paper discusses the related literature and studies that the researchers
gathered from local and foreign sources.
Music undeniably affects everyone’s behaviour. It can be heard almost everywhere
people are. It can be on the streets, in hospitals, at schools, or even in the middle of the forest.
Children's exposure to music can also influence their cognitive functioning as it improves their
concentration on different tasks (Hogenes, 2014). Music can help a child's brain development
and skills in different areas of learning. In addition to this, the developing brains of the children
are also vulnerable in terms of emotional and social development. This means that it is important
to choose music that is appropriate for the age of the child or listener. Through music, people can
also communicate their emotional response.
According to Sha (2010), the relationship between music and math already existed
thousands of years ago. It was the ancient Greeks who first understood the importance of
applying music to math. They use this to create patterns and proportions in these two different
fields. The connection between music and math can be observed. Rhythmic patterns, for
example, can be seen in both of them. Math is organised so that it follows a one line computation
of different formulas, while music creates patterns on how to craft music with grace and
proportion. Music has its own mathematical structure within the pieces of its harmony
(Akshaiyaa, 2018). Just like in playing the piano, it cannot be denied that creating a piece needed
to have a sequence on it.
In the modern world, everything requires math. People often integrate maths into their
daily lives, which is a fact shared by all people. It is undoubtedly true that math is used
everywhere. But due to this, math anxiety also occurs. Some of the environmental factors that
affect math anxiety are the teacher's attitude towards the students, social contrast, and a person's
ability in math (Wimmer, 2018). It is also said that math anxiety has a negative impact on their
performance in math-related activities. Moreover, mathematical anxiety contributes to the health
of oneself as it affects the tendency of a person to try different things on their own as they have
doubt and fear of failure. This is a big problem as people are always associating their lives with
math. Music and mathematics are different fields but they are related to each other. This field
gives a significant effect when integrated and combined. Teaching a combination of music and
mathematics lessons is beneficial to music group students' mathematical ability improvements
(An & Tillman, 2015). Integrating mathematical contents with the elements of music in school
activities changes students' mathematical ability. This can provide an innovative approach that
can be used for teaching mathematics to students.
Math and music seem to have a wide gap between them. But it can be seen through its
characteristics, just as math discusses patterns, structures, and even counting, as it can also be
observed in playing music. Math and music have more in common, you can utilise numbers and
mathematical concepts to teach or learn music, despite the comparison being incoherent at first
(Krishnan, 2020). The notion of numbers is relevant to music, as music has these sections. Each
unit in music contains an equal number of beats, and these sections are referred to as measures.
This can also be seen through the brain function of an individual. The usage of music to advance
and improve the curriculum that the students are using can affect the nature and environment
where the children learn to develop their skills and abilities (Diamond & Hobson, as cited in
Edelson & Johnson, 2012). Applying music to the learning modality of the students can also
improve their memory as they can associate math to a certain rhythm or even in harmony and
beat. This is essential as it can help the teacher to efficiently teach the different lessons they
ought to explain. Additionally, The integration of music to the classroom setting will also
improve the creativity of the students.
A study conducted by Cranmore and Tunks (2015) suggests that the overlapping of the
two regions of the brain in math and music also has a significant impact on influencing one
another with each of their independent tasks. This implies that while working on other tasks, the
brain is also responding to what people's senses are feeling. Soothing and melodic types of music
are more effective in reducing anxiety (Lim et al., 2015). Sedative music helps people feel at
ease and calm and relaxed on a psychological level. This means that listening to calm genres of
music helps the student improve their focus and elevate their performance in mathematics. It can
also affect the perception of being more cheery.
Giving a child early exposure to music has a positive impact on their performance and
skills (Shaw et al., 2016). As soon as a person is born, the hearing ability of the baby is not yet
fully developed. But through time, children develop their bodies to adapt to the changing and
maturing of their bodies. It is undeniable that through music, children can develop improved and
more advanced physical abilities. Dating back a thousand years, the primitive people were also
using sound in collecting and providing their foods (Ghosh, 2022). Through innovation, people
are able to adapt to the changing of the times and discover different ways on how to improve
themselves.
Student’s self-efficacy and the students’ perception had a significant impact on the
students’ mathematics achievement, rather than the teacher-student relationship. However, the
teachers suggested that the student’s attitude towards mathematics should be improved to
enhance their performance in mathematics (Appiah et al., 2022). Nonetheless, music and
mathematics were tested to determine which are more interesting according to the perception of
the students. Mathematics is more interesting when learned in school, rather than the outside.
Whereas, music is more engaging outside school rather than in school (Tossavainen and
Juvonen, 2015). The findings of the studies stated that the perception of the students regarding
the subject is influential to their academic achievement.
The problem-solving abilities of the students were assessed with their working memory
capacity while solving mathematical equations. The results expressed that the students with
higher memory capacity scored better than those learners with low memory capacity (Anjariyah
et al., 2022). Moreover, the students were conducted to learn mathematics and music within two
weeks. As a result in their pre and post-tests, the scores of the learners had an improvement in
memorizing the mathematical concepts (Haupu, 2018). These studies would have a significant
effect on the perspectives of the students about accompanying music while solving mathematical
problems.
Nowadays, people are more interested in music. Hence, the researcher conducted a study
whether music has a significant effect on the pupils. The students who solved mathematical
equations with music scored higher than those who did not listen to music while solving. In
addition, music can boost the students’ mood and motivation to answer math problems (Bayaras,
2019). Nevertheless, engaging with music is more efficient for the students while doing
mathematical artefacts than without music, whether the learners have vast knowledge about
music or none (Silva, 2022). Thus, these studies explain that music can enhance the motivation
of the learners while doing math-related activities.
The students were assessed whether classical, rap, or rock music has a positive impact on
their math performance than without music. However, the study concluded that music has a
significant effect on the math scores of the learners, specifically in classical music, rather than
the rap and rock music genres. The research also hypothesized that classical music is more
effective than those two genres since it does not contain lyrics (Maas, 2013). Moreover, listening
to classical music, specifically the music of Mozart, does not have a significant effect on the
spatial abilities of the pupils. Contrastingly, the Mozart effect has a positive impact on the
emotional state of an individual. Consequently, it would enhance the mathematical skills of the
students in solving while listening to classical music of Mozart (Schellenberg, 2012).

Accordingly, the researchers stated that music, specifically classical music, has a large influence
on the math performance of the students.
The researchers conducted a study to evaluate the ability of the students to distinguish the
aksak meters using geometric shapes. According to the findings of the study, the students
increased their ability to recognize aksak meters and achieved higher scores on the post-test.
Through geometric shapes, the students were able to learn the aksak meters, wherein these
includes the time signatures of ⅝, ⅞, and 8/8, much easier (Yeşilkaya, 2021). Furthermore, the
students were tasked to make a ringtone through the use of music, math, and technology.
Through this activity, the learners, particularly the STEM students, will be capable of enhancing
and strengthening their perseverance for their opportunities in the future (Quinn et al., 2019).
Therefore, these studies explained that math and music have a positive relationship with each
other.
Many studies on nonmusical results and the advantages of music education for academic
success demonstrate the favorable effects of creative pursuits in the personal, cognitive, and
academic worlds. They examine the results of an intense program that uses voice and movement
to investigate mathematical ideas, as a complement to earlier work in the key field of
mathematics in early childhood education (Gillanders & De La Fuente, 2019). Students’ interest
in music is crucial in focusing on the enjoyment of the topic and students' opinions of its
significance and utility. It also examines the students' interest in music and mathematics both
within and outside of the classroom. It also looks into the respondents' perceptions of the
subject's difficulty, appeal, self-competence, and gender (Tossavainen & Juvonen, 2015).
In the student population, it is now common practice to listen to music while studying.
The good study results are useful to support the practice of listening to music while studying, as
it may not have any negative effects on students' focus. In reality, it might enhance the student's
performance in terms of their academic viewpoints (Kumar, 2016). A number of studies have
found that music's physiological properties increase mental ability. A lot of research has shown
that students' academic success is impacted positively by music instruction. Thus, the goal of this
study was to ascertain whether a certain type of music used in music education improved student
attentiveness and math test performance (Abdullah et. Al, 2022).
Moreover, A study conducted by Manapsal et al., (2018) examined the effect of mood
calming music on math problem solving in 32 Grade 11 students at-risk in Mathematics. The
experimental group studied the effects of music on the problem solving of math problems in a
well-lighted and ventilated environment, while the control group was given the same room
condition without treatment. In addition, math was selected for this study for a number of
reasons, including the phenomena that reveals that math lessons are still among the ones that
students at school, particularly in elementary school, most dread. Due to the fact that the results
of numerous earlier research were still up for debate, classical music was selected as a factor that
is predicted to influence math performance (Wongso et. Al, 2011).
The National Center for Education Statistics (as referenced in Geary) estimates that one in five
adults in the United States do not possess the math proficiency required of an eighth grader.
According to Geary et al. (2013), there is a correlation between poorer scores on a math test used
to predict adults' employability and salaries in the seventh grade and a lack of specialized math
abilities in the first grade (Ladipo , 2014).
It becomes common knowledge among students that mathematics is abstract and that
knowing it would not benefit them. They may never again recognize the beauty of mathematics
because of the way their attitude toward mathematics is modeled and the way this automatically
formed perspective affects their interest in mathematics. The aforementioned elements were
thought to have a direct impact on students' interest in mathematics, while students' knowledge
of the value of mathematics and their anxiety about arithmetic were thought to have an indirect
impact, which was then tempered by their drive and confidence. The findings indicated a strong
correlation between motivation and confidence, which in turn is directly related to how interested
students are in learning mathematics (Otoo et. Al, 2018).
Several factors have an impact on students' mathematics learning and performance,
including the subject-related attitudes of the students, the ways in which teachers teach, and the
school environment. Additionally, the outcomes demonstrate that the instructional tactics used
by teachers and institutions result in inadequate learning and exam strategies, inadequate
resources, and an inability to comprehend instructions. The findings demonstrate that students
initially have a favourable attitude toward mathematics, but this attitude gradually diminishes as
the pupils advance to higher levels of study (Mazana et al., 2018).
The pre-service teachers' attitudes and beliefs toward mathematics were assessed using
pre- and post-questionnaires. The outcomes showed that the music-integrated mathematics
lesson had a favourable impact on the attitudes and beliefs of preservice teachers regarding the
teaching and learning of mathematics. This article contains exploratory research looking at how
music and a math lesson might be combined as an intervention to improve preservice teachers'
attitudes and confidence as well as broaden their beliefs about teaching mathematics integrated
with music (An, Tingting, & Capraro, 2011).
Background music is often studied to understand its effect. Although there are studies
that show how music elements (tempo, loudness) give a significant effect into a variety of fields
(Lee, 2011). Background music's benefits to the listeners also includes limitations. Music with
lyrics shows bad effects on the listeners' ability to concentrate and focus and these should be
avoided because these songs can reduce workers' attention and productivity (Shih et al., 2011).
This is why background music without lyrics is preferable when doing tasks.
Listening to various types of music can set the mood and feeling of the listeners. It can
also be beneficial to the attitude of someone towards a certain task. Students often have negative
thoughts and are not motivated when doing math, but according to a study done by Wells (2022),
combining pop music changes the attitude of students for mathematics. Students also stated that
memorization can be better and mathematics can be more enjoyable when integrated with pop
music. There are various genres or types of music that can be classified through its elements.
Music also creates noise that is sometimes destractive to the listeners. More intense music has a
greater negative effect in terms of concentration and may interrupt task performance (Tze &
Chou, 2010). Although listening to background music can lead to poor performance, these types
of distraction can be disregarded for people who have the ability to control their concentration or
through their higher working-memory capacity (Christopher & Shelton, 2017).
Conceptual Framework
Listening to Music
Music Genres Solving Mathematical

Volume Problems
Figure 2. The Conceptual Paradigm of the Study
The conceptual paradigm shows this study's main goal—to identify the perception of
STEM learners' perception of listening to music while solving mathematical problems.
Figure 2 includes the 2 variables of the study: listening to music (IV) and solving
mathematical problems of the STEM learners’ (DV). If the independent variable has an impact
on the dependent, a certain result is anticipated.
Statement of the Problem
The purpose of this study is to determine the perception STEM Learners' on listening to
music while Solving Mathematical Problems, Wherein this study seek to evaluate the following
questions:
1. How may the students’ perception on listening to music be described according to the
answers to the following inquiries:
a. Music genres; and
b. Volume;
2. What is the level of difficulty of the mathematical problems that the SHS learners are
solving?
3. What are the STEM learners' perceptions on music when solving mathematical
problems?
Hypothesis of the Study

H0: Listening to music has no effect on the STEM learners' perception while solving
H1: Listening to music has an effect on the STEM learners' perception while solving
Significance of the Study
The findings of this study are considered significant for its originality. The researchers
had in mind that the research material gave significance to the following sectors:
Learners/ Students. The findings of this study will give awareness to the students about their
fellow learner's perception on music while solving mathematical problems. This will help them
to address a new style of studying that will motivate them and improve their mathematical
abilities.
Parents. This study will be beneficial to the parents as they understand how their children feel
about music when solving math problems. This can be a way to identify techniques to help and
guide their children to lessen their difficulties in mathematics.
Teachers. Teachers would have a broader understanding about the students' perception of music
when solving problems especially in mathematics. This could lead them to create teaching styles
that would provide their students a more effective way of learning to develop their mathematical
abilities.
School Administrators/ Educational Planners. This study would give awareness for school
administrators and educational planners on how students' see their mental behavior while solving
problems involving mathematics when associated with music. This would serve as a guide for
them to develop a more efficient learning environment and improve the quality education they
currently have. It could also inspire them to care about the learners' mental health problems and
solve it by creating programs related to music
Future Researchers. This study would provide data and information that could be used as a
reference for the upcoming researchers.
Scope and Delimitation
This study will cover the perception learners' on listening to music while solving
mathematical problems. The study's respondents were restricted to 372 male and female Grade
12 students enrolled at La Consolacion University of the Philippines' 2022–2023 academic year.
Furthermore, the study will exclude the self-confidence of the students regarding the test
results of their mathematical performance. To gather the perspectives of each respondent, a
survey form will be distributed using Google Forms. This method will make it simple for the
researchers to determine STEM students' perceptions of music listening while solving
Definition of Terms
For a better understanding of this research, the following terms are defined in the context
of this study.
Perception
CONCEPTUAL: a widely shared idea or judgment based on what appears to be (Cambridge
University Press, n.d.).
OPERATIONAL: This is a subjective view of an individual or a group about a situation that
includes processing of information involving their memories and experiences (McDonald, 2011).
Self-awareness
CONCEPTUAL: good knowledge and judgment about yourself (Cambridge University Press,
n.d.).
OPERATIONAL: Someone's ability to grasp what phenomena and actions can affect their own
self in a positive or negative way.
Interdisciplinary
CONCEPTUAL: involving two or more distinct topics or fields of study (Cambridge University
Press, n.d.).
OPERATIONAL: The process of integrating two or more disciplines, or application of one
subject into another subject to improve working and accomplish a specific task.
Productivity
CONCEPTUAL: the rate at which a company or nation produces items, typically measured in
relation to the labor force and raw material requirements (Cambridge University Press, n.d.).
OPERATIONAL: Students' efforts and ability to acquire academic success.
Concentration
CONCEPTUAL: the capacity to focus intently on what you are doing and nothing else
(Cambridge University Press, n.d.).

OPERATIONAL: It is the process of giving attention into only one specific task and can be
affected by different environmental and psychological factors.
Psychological
CONCEPTUAL: pertaining to the emotions and mentality of a person (Cambridge University
Press, n.d.).
OPERATIONAL: The focus is on a human's thoughts and feelings and is more mental or
emotional than physical.
Distraction
CONCEPTUAL: being extremely bored or irritated (Cambridge University Press, n.d.).
OPERATIONAL: Unlike concentration, it is something that takes away and makes it hard to pay
attention to someone who is doing a task.

CHAPTER 2: Research Methodology
Methodology of The Study
The necessary methods for gathering data used in the study are presented here. This
contains the discussion of the research design, respondents in the study, the research locale
details, sampling procedure, research instruments, data gathering procedure and statistical
analysis technique used to analyze the data.
Research Method
In this study, descriptive research will be used to determine what is the perception of
STEM students’ on listening to music while solving mathematical problems. According to
Atmowardoyo, H. (2018) research method known as descriptive research aims to provide the
most precise description of the phenomena that already exist. Descriptive research is in
opposition to experiment research since it just observes existing phenomena, but also the
phenomena that appear after receiving treatment for a while. The phenomena that descriptive
research identifies are already known. A researcher must gather the data that is already available
using research tools like tests, questionnaires, interviews, and even observation.
Mertler (2014) said that descriptive research aims to describe and understand the current
state of respondents, environments, situations, or occurrences. And survey research and
observational research are two examples of quantitative, non-experimental, descriptive research

methods. For this study, researchers used the survey research method. It is concerned with the
features of the entire sample, not just the characteristics of the participants. It gives more
knowledge that is helpful for resolving local difficulties (problems). Surveys can be verbally or
mathematically expressed as qualitative or quantitative data; as they are factual, they provide
useful information. Additionally, the survey research applies the scientific process by evaluating
and assessing the sources critically, analyzing and interpreting the results, and making
generalizations and predictions (Salaria, 2012).
Sample Size
The Grade 12 students are already divided into 8 sections that will be used as clusters. In cluster
sampling, there must be an equal number of samples per cluster so the researchers must
determine first the sampling size needed using:
Slovin's formula
n = N/1+Ne²
Where
N= the total number of gr12 STEM students (372)
e= margin of error (0.05)
After determining the sampling size, the researchers will divide it into 8, which is the number of
sections or clusters so that the samples are equally distributed.
Grade 12 Enrollees Percentage Sample Size Sample Size

Students SY. per Section

2022-2023
Half of STEM 372 100% 44 6

students
Table 1 contains the 372 total number of half STEM students enrolled for the 2022–2023
school year, with a total enrollment rate of 100%. There are 44 students who are selected to be
the respondents of the research. The sample size was calculated using Slovin’s formula.
However, to get the exact number of respondents per section as cluster sampling was used in the
study, the sample size was divided into the total number of sections in Grade 12 STEM students.
Sampling Technique
The study's subjects were students in the department of Science, Technology, Engineering, and
Mathematics (STEM). In order to conduct this study, the researchers will use cluster sampling,
where they will divide the population to a smaller group and then they will choose individuals
from these clusters to create a sample (Thomas, 2023). Cluster sampling is often utilized when
both the population and the intended sample size are relatively high. For data collection and
analysis, researchers then choose random groups using a basic random or systematic random
sampling technique. The clusters are structurally heterogeneous because the subgroups inside
them have distinct compositions, despite the fact that they appear to be clustered together by a
shared trait or criteria.
Description of Respondents
The respondents of this research were half of the STEM senior high school students with
a total population of 372, consisting of 164 males and 208 females. As shown in Table 1, 44% of
the respondents were male, and females outnumbered them with 55.91%. The students through
several sections participated in the research, including STEM 8 and STEM 9 with 44 students
involved in the survey or 11.83% of the total population per section. In comparison, there are
STEM 10 and STEM 13 with 49 or 13.17% of students in each section participating in the study.
In section STEM 11, there are 45 or 12.1% of respondents per section. However, the students
from STEM 12 participated in the research with a total population of 50 or 13.44% in their
section. In section STEM 14, 48 or 12.9% of students are engaged in the research, while the
remaining respondents are from STEM 15 with a total population of 43 or 11.56%.
Table 1
Distribution of Respondents
Section Male Female Percentage
STEM 8 22 22 11.83%
STEM 9 16 28 11.83%
STEM 10 19 30 13.17%
STEM 11 19 26 12.1%
STEM 12 24 26 13.44%
STEM 13 21 28 13.17%
STEM 14 21 27 12.9%
STEM 15 22 21 11.56%
Total Population 164 (44%) 208 (55.91%) 100 (%)
Instrumentation
To collect the appropriate data needed in this study, the researcher provides a
questionnaire using Google Forms consisting of five parts. First part will give awareness to the
respondent about the purpose of this instrument to the study and also an agreement for the
respondent's security and data privacy. The second part will gather the respondent's profile
information including name (optional), age, and grade level.. Third part will define the
perception of the respondents on listening to music in terms of the following: music genres,
volume and tempo or rhythm of the music. Fourth part will describe the respondent's ability to
solve mathematical problems. Last part will analyze the respondent's satisfaction about their
perception on listening to music while solving mathematical problems by rating in the scale of 1-
5 with an equivalent value of:
5 - very satisfied
4 - satisfied
3 - neutral
2 - unsatisfied
1 - very unsatisfied
The researcher takes professional help from the experts in order to provide proper
revisions and ensure the validity and reliability of this questionnaire. Permissions from the
school administrators were also acquired before conducting the data from the student.
Data Gathering Procedure
To have a successful data gathering, the researchers will prepare an online survey for the
grade 12 STEM students. Upon sharing the survey link, the survey is asking for some of the
studentsʼ time and with some approval to let the respondents know what will their answers be
used for and how their answers would be confidential throughout the process. After the
respondents answered the survey, the researchers will collect, and tally them for interpretation.
The researchers will base the responses on the conclusion and the suggestions that will be made.
Ethical Consideration
Data gathering adheres strictly to the Data Privacy Act of 2012, also known as Republic
Act 10173. The rights of the public to maintain their privacy are protected by this statute. This
ensures that any private information provided by the respondents—including their identities and
responses—is kept that way. The guarantee that the information and data collected throughout
the research period and even after it finished won't be shared with others or that other individuals
won't know who provided particular information is important for the respondents. Because only
the respondents and the researchers with access to the survey's data will be aware of the
respondents' answers' quality, this will secure the responses. The respondents were informed of
the study's purpose and reason for being conducted prior to the data collection process. The
respondents' name and data will be handled with the highest privacy. They received an informed
consent form explaining the purpose, procedure, length, risks and benefits, payment, and
confidentiality of the data collection

Statistical Treatment of Data
The senior high school students' responses will be recorded and examined in accordance
with the data requirements of the study. The researcher used the Likert Scale, weighted means,
simple percentages, and Slovin's formula in this study.
Weighted Mean. This will be used to compute and evaluate the student's behavior. The
most widely used formula for measuring central tendency is this one, which is frequently
referred to as the "average". When calculating the average value of the data, the weighted mean
is a sort of mean that is derived by multiplying the weight attached to a certain event or outcome
by its corresponding quantitative outcome. Each mean has a verbal counterpart that will be used
to create the overall evaluation, with 1 denoting strongly disagree and 5 denoting strongly
agreeing.
Statements Mean Verbal Interpretation
1.
2.
3.
4.
5.
General Assessment
Legends: 4.20 -5.00 Strongly agree 1.80- 2.59 Disagree
3.40- 4.19 Agree 1.00- 1.79 Strongly Agree
2.60 -3.39 Undecided

The formula of Weighted Mean:

Where: W = weighted mean,
x = repeating value,
n = number of terms whose mean is to be calculated, and
w = individual weights.
Simple Percentage. According to Katrina A. Korb (2013), percentage is a relative figure
that represents one hundredth of a quantity.. This formula was used to measure the demographic
profile of the students. It will assess and organize the time exposure and number of songs of the
students.
The formula of percentage is as follows:
f
P=
Nx 100
Where: P = Percentage,
f = frequency of each variable, and
N = total number of population.
Likert Scale. This will be applied in order to assess and measure the students' behavior.
Every number has an equivalent satisfactory rate that will be used to classify every student's
behavior wherein 1 is the lowest number, and 5 is the highest.
Number Satisfaction Rate

1 Very Dissatisfied
2 Dissatisfied
3 Neutral
4 Satisfied
5 Very Satisfied
Slovin’s Formula. This formula will be used in order for the researcher to determine the
sample size of the population of the senior high school students. The researcher used a formula
of 95% confidence level and 5% margin of error.
The formula of Slovin’s is a follows:
N
n= 2
1+ Ne
Where: n = Number of samples,
N = Total population, and
e = Error of margin.
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LA CONSOLACION UNIVERSITY PHILIPPINES

CATMON, CITY OF MALOLOS, BULACAN

BASIC EDUCATION DEPARTMENT

Submitted in Partial Fulfillment

Mr. Joshua L. Ortilano

Chapter 1: The Problem and Its Related Literature

STEM is an interdisciplinary approach to learning where challenging academic concepts are

The Influence of Music Exposure on STEM Learners' Concentration in Solving Mathematical

of ways which applies especially to STEM learners.

stimulate the connections of music and mathematics to a greater extent.

of the students listening to music while solving mathematical problems.

Mozart Effect Theory (1993)

Music having a high degree of long-term periodicity, whether by Mozart or another

temporal performance, according to mozart effect theory. Normal volunteers demonstrated

Mozart's sonata K448 resulted in a small increase in spatial-temporal performance, as measured

and-paper maze tasks.

Listening to music and

Mozart Effect Theory

Figure 1. The Theoretical Framework of the Study

listening to music of the students.

Review of Related Literature and Studies

gathered from local and foreign sources.

Music undeniably affects everyone’s behaviour. It can be heard almost everywhere

also communicate their emotional response.

to have a sequence on it.

performance in math-related activities. Moreover, mathematical anxiety contributes to the health

mathematics lessons is beneficial to music group students' mathematical ability improvements

can be used for teaching mathematics to students.

improve the creativity of the students.

also affect the perception of being more cheery.

the subject is influential to their academic achievement.

of the learners while doing math-related activities.

students in solving while listening to classical music of Mozart (Schellenberg, 2012).

on the math performance of the students.

to investigate mathematical ideas, as a complement to earlier work in the key field of

attentiveness and math test performance (Abdullah et. Al, 2022).

is predicted to influence math performance (Wongso et. Al, 2011).

abilities in the first grade (Ladipo , 2014).

students are in learning mathematics (Otoo et. Al, 2018).

Several factors have an impact on students' mathematics learning and performance,

the pupils advance to higher levels of study (Mazana et al., 2018).

with music (An, Tingting, & Capraro, 2011).

through their higher working-memory capacity (Christopher & Shelton, 2017).

Music Genres Solving Mathematical

Figure 2. The Conceptual Paradigm of the Study

STEM learners' perception of listening to music while solving mathematical problems.

on the dependent, a certain result is anticipated.

Statement of the Problem

answers to the following inquiries:

a. Music genres; and

Hypothesis of the Study

Significance of the Study

guide their children to lessen their difficulties in mathematics.

solve it by creating programs related to music

reference for the upcoming researchers.

Scope and Delimitation

12 students enrolled at La Consolacion University of the Philippines' 2022–2023 academic year.

results of their mathematical performance. To gather the perspectives of each respondent, a

researchers to determine STEM students' perceptions of music listening while solving

CONCEPTUAL: a widely shared idea or judgment based on what appears to be (Cambridge

University Press, n.d.).

OPERATIONAL: This is a subjective view of an individual or a group about a situation that

self in a positive or negative way.

OPERATIONAL: The process of integrating two or more disciplines, or application of one