INTRODUCTION

In today's fast-paced and technologically advanced world, students are constantly exposed

to various environmental stimuli that can significantly impact their cognitive performance. One

such factor that has gained attention in recent years is background noise. Studies examined by the

World Health Organization (WHO) have found that children exposed to continuous disruptive

noise can experience poorer reading ability, memory, and academic performance. This research

aims to investigate the effects of background noise on students' memory recall within the classroom

environment. The classroom environment plays a crucial role in shaping students' learning

experiences and academic achievements. Traditionally, classrooms were designed to be quiet and

focused, providing an ideal setting for students to absorb information and engage in cognitive tasks.

However, with the advent of technology and changing educational practices, classrooms have

become increasingly noisy, with various sources of background noise such as conversations,

electronic devices, and external sounds. There has been considerable discussion in recent literature

about the potential negative effects of various technologies on students’ concentration in the

college classroom (Attia, & Baig et. al, 2017).

The presence of background noise poses a significant challenge to students' cognitive

processes, particularly their memory recall. Memory recall is an essential aspect of learning, as it

involves retrieving previously learned information and applying it to new situations. Additionally,

adequate memory recall is essential for academic performance, and it is a necessary part of our

everyday life. On the other hand, cognitive psychology has long been interested in the relationship

between background noise and memory recall. According to the cognitive load theory, working

memory has a limited capacity, and when it becomes overloaded, the ability to process information
and retain it in long-term memory decreases (Sweller, 1988). Research has shown that background

noise can have a detrimental effect on memory recall by increasing cognitive load, particularly in

situations where the task at hand requires significant attention and working memory resources

(Banbury & Berry et. al, 1998). This study aims to investigate the effects of background noise on

memory recall among first-year psychology students.

Numerous studies have demonstrated a negative correlation between background noise and

cognitive performance, including memory. According to the Broadbent model of selective

attention, background noise serves as an irrelevant distractor that competes for limited attentional

resources (Broadbent, 1958). When background noise is present, individuals must exert additional

effort to filter out the distraction and focus on the relevant information, resulting in a decrease in

the amount of attention available for encoding and retrieval processes. Several studies have

empirically supported the detrimental effects of background noise on memory recall. For instance,

one study found that students exposed to background noise performed significantly worse on a

memory recall task compared to those in a quiet environment (Hodgetts and Hayes, 2007).

Similarly, another study demonstrated that increased noise levels impaired the ability of students

to recall words from a list (Evans and Hygge, 2005). These findings suggest that background noise

can disrupt memory processes, leading to reduced retention and retrieval of information.
 RESULTS

Researchers conducted a study entitled “The Effects of Background Noise on Student’s

Memory Recall Inside the Classroom Environment”. In Table 1.1, the Control group has a mean

of 12.76923, exhibiting values ranging from 7 to 19 which presents that the effect of background

noise on students’ memory recall inside the classroom environment.

Control Group
20
18
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13

Table 1.1

The Experimental group has a mean of 9.538461538, exhibiting test scores result ranging

from 6 to 13 (please see table 1.2), that display a more concentrated distribution compared to the

Control group showing that background noise has more effect on student’s memory recall inside

the classroom.
 Experimental Group
14

12

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13

Table 1.2

Applying the t-test with equal variances reveals crucial insights into the effects of

background noise on students’ memory recall inside the classroom environment. The test allows

us to show the results whether the observed differences in means between the Control and

Experimental groups are statistically significant or merely due to random variation.

The calculated test statistic and corresponding p-value illuminate the extent between the two

groups. The p-value falls below the predetermined significance level of 0.05, which suggests

substantial evidence against the null hypothesis since the p-value is < 0.05, indicating the

background Noise inside the classroom environment has a significant effect on student’s memory

recall.
 Table 2

Interpretation of the results derived from the t-test showed that the Experimental group's

performance differs significantly from that of the Control group.

Control and Experimental Group

20
18
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13

Table 1.3
 In conclusion, using the t-test, assuming equal variances, aids in unraveling the significance

of differences between sample means, offering a statistical lens comparing the Control and

Experimental substantial evidence against the null hypothesis. Thereby we conclude that the

background noise inside the classroom environment has a significant effect on students’ memory

recall.

DISCUSSION

Researchers used a between-subject design in conducting this experimental study, with the

involvement of first-year psychology students from 1B using a Convenience Sampling Technique.

Participants were divided into two groups, the Control Group and the Experimental Group to study

and conduct an experiment on the effects of Background Noise on students' Memory Recall.

The study's findings supported the alternative hypothesis that background noise in the

classroom affects student's capacity to retain memories. Our data show that the alternative

hypothesis is accepted and the null hypothesis is rejected. Given the p-value having less than 0.05,

the alternative hypothesis which shows that background noise significantly affects students'

memory recall was accepted. Convenience sampling is the most practical method for the

researchers to conduct studies.

The finding suggests that students in the Control Group were able to concentrate and

comprehend effectively because of minimized noise and silent environment, which resulted in their

higher value score. The Experimental Group did not comprehend well and attained a much lower

score due to the intervention of background noise inside the classroom setting.