YOUNG ACHIEVERS SCHOOL OF CALOOCAN INC.

No. 7 Ramos Compound Bagumbong, Caloocan City

A Compilation Study

The Effectiveness of Listening to Classical and Loud music to the

concentration of the ICT Students in Young Achievers’ School of
Caloocan, Inc. S.Y. 2021-2022

Magdangal, John Mhyk A.

Hidalgo, Aaron Ashley
Dimaculangan, Marc Ecen
Canonizado, Jayzee Geeboy

Grade 12- ICT 2

November 20, 2021

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Approval Sheet
This research paper here to entitled:
The Effectiveness of Listening to Classical and Loud music on the concentration of the ICT
Students in Young Achievers’ School of Caloocan, Inc. prepared and submitted by Magdangal,
John Mhyk A. , Hidalgo, Aaron Ashley , Dimaculangan , Marc Ecen , Canonizado , Jaycee
Geeboy , Malachico, Erl Gerard , Manalo, Allen , Balgos , John Paul in fulfillment of the
requirements for Practical Research 2 has been examined and is recommended for acceptance
and approval for oral defense.

Mrs. Jhonalyn D. Macapugay

Research Adviser

Examined and Passed

Passed the Comprehensive Examination:

Accepted and approved in partial fulfillment for the applied subject inquiries and investigation.

Date: November 20, 2021

ACKNOWLEDGEMENT

The completion of this study could not have been possible without the expertise of Mrs. Jhonalyn
D. Macapugay, our Practical Research teacher. We wish to express our sincere gratitude to her
for providing us an opportunity to do this research paper effectively.

This success of us couldn’t turn into reality without this following person who with all their help
in different ways. To all of you, let me acknowledge everyone, all assign of my department of
gratitude to our Almighty God who always guide and light our way in this research, without
Him, we can do nothing in the world.

We also thank the attentive and courageous respondents to allow us to interview them without
hesitations and for showing a respect, while doing this respective paper. We should keep up the
good work and thereafter when we should be pursuing our respecrespec

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 TABLE OF CONTENTS
CHAPTER 1: PROBLEM AND ITS BACKGROUND ……………….….…….4
1.2 : INTRODUCTION ……………………………………………...…...…4
1.3 : STATEMENT OF THE PROBLEM ………………………….………5
1.4 : PURPOSE/OBJECTIVE OF THE STUDY …………………………...5
1.5 : SIGNIFICANCE OF THE STUDY ………………………………..….5
1.6 : SCOPE AND LIMITATIONS ………………………………………...5
1.7 : CONCEPTUAL FRAMEWORK ……………………………………..5
1.8 : DEFINITION OF TERMS ……………………………………………6
1.9 : HYPOTHESIS ………………………………………………...………7

CHAPTER 2: REVIEW OF RELATED LITERATURE ……………….…….8

2.2 : FOREIGN STUDIES ………………………………………………….8
2.3 : FOREIGN LITERATURE ………………………………………….…8
2.4 : LOCAL STUDIES …………………………………………….....…..10
2.5 : LOCAL LITERATURE ……………………………………………...11

CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY …………….12

3.2 : RESEARCH DESIGN ……………………………………………….12
3.3 : SAMPLING PROCEDURE ………………………………………….12
3.4 : PARTICIPANTS OF THE STUDY …………………………………12
3.5 : DATA GATHERING PROCEDURES ……………………………...12
3.6 : RESEARCH INSTRUMENTS ………………………………………13
3.7 : STATISTICAL TREATMENT ……………………………………...13

CHAPTER 4: RESULTS AND DISCUSSION ………………….……..……….14

LIST OF FIGURE
FIGURE 1 ………………………………………………...………………..14
FIGURE 2 ………………………………………………...………………..15
FIGURE 3 ………………………………………………...………………..15
FIGURE 4 ………………………………………………...………………..17
FIGURE 5 ………………………………………………...………………..17
LIST OF TABLE
TABLE 1 ………………………………………………...………………...16
TABLE 2 ………………………………………………...………………...17
TABLE 3 ………………………………………………...………………...18
TABLE 4 ………………………………………………...………………...18

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS ……………...19

5.2 : SUMMARY ………………………………………………...………..20
5.3 : CONCLUSION/S ……………………………………….……...……20
5.4 : RECOMMENDATION/S ……………………………………………20
5.5 : REFERENCE ………………………………………………...………20
5.6 : APPENDIX… ………………………………………………...………20
5.7 : LETTER OF RESPONDENTS ………………………………………24
5.8 : QUESTIONNAIRE ………………………………………………......24
5.9 : DOCUMENTATION …………………………………………………24

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 5.8 : QUESTIONNAIRE ………………………………………………......24

Young Achievers’ School of Caloocan, Inc.

Senior High School S.Y. 2021-2022
#7 Ramos Compound, Bagumbong, Caloocan City

Research Output

Date: Doc. Ref #:

Name of Proponents
Magdangal, John Mhyk A.
Hidalgo, Aaron Ashley
Dimaculangan, Marc Ecen
Canonizado, Jayzee
Geeboy

Proposed Title
The Effectiveness of
Listening to Classical and
Loud music to the
concentration of the ICT
Students in Young
Achievers’ School of
Caloocan, Inc. S.Y. 2021-
2022

Abstract
Music has been found to have a beneficial to a person. In this study the researcher wants to
find out if by listening to classical and loud music is effective to the concentration of the ICT
students in Young Achievers’ School of Caloocan, Inc. There are 43 respondents in this study
and they answer a questionnaire through Online Survey. The researcher determine how many
of the respondents is listening to classical music or loud music , and if this can affect their
concentration. Majority of the respondents listens to classical music and saying that it actually
help them to concentrate well when they are studying, and some of the respondents are
listening to loud music and they said that listening to this kind of music can actually help them
to concentrate more. The researcher also prove that there is a significant relationship between
listening to classical and loud music to the concentration of the ICT students in Young
Achievers’ School of Caloocan, Inc.

Chapter 1 – Introduction

Music is known as the art of arranging sounds to produce a composition through the elements
of melody. Music can be use to express emotion or feelings for one person to another, and
it can be helpful for a person who is having a tough time to sleep , because music relaxes the

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 brain and execute the persons stress, and it reduces depression. Sometimes it helps the listener
to become more focused depending on what kind of music does the person is listening to, this
research aims to know the effectiveness of classical and loud music to the concentration of the
ICT Students in Young Achievers’ School of Caloocan, Inc. , and to determine if there is a
significant relationship between them. Students nowadays especially in the time of the
COVID-19 pandemic, they continue their learning through online class, thus there are a lot of
chances that they can be distracted while they are studying. The study aims to provide insight
to the students and future researcher that listening to loud and classical music does really
affect to the performance of a person. Classical music is the recommended type of music for a
student to listen while studying because of its soothing and relaxing music. According to a
2007 study from Stanford University School of Medicine and Music, Classical music helps the
student to concentrate more and absorb added information more easily. It relaxes the brain of
the student and it can overcome stress and anxiety while studying , then it means the students
can concentrate more efficiently. Loud music known as an extremely high-volume music that
can distract a person who is listening to it, and it can disturb others who’s hearing it. In this
study , researcher wants to find out if loud music does distract a students concentration when
listening to it.

Statement of the Problem

This study aims to answer the following problems:
1. How many of the respondents listens to classical music and loud music?
2.Does the respondents prefer to study in silence , or listen to music?
3. Does the respondents concentrate well when listening to classical music and loud music?
4. Is there a significant relationship between listening to classical and loud music to the
concentration of the ICT students?
Purpose/ Objective of the Study

This study aims to know the effectiveness and the significant relationship between listening to
classical and loud music to the concentration of the ICT students in Young Achievers’ School
of Caloocan, Inc.

Significance of the Study

1. Students – This study will help the students to know what is the effectiveness of
music on concentrating to a certain activity or task that they are doing.
2. Future researcher – The findings of this study will help the future researcher to
support their study about other techniques that the students can use besides of
listening to classical or loud music.
3. Teachers – This study will help the teachers , because its not only the students who is
studying or learning , also the teachers. So, this study can help for them to identify if they
are into music. If they are, they can use the findings of this study to apply it to
themselves

Scope and Delimitation

The researchers wants to know how many among the ICT Students of Young Achievers’
School of Caloocan, Inc. is listening to music when studying. This study also wants to know
what the respondents prefers to listen to between classical and loud music to enhance their
concentration, and to determine if all the respondents are into music.

Conceptual Framework

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 Output
The
Effectiveness
of
Input
Process Listening to
Statement of
Online survey Classical and
the problem
Loud music
on
concentration
of the grade

The researcher chooses for the input , is about the statement of the problem because this will
help the researcher to determine the effectiveness of listening to classical and loud music. For
the process the researcher chose the Online survey to gather all the data by sending a online
link to the chosen respondents because of the COVID-19 pandemic students are still not
allowed to go outside. The researcher chooses the outcome of the input and process that will
show the effectiveness of listening to classical and loud music to the concentration of the ICT
Students in Young Achievers’ School of Caloocan, Inc.

Definition of Terms

For better understanding , the researcher make a list for the words that the readers may
encounter in reading this study. The readers may encounter some of the these words and they
might not have the idea of what is being describe or said. Here are the following words that the
researcher use to this study :

Affects – influence; make a difference to. (Google Dictionary Oxford Language n.d)

Aim – have the intention of achieving (Google Dictionary Oxford Language n.d)

Among- being a member or members of (a larger set) (Google Dictionary Oxford Language
n.d)

Classical music – term that most commonly refers to the formal musical tradition of the
Western World, considered to be distinct from Western folk music or popular music traditions.
In a more General sense, the term may also refer to music evidencing similar formal qualities
in non Western cultures.

Collecting -bring or gather (things, typically when scattered or widespread). (Google

Dictionary Oxford Language n.d)

Commonly – very often; frequently (Google Dictionary Oxford Language n.d)

Concentration – the action or power of focusing one’s attention or mental effort. (Google
Dictionary Oxford Language n.d)

Data – facts and statistics collected for reference or analysis. (Google Dictionary Oxford
Language n.d)

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 Determine -ascertain or establish exactly, typically as a result of research or calculation.
(Google Dictionary Oxford Language n.d)

Distracted – unable to concentrate because one’s mind is preoccupied (Google Dictionary

Oxford Language n.d)

Effectiveness – the degree to which something is successful in producing a desired result;

Success. (Google Dictionary Oxford Language n.d)

Emotion – relating to a person’s emotions (Google Dictionary Oxford Language n.d)

Enhance -intensify, increase, or further improve the quality, value, or extent of (Google
Dictionary Oxford Language n.d)

Express – convey (a thought or feeling) in words or by gestures and conduct (Google

Dictionary Oxford Language n.d)

Focus – pay particular attention to. (Google Dictionary Oxford Language n.d)

Gather – bring together and take in from scattered places or sources (Google Dictionary
Oxford Language n.d)

Into – expressing movement or action with the result that someone or something becomes
Enclosed or surrounded by something else. (Google Dictionary Oxford Languages n.d )

Loud music- music that is played at a high volume, often to the point where it disturbs others
And causes hearing damage.

Music – vocal or instrumental sounds (or both) combined in such a way as to produce beauty
of Form, harmony, and expression of emotion. (Google Dictionary Oxford Language n.d)

Online – controlled by or connected to another computer or to a network. (Google Dictionary

Oxford Language n.d)

Pandemic – an outbreak of a pandemic disease (of a disease) prevalent over a whole country
or The world (Google Dictionary Oxford Language n.d)

Prefer – like (one thing or person) better than another or others; tend to choose. (Google
Dictionary Oxford Language n.d)

Relaxing – reducing tension or anxiety (Google Dictionary Oxford Language n.d)

Researcher – a person who carries out academic or scientific research (Google Dictionary
Oxford Language n.d)

Respondents – a person who replies to something, especially one supplying information for a
Survey or questionnaire or responding to an advertisement (Google Dictionary Oxford
Language n.d)

Silence – not making or accompanied by any sound. (Google Dictionary Oxford Languages
n.d)

Soothing – having a gently calming effect. (Google Dictionary Oxford Language n.d)

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 Stress- a state of mental or emotional strain or tension resulting from adverse or very
demanding Circumstances. (Google Dictionary Oxford Language n.d)

Students – a person who is studying at a school or college. (Google Dictionary Oxford

Language n.d)

Studying -devote time and attention to acquiring knowledge on (an academic subject),
especially
by means of books (Google Dictionary Oxford Language n.d)

Survey – investigate the opinions or experience of (a group of people) by asking them

questions
(Google Dictionary Oxford Language n.d)

Technique – a way of carrying out a particular task, especially the execution or performance
of an artistic work or a scientific procedure (Google Dictionary Oxford Language n.d)

Hypothesis

There is a significant relationship between the Classical and loud music to the concentration of
the ICT students.

Chapter 2 – Review of Related Literature

Foreign Studies
According to Hallam , Price , and Katsarou(2010) , they conduct a research on the effects of
background music on primary school pupils’ task performance. They conduct the study to the
children aged 10-12 to find out if there are effects on performance in arithmetic and on a
memory task of the participants. The calming music has better performance on both tasks,
when with a no-music condition. The music perceived as arousing, aggressive and unpleasant
that is why the performance of the children in memory task has led to a lower level. The
effects of music on task performance are mediated by arousal and mood rather than affecting
cognition directly.

According to Melanie Grimes (2020), the purpose of the study is to find out why students
listen to background music when studying and why they may or may not use background
music while studying. The participants are the Georgia Southern student. They gather data
through online survey. The result of her study will be discriminating among different forms of
studying such as reviewing notes, reading for understanding and studying for tests.

According to Michael Mesink , and Lara Dodge (2014) , they have thirty-nine college students
participants in an experiment that test their memory for text while listening to popular or
classical music and the other will be studying in silence. According to them, previous study
has shown mixed performance effects listening to music while studying. Their current
experiment will be focused on the college students of the University of Wisconsin-Stout. The
result of the study shown that college students recall more content after listening to pop music
or silence during study when compared to classical music.

According to Gianna Cassidy and Raymond A.R. MacDonald (2007), their study investigated
the effects of music with high arousal potential and negative affect, music with low arousal
potential and positive affect, and everyday noise, on the cognitive task performance of

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 introverts and extroverts. They have forty participants who completed the five cognitive tasks.
Ten participants completed each of these tasks in one of four sound conditions, the High
arousal potential and negative affect, and the low arousal potential and positive affect. The
participants were also assessed for levels on introversion and extroversion. Their performance
was lessened to all

According to Juliane Kämpfe , Peter Sedlmeier , and Frank Renkewitz (2010) , that
background music has been found to have a benefits to whomever listens to , and some has no
effect at all. The study reports a meta analysis that attempts to summarize the impact of
background music. A global analysis shows a null effect. The comparison of several types of
background music reveals that tempo of the music influences the person who is listening to
music. When a person doing a chore, with a fast tempo the person will get boosted, and if it is
a low tempo a person will get bored.

Foreign Literature
According to Rebecca Taylor (2017), there are at least 8 benefits of listening to music. First
are music makes a person happy, by listening to music the brain of the person releases a happy
hormone. Second is music enhances the running performance of a person, when a runner
listens to fast or slow motivational music, he/she can complete the first 800 meters of the run
compared to those who did not listen to music. Third is music lowers stress and improves
health, listening to music can decrease the stress hormone, cortisol. If a person is having a
rough day , it is recommended to listen to calm music to increase the mood of that person.
Fourth is music helps a person to sleep better, listening to a classical music for 45 minutes
before going to bed, slept significantly better than those who did not listen to music. Fifth is
music reduces depression, it is the same as the third one but listening to a meditative music can
lift a person's spirit. Sixth is music can elevates a persons mood while driving , a lot of people
who drive or have a car they usually listen to music while driving because it relaxes them and
it can resulted to a better and safe ride. Seventh is music strengthens learning and memory, just
like the theory of the Mozart effect. Music helps a person to accomplish a certain task same
goes to the last benefit of listening to music. Music increases verbal intelligence of the
children and show a significant result on high score on verbal test than the children who did
not listen to music.

According to Grant Reeves (2015), music must use inside the classroom when the children is
learning. According to him there are some examples like the “mission impossible” music it
helps the children to be more active in their P.E subject, the music boosts the energy of the
children while the song, “a wonderful tonight” Is great for settling the children’s mood after
break or lunch. According to him, when teaching a Modern Foreign Language , the teachers
must play a music while teaching and there will be an impressive result like, the children will
learn and recognize the words quickly

According to Brooke and Yanker (2016) , there are ten wondrous happening to a persons body
when listening to classical music. It lowers the blood pressure of a person; music relaxes the
body and mind. Listening to classical music it makes the person more emotional. When a
person is having a dreadful day or experience, soothing and relaxing music elevates the mood
of the person who listening to it. Classical music helps a person to sleep better, listening to
classical music before going to bed is effective and a person slept significantly. Classical
music makes the person ease the pain, from the movie “Journey 2: The mysterious Island”
when Sean Anderson got a sprained ankle, Hank Parson plays a music to ease the pain of the
boy. Classical music makes a person smarter, just like the theory of Mozart effect children

9
 must listen to Mozart’s music to enhance their IQ and sharpens the memory of a person. It also
relives anxiety, just like the third one, it elevates the mood of a person and enhance the spirit
who is listening to it.Classical music helps a person to be more productive, it helps to
accomplish a certain task

According to Crystal Raypole (2020), not all people are into music, some get boosted and
some get distracted. Raypole said that many of the benefits is true and some is not. He said
that it can motive a person, improves a person's mood, increases focus and it could help a
person to memorize an added information. The benefits of listening to a certain music is not
applicable to everyone. Raypole said that it can distract a person depending on what he/she is
listening to. Some say classical music can help you and loud music does not, then what about
the loud classical music. According to Raypole’s study, some music can give a person a
negative impact on working memory when a person is memorizing a list , then he/she hears a
sound or a music and forgot all the items he/she is memorizing. Most people can work with a
few pieces of information at a time.

William Forde Thompson et al. (2011), they examined the effectiveness of background music
on reading comprehension. They create four repeated measures sounds, slow/low, slow/high,
fast/low, fast/high tempo and intensity. There were 25 participants who tried their repeated
measures sound, first is they were given four minutes to read a passage and then by three
minutes they must answer six multiple-choice questions. When the participants are doing the
given task , the researcher observed that the reading comprehension is falling significantly
bellow. The findings reveal that listening to background instrumental music can disrupt
reading comprehension when the music is fast and loud.

Local Studies
According to Desserie T Maynes-Blanco and Meckmack Nartea (2020), their study aims to
identify the impact of listening to music on the student’s academic performance at Polytechnic
University of the Philippines. They have 395 participants who volunteered and participated to
answer all the survey questionnaire. The results show that the Filipino students acquired a
good grades but its not directly because of music because not all students is not into music. It
shows also that most of the students spend their time listening to music, data also says that
most of the students listen to loud music, but they preferred pop music. Type of music and
GWA were insignificant to the impact of listening to music

According to Emil Ian V. Ascalon, Rafael Cabredo(2015), emotion is described as a

conscious response caused by certain stimuli. About 4,444 of these stimuli come in the form of
music and songs that we listen to. Recognizing the mood in songs is an increasingly popular
topic among researchers. Of the research, much work is devoted to studying the
characteristics, advantages, and strengths of a particular set of characteristics. While most of
the 4,444 studies either used only audio or used two or more feature sources for their research,
most agree that there is some relevant information in the lyrics. To address this issue, this
study Focused on recognizing the mood of OPM songs using the lyrics. Word-level features
such as TFIDF and the keyGraph keyword generation algorithm have been tested, using
different thresholds and parameters to determine how well these methods work. Two
approaches to mood tagging of songs were also investigated: manual song captions and an
automated approach using stimuli and valence. The result with manual annotation works quite
well while for the automatic approach still needs improvement. The use of keywords extracted
from manually tagged lyrics shows great promise. Especially with keyGraph feature
extraction, where an average accuracy score of 80% of experiences was achieved across two
different classification models. Thereby, more information about the relationship between
content was learned. Lyrics And determining the mood

According to Mark Van Buladaco(2020), music streaming websites have become a hobby

10
 among students, especially in college. The objective of the study is to determine the impact of
streaming music websites on the academic performance of university students in the city of
Panabo. Thirty university students from public and private schools participated in the study.
There were 10 students from a public school and 20 students from a private school. The
hypothesis of the study was that the level of the student’s streaming music website in terms of
usefulness, joy and satisfaction helps their academic performance. However, there are some
factors that influenced the academic performance of students, such as gender, age, grade, and
type of school. This positive finding is relevant to justify the current trend of listening to music
while studying, since it does not have a negative impact on students’ concentration. This
positive finding is relevant to justify the current trend of listening to music while studying,
since it does not have a negative impact on students’ concentration. The result may be
different if the students interviewed by the researcher have a high preference for their
academic status.

According to Kevin Evangelista et al. (2017), previous work on the use of background music
suggests conflicting results in various psychological, behavioral, and educational
interventions. In this quasi-experiment, the effect of integrating classical background music
during a lecture on stress, fear, and knowledge was examined. A total of 42 nursing students
participated in this study. We use independent sample tests and multivariate analysis of
variance to examine the effects of classical background music. Our results suggest that the
presence or absence of classical background music does not affect stress, anxiety, and the
value of knowing. They provide literature to explain the negligible result. Although classical
music could not determine any major influence on the dependent variables, background
classical music during the lecture period can be seen as a non-threatening stimulus. We
recommend follow-up studies on the role of classical background music in regulating the care
control of nursing students during the lecture period.

According to Kimberlyn Tiu (2013), she explained whether there is a meaningful relationship
between background music to academic performance of the college students. It was done by
conducting a survey to the participants. The results, only two out of four variables are deemed
to be significant which they listen to music and pop music genre. But sex and hours studying
were not significant.

Local Literature
According to Joy Subido and Karla Alindahao (2012) on Philstar Global, because of the
success of Filipino-Mexican American Jessica Sanchez on American Idol, people saying that
the love of the Filipinos into music is amazing. They also said in the article that the music is
part of the lives of every Filipino. They elaborate the good benefits of singing and listening to
music. They said that music can make people happy, singing lowers the blood pressure. Music
affects the persons appetite.

The Manila Times (2016), music is one of the few lefts in today’s culturally shifting
landscape. It says that why people listen to music. Singapore-based Filipino psychologist Dr.
Myra Garces - Bascal cites a 2011 study by Lonsdale and north, there were 300 students with
the average age of 21, ask why did they listen to music? The result of the study show that
music has a role in a persons life , some say that it helps them to identify their personal
identity. The emotion in the
song became the language of the feelings of the person that he/she cannot says. By listening to
music or making a song, they can express their true feelings. Music also can be the way to
interact with other people who has a same taste in music.

Gemmar Anthony Guimba (2012), his study aims to find out the level of stress and classroom
performance of the college first-year students who listened and did not listen to acoustic music

11
 while taking teacher-made test in General Psychology. They test if the students will increase
the stress and performance when listening to acoustic music, and the result is the half of the
participants have shown that the students who listen to music has and the participants who did
not got the average score in their test, while the level of stress of the two group did not
correlate with their level of performance

According to MAPÚA (2016), music is one of the recommended techniques for the college
students if the students want to improve their learning experience. Doing assignments while
listening to music can help a student to do their task efficiently, because music affects the
persons productivity, and it can improve the study habits of the students. But the person must
identify the music that he/she wants to listen to. It is important to choose the genre before
listen to it. Some music can disturb a person.

According to Jim Paredes (2020) in philstar , he stated that he encountered many problems and
he said that ,”all that problems will never go away like magic or something.” Problems
changes everything your mood , your productivity . But he learned to meditate by the help of
that he manage all of his problems , but he also stated that aside from meditating he also
listens to music just to help him cope up. There is a list of recommendation of music’s that he
personally listen to. He said that listening to those music will help a person to relax , and it
makes a person to sleep peacefully.

Chapter 3 – Research Design and Methodology

This chapter will be the discussion of the researcher methods and procedures in order to
answer systematically the specific problem posed for investigation. In other words , the
research design, sampling procedure , participants of the study , data gathering procedure ,
research instrument , and statistical treatment of the data used for the accurate data analysis
and interpretation were explained in this chapter

Research Design

This study uses a correlational method of research , where the researcher wants to find out if
the variables of this study has a relationship to each other. The researcher wants to know if the
null hypothesis of this study is true , which there is a correlation between the classical and loud
music to the concentration of the ICT students in Young Achievers’ School of Caloocan Inc.

Sampling Procedure

The researcher chooses the snowball sampling. The researcher ask a people who they know
from the ICT strand and then ask them if they know other person who are willing to be the
respondents of this study.

Participants of the Study

Young Achievers’ School of Caloocan Inc. is one of the private school in Bagumbong
Caloocan City. There are seven strands in this school , but the researcher wanted to conduct
this study to the Information Communication Technology (ICT) students. The researcher will
chooses a 30-50 respondents to the ICT strand.

Data Gathering Procedure

The study has three phases: preparing the questions needed , Sending of permission message

12
 to the selected respondents , and the distribution of the links to the respondents.

Phase 1. Preparing the questions needed

In this phase the researcher must construct a questions according to the Statement of the
problem , and choose an appropriate research instrument which will be the survey method.

Phase 2. Sending of permission message to the selected respondents

In this phase , the researcher will be sending a permission request to the respondents if they
want to be part of the study. The researcher will send a message to the ICT students before
conducting a survey. If the respondents agrees to the terms of the researcher.

Phase 3. Distribution of the links to the respondents

Since the researcher and the respondents are not allowed to go outside because of the COVID-
19 Pandemic , the researcher must generate a link containing the research question through
Microsoft forms. If the respondents received the link , they can now answer the questions and
their response will appear to the researcher who created the link.

Research Instrument

The researcher decided to choose the Survey as the research instrument. The survey questions
will be formulated according to the Statement of the problem of the study. The researcher will
put those questions to the Microsoft Forms , where the respondents will receive the link and
answer all the questions in the form. Each response will appear to the email of the researcher
who created the questionnaire. The questions will be validated by the Research Adviser to
check the appropriateness and coherence of the questions. The response of every respondents
will be checked personally by the researcher.
.

Statistical Treatment

The data gathered from the online survey will be carefully recorded by the
researcher. The response will be analyzed and interpreted accordingly base on the answer of
the respondents of this study.

Percentage

Percent simply means “per hundred” and the symbol used to express percentage is %. One
percent (or 1%) is one hundredth of the total or whole and is therefore calculated by dividing
the total or whole number by 100. n is the total number of the respondents

Frequency

A frequency is the number of time a data value occurs and often represented by the letter f.

f/n x 100

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 Likert Scale
A psychometric scale commonly used in questionnaires, and is the most widely used scale in
survey research. The Likert Scale is often used interchangeably with rating scale even though
the two are not synonymous. When responding to a Likert questionnaire item, respondents
specify their level of agreement to a statement. The scale is named after its inventor,
psychologist Rensis Likert.

0-6 Very unsatisfied/Not at all likely

7-8 Neither Satisfied nor unsatisfied/ Neither likely nor unlikely
9-10 Very satisfied/Extremely likely

Pearson Correlation Coefficient

Pearson correlation coefficient is the test statistic that measures the relationship of the two
continuous variables.

Mean
Mean is the sum of a collection of number divided by the total number of respondents. The
researcher uses the average mean to solve the Pearson’s correlation formula.

14
 Chapter 4 – Results and Discussions

Figure 1. Demographic Profile (Strand)

The figure shows how many respondents in a strand , 37% for the Grade 11 ICT-1 , 26% for
the Grade 11 ICT-2 , and 37% for the Grade 12 ICT-1.

Figure 2. Listening to classical music

This figure shows how many respondents listening to classical music, 91% of the respondents
listens to it and only 9% are not , because of the relaxing characteristics of classical music
majority of the respondents are into this kind of music.

This figure shows how listening to classical music can affect to the concentration of the
respondents. 83% of the response shows that when listing to classical music it helps them to
concentrate well when studying and 17% of the response shows it did not.

Figure 3. Listening to Loud music

15
 In this figure , it shows how many of the respondents are listening to loud music, 47% of the
respondents listens to loud music and 53% are not into loud music. Although loud music has
the characteristics of being loud and can be annoying , there are 47% of the respondents still
listens to it.

In this figure , the researcher ask the respondents if they can focused when listening to loud
music and 86% of the response shows that they don’t , because of its loud volume of music
and they get distracted but 14% of the response shows that they can still focus to their study if
they are listening to loud music.

Table 1. Effects of listening to classical music to the concentration of the respondents

It helps the respondents to

concentrate well when 14%
studying
The respondents love classical
music 9%

It is very relaxing
77%

16
 This figure shows how classical music affects the concentration of the respondents. 77% of the
respondents shows its very relaxing because of the soothing and relaxing characteristics of a
classical music. 14% of the respondents shows that it helps them concentrate well when
studying and 9% of the respondents loved the classical music.

Figure 4. Preferred to do , study in silence or listen to music

This figure shows what did the respondents preferred to do when studying. 35% of the
response shows that it would be better if they study in silence because they might like to think
in a peaceful and quiet surroundings. 12% of the response shows that they want to listens in
loud music because not all people are into a same type of music. 53% of the respondents
listens to classical music when studying , because of its soothing and relaxing music ,
respondents listens to it to think well when studying.

Table 2. Studying in silence

Respondents who prefer to Score %

Study in silence
Extremely likely 25 59.52%
Neither likely nor unlikely 4 9.52%
Not at all likely 13 30.96%

In this table , the researcher do a scaling Questions where the respondents choose a number
from 0-10. 0-6 consider as a detractors , 7-8 as passives and 9-10 is promoters. The researcher
ask the respondents how are they going to rate by studying in silence. The response shows that
59.52% of the respondents are much better to study in silence and 9.52% of the response
shows that its okay to study in silence and 30.96% of the respondents says that they don’t want
to study in silence.

17
 Figure 5. Loud classical music

This figure shows how many of the respondents will listens to loud classical music. Not all
classical music are relaxing there are classical music that is loud so the research wants to know
if the respondents will listens to it. 44% of the response shows that they still listens to it and
56% of the response are not going to listen.

Table 3.
Test of Null Hypothesis on the significant relationship between classical and loud music to
the concentration of the respondents
N=42

Pearson’s Tabular
Variables df a correlation value Decision Interpretation

Classical There has a

and loud 40 0.05 0.47 0.304 Accept Ho significant
music relationship

Display in table 1 are the results for relationship between Listening to Classical and Loud
music to the concentration of the respondents.

Variable were tested at a 0.05 level of significance with 40 degrees of freedom , the Pearson’s
correlation value is 0.47 , it is higher than the tabular value of 0.304 . With that , the researcher
accepted the Ho which means there is a significant relationship between the concentration of
the respondents and listening to classical and loud music.

The classical music can help the respondents to concentrate well when studying and , for the
loud music it can also affect to the concentration of the respondents it may disturb them and it
may not.

Table 4.

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 Test on the significant relationship between Loud classical music to the concentration of
the respondents
N=42

Pearson’s Tabular
Variables df a correlation value Decision Interpretation

Loud There is no
classical 40 0.05 0.04 0.304 Accept Ha significant
music relationship

Display in table 2 , is the result of for the significant relationship between the concentration of
the respondents and if they listens to loud classical music.

Variable were tested at 0.05 level of significance with 40 degrees of freedom. The Pearson’s
correlation value is 0.04 , it is lower than the tabular value 0.304. Which means there is no
significant relationship between the concentration of the respondents and listening to loud
classical music. If they listen to loud classical music the concentration of the respondents will
still the same , they will not get affected.

Hypothesis

The result of the Pearson’s correlation in table 3 , is 0.47 which means the researcher’s
hypothesis is accepted, there is a significant correlation between the classical and loud music
to the concentration of the ICT students.

Chapter 5 – Conclusion and Recommendations

Summary

The study aims to know the effectiveness of listening to classical and loud music on the
concentration of the ICT students in Young Achievers’ School of Caloocan, Inc.

The study answered the following questions (1.) How many of the respondents listens to
classical music and loud music? (2.) What does the respondents prefer, study in silence, or
listen to music? (3.) Does the respondents concentrate well when listening to classical music
and loud music? (4.) Is there a significant relationship between listening to classical and loud
music to the concentration of the ICT students?

Summary of findings

1. When it comes to how many of the respondents are listening to classical music and
loud music , 91% of the response says they listen to classical music and only 9% says
they don’t. For loud music 47% of the respondents says they listen and majority with
53% saying that they don’t listen to it.

2. The researcher ask the respondents if they prefer to study in silence or listen to
classical or loud music. 35% of the respondents are much better to study in silence ,

19
 because it helps them to concentrate more and 53% of the respondents says that they
want to listen in classical music when studying and lastly only 12% of the respondents
says that they want to study while listening to loud music.

3. The researcher prepare a set of questions stating if the respondents are able to
concentrate well if they listen to classical or loud music. 83% of the respondents says
that classical music helps them to concentrate well when studying and 17% of the
response says it does not help them to concentrate well. For listing to loud music , only
14% of the response says that loud music helps them to concentrate well and 86% of
the response says it does not help them.

4. The researcher uses the Pearson’s correlation coefficient , and according to the table 3
in chapter 4 , there is a significant relationship between listening to classical and loud
music to the concentration of the ICT Students.

5. The researcher encounter an extraneous variable which is loud classical music ,

because not all classical music have a smooth and relaxing characteristic. The
researcher asked the respondents if they are willing to listen in loud classical type of
music and the response are , 44% saying that they are willing and 56% saying that they
are not willing to listen in loud classical music. 27% of the respondents says that loud
classical music will affect their concentration , and 34% says it won’t.

Conclusion/s

According to the data , majority of the respondents listen to classical music and it is
effective when studying , the classical music helps the respondents to concentrate well rather
than the loud music. But some of the respondents are much better if they study in silence. The
researcher also prove that there is a significant relationship between listening to classical and
loud music to the concentration of the ICT students in Young Achievers’ School of Caloocan,
Inc. Meaning , if the respondents listens to classical music it might be helpful and it might
not , same for the loud music , when the respondents listens to loud music , they might get
distracted when studying and they might not.

Recommendation/s

The researcher recommend this study for the future researcher about the effectiveness of
listening to classical and loud music to the students , this topic will help other people to know
more about this topic.

 In order to have a better and accurate understanding the researcher recommend

to the future researcher to consider a large size of respondents
 The researcher recommend this study to have much deeper understanding
about this kind of topic.
 The researcher suggest to the future researcher to conduct a experimental
research by having a test to the respondents while listening to music.

References

Rebecca Taylor (2017) “8 Benefits of Listening to music”

https://www.kent-teach.com/Blog/post/2017/06/29/8-benefits-of-listening-to-music.aspx

20
 Grant Reeves (2015) The benefits of listening to music in the classroom https://www.kent-
teach.com/Blog/post/2015/05/29/The-Benefits-of-Music-in-the-Classroom.aspx

Beooke Nelson , Dawn Yanek (2019) “10 wondrous things that happen to your body when you
listento classical music”
https://www.thehealthy.com/mental-health/classical-music-effects/

Crystal Raypole (2020) “Music and studying: It’s complicated”

https://www.healthline.com/health/does-music-help-you-study#benefits-of-music-for-studying

W.Thompson , G. Schellenberg , A. Letnic(2011) “Fast and loud background music disrupts

reading comprehension”
https://journals.sagepub.com/doi/abs/10.1177/0305735611400173

Susan Hallam,John Price &Georgia Katsarou(2010) “The Effects of Background Music on

Primary School Pupils’ Task Performance”
https://www.tandfonline.com/doi/abs/10.1080/03055690220124551

Melanie Grimes (2020) “Why Students Listen to Background Music when Studying”
https://digitalcommons.georgiasouthern.edu/curio/54/

Mensink, Michael C. Dodge, LaraMensink, Michael C. Dodge, Lara(2014) “Music and

memory: effects of listening to music while studying in college students”
https://minds.wisconsin.edu/handle/1793/77348

Gianna Cassidy, Raymond A.R. MacDonald(2007) “The effect of background music and
background noise on the task performance of introverts and extraverts”
https://journals.sagepub.com/doi/abs/10.1177/0305735607076444

Juliane Kämpfe, Peter Sedlmeier, Frank Renkewitz(2010) “The impact of background music
on adult listeners: A meta-analysis”
https://journals.sagepub.com/doi/abs/10.1177/0305735610376261

Joy Angelica Subido, Joy Angelica Subido, Karla Alindahao (2012) “Music makes you
healthy”
https://www.philstar.com/lifestyle/health-and-family/2012/06/05/813626/music-makes-you-
healthy

The Manila Times(2016) “The wonders of listening to music”

https://www.manilatimes.net/2016/10/19/lifestyle-entertainment/show-times/wonders-
listening-music/292058

Gemmar Anthony F. Guimba(2012) “Impact of Listening to Music on Stress Level and

Performance” https://www.grin.com/document/455170

MAPÚA(2016)”How does listening to music improve studies?”

https://www.mapua.edu.ph/blog/2016/10/28/listening-music-improves-studies/

Jim Paredes (2020) “Music to de-stress”

https://www.philstar.com/lifestyle/sunday-life/2020/01/05/1982038/music-de-stress-by
Desseriw Maynes-Blanco , Meckmak Nartea(2020) “Music and Academic Performance:
Impact of Listening to Music of Filipino Millennials”
https://www.researchgate.net/publication/341342612_Music_and_Academic_Performance_Im

21
 pact_of_Listening_to_Music_of_Filipino_Millennials

Emil Ian V. Ascalon, Rafael Cabredo(2015) “Lyric-Based Music Mood Recognition”

https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/
2015/HCT/009-HCT_Ascalon_EV.pdf

Mark Van Buladaco (2020) “The Effect of Music Streaming Websites to the Academic
Performance of College Students in Panabo City” https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=3549243

Kevin Evangelista et al. (2017) “Effects of Classical Background Music on Stress, Anxiety,
and Knowledge of Filipino Baccalaureate Nursing Students”
https://www.degruyter.com/document/doi/10.1515/ijnes-2016-0076/html

Kimberlyn T. Tiu(2013) “ Effect of Background Music to College Students’ Academic

Performance”
https://www.researchgate.net/publication/
256444481_The_Effect_of_Background_Music_to_College_Students_Academics_Performan
ce

Appendices
Author Title of the Facts of What is the How relevant to
study publication author trying to my study?
say?
Rebecca Taylor 8 benefits of June 29, 2017 The benefits of It talks about
listening to listening to how music can
music music , it helps affect your
a person to beat productivity and
stress and sleep your mood.
more easily. To
boost the mood
of the person
who is listening
to music and to
make a person
happy.
Grant Reeves The benefits of May 29, 2015 It talks about It is relevant
listening to teacher should because it talks
music in the play a music about the good
classroom while teaching benefits of
to students it listing to music.
help for the
students to
study well and
concentrate on
the task that the
teacher told
them to do
Brooke Nelson 10 wondrous October 18, It talks about It talks about

22
 and Dawn thins that 2019 how is your how is your
Yanek happen to your body reacting body react in a
body when when listening good way when
listening to to classical listening to
classical music music like , it classical music
boost your
mood and it is
much easier to
sleep while
listing to
classical music
Crystal Raypole Music and July 29, 2020 It talks about It is relevant
Studying: It’s how listing to because it’s
Complicated music can affect kind of similar
your to our topic
concentration
when studying
some say that it
distract a person
and some say
that it helps a
person to focus
more and more.
Thompson et al. Fast and loud May 20, 2011 It talks about It is relevant
background how fast and because it
music disrupts loud shows how fast
reading background and loud
comprehension music disrupts a background
person while music affects
reading , due to the reading
this music some comprehension
people might get of a person by
distracted and changing the
they will not tempo of the
understand what music.
they are reading.
By changing the
tempo of the
music a person
who is listening
to it might get
distracted or
not.
Hallam et al. The effects of July 1, 2010 It talks about It is relevant
background how background because it is
music on music affects similar to our
primary school the task topic and it
pupil’s task performance of shows how
performance the primary background
school pupils. Music affects
By doing a task the pupils
especially a concentration
child , some of
them wants to

23
 not get excited
or pressured so
they conduct a
study that tests a
child if they can
do a task while
listening to a
background
music
Melanie Grimes Why students 2020 It talks about It is kind of
listen to why students are similar to our
Background listing to topic that is why
music when background we use it.
studying music , because
of its
characteristics
background
music does not
have a loud
volume of music
, so the
researcher
conduct a study
why students
prefer to listen
in background
music while
studying.
Mensink, Music and April 2014 It talks about It can support
Michael and Memory: what is the our study .
Dodge, Lara Effects of effect of listing
listening to to music while
music while studying , there
studying in are 39
college students participants and
they all get the
auditory test and
according to the
authors the
college students
are more content
after listening to
pop music or in
silence.
Cassidy Gianna The effect of July 7, 2007 The researcher Because it talks
and MacDonald background test it out to the about how
Raymond music and participants if music affect the
background the background person when
noise on the task music will affect they listen to it.
performance of the introvert
introverts and person and
extraverts extrovert person
on task
performance

24
 Kämpfe et al. The impact of November 8, It talks about It talks about the
background 2010 what is the impact of the
music on adult impact background
listeners: A background music to the
meta-analysis music on adult. adults , it kind
Most of the of similar to our
adult are topic
workaholics
they don’t do
much so the
researcher
conduct a
research to them
if they are going
to enhance their
performance on
what they are
doing when
listening to
background
music
Subido et al. Music makes June 5, 2012 It talks about Because it talks
you happy how music about the
affects a person. benefits of
The author said listening to
that music can music
make you
healthy and it
makes you
smarter by
listening to
Mozart’s music.
Manila times The wonders of October 19, It talks about Because it talks
listening to 2016 how music is about how
music good to a music helps a
person. When person to
listening to establish his/her
music it identity through
establish a music and be
personal identity friends with
like what is that others through
persons taste in music
music
Gemmar Impact of 2013 It talks about the Because it talks
Anthony listening to impact of about how
Guimba music in stress listening to music can
level of music in stress relieve the stress
performance level of of a person
performance through
according to the listening to
author there are music
some of stress
level and even
students goes

25
 through
different kinds
of stress so he
conduct a study
to them.
Mapúa How does October 28, It talks about Because it can
listening to 2016 how music can be a helpful
music improve improve a reference to our
studies? person when study.
studying. Music
can be used to
relieve the stress
of a person
while studying
and beat the
anxiety and
boredom of the
students.
Jim Paredes Music to de- January 5, 2020 According to the Because it talks
stress author he about how
experienced a music can
lot of problems relieve you from
and he manage your problems
to cope up this and be

26
 problems with productive and
the help of accomplish a
music and by task efficiently
meditating ,
there are a list of
recommendation
of music that
can be listened
to if person is
experiencing a
bad day
Desserie T Music and May 2020 It talks about Because it talks
Maynes-Blanco academic what music is about what the
and Meckmack performance: much preferred students
Nartea Impact of by the students preferred to
listening to And the impact listen to.
music of of listening to it
Filipino to the Filipino
millennials millennials.
The listen to
loud music and
perform well in
the test but they
much preferred
the pop music.
Emil Ian Lyric-based March 2015 It talks about the Because it talks
Ascalon and Music mood emotion of the about the effect
Rafael Conredo recognition participants who of music to the
listens to music , people who
there are some listens to it
of the moods
that are based
on how the
music plays,
people can
connect their
feeling to the
lyrics of the
music that they
are listening.
Buladaco et al. The effect of March 31, 2020 It talks about Because it talks
music streaming why the college about how
websites to the students wants music can help
academic to study while the college
performance of streaming to the student while
college students music websites , studying
in Panabo City the effect of this
to the students.
Evangelista et Effects of October 17, It talks about Because it talks
al. Classical 2017 what is the about how
Background effect of classical music
Music on Stress, classical can help a
Anxiety, and background person to cope
Knowledge of music on stress , up his/her stress

27
 Filipino anxiety And or anxiety.
Baccalaureate knowledge to
Nursing the nursing
Students students in
Filipino
Baccalaureate.
According to the
authors classical
background
music failed to
establish
significant
influence on the
dependent
variables of the
study
Kimberlyn Tiu The Effect of September 2013 It talks about the Because it is
Background relationship similar to our
Music to between the study.
College background
Students music to
Academics academic
Performance performance of
the college
Students

Letter to the respondents

Survey questions
Good day to each and everyone of you , we are the grade 12 ICT students and the researcher of this study titled ,
The Effectiveness of listening to classical and loud music to the concentration of the ICT students in the Young
Achievers' School of Caloocan, Inc.

We are respectfully asking for your permission to be our respondents. Our objective is to find out the relationship
of the classical and loud music to the concentration of the ICT students. Please be inform that all the information
that you will be given to us will be kept private. Your feedback will be much valued. Thank you for your time and
cooperation. Keep safe!

Respectfully Yours,
Magdangal, John Mhyk A.
Hidalgo, Aaron Ashley
Dimaculangan, Marc Ecen
Canonizado, Jayzee Geeboy
Malachico, Erl Gerard
Manalo, Ashley Allen

Noted by:
Jhonalyn Macapugay | Practical Research Teacher

Questionnaire
1.STRAND
Select your answer

28
 2.Do you listen to classical music?
Yes
No
3.Do you agree that classical music helps you to concentrate well when
studying?
Yes
No
4.Why are you listening to classical music?
Help me concentrate well when studying
I love classical music
Its very relaxing
5.Do you listen to loud music?
Yes
No
6.Does loud music helps you to concentrate well when studying?
Yes
No
7.Do you listen to music when you are stressed out?
Yes
No
8.What do you prefer?
Study in silence
Study while listening to classical music
Study while listening to loud music
9.Will you listen to loud classical type of music?
Yes
No
10.Does listening to loud classical music will affect your concentration when
studying?
Yes
No
11.Classical music help me to concentrate when memorizing

0 1 2 3 4 5 6 7 8 9 10
Very unsatisfied
Very satisfied
12.Loud music helps me to memorize efficiently

0 1 2 3 4 5 6 7 8 9 10
Very unsatisfied
Very satisfied
13.Classical music helps me concentrate well when studying

0 1 2 3 4 5 6 7 8 9 10
Very unsatisfied
Very satisfied

29
 14.Loud music helps me concentrate when studying

0 1 2 3 4 5 6 7 8 9 10
Very unsatisfied
Very satisfied
15.Studying in silence helps me focus well

0 1 2 3 4 5 6 7 8 9 10
Not at all likely
Extremely likely
16.Loud classical music helps me when concentrating

0 1 2 3 4 5 6 7 8 9 10
Not at all likely
Extremely likely

Reviewed by: Endorsed by:

Mrs. Jhonalyn D. Macapugay Mr. Alfredo I.Moran

Research Adviser SHS Coordinator

Date: Date
Curriculum Vitae

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