BIGNAY NATIONAL HIGH SCHOOL

GITNA ST., BIGNAY, VALENZUELA CITY,

PHILIPPINES

THE IMPACT OF MINDFULNESS MEDITATION

ON COGNITIVE PERFORMANCE: A TRUE EXPERIMENTAL STUDY

A Research Project in
Inquiries, Investigation and Immersion
Presented to the Senior High School Department
In Bignay National High School
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In Partial Fulfillment of the
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Requirements for Senior High school in
Bignay National High School H
GAS Track I
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H
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Callos, John Christopher B. C
Dones, Jeffrey B. H
Flores, Ryza Mae F. O
Legaspi, Denise Mae D. O
Manango, John Lloyd S. L
Mendoza, John Bryan B. D
Medina, Jr., Romeo A. E
Padios, Jerome P. P
Quitallas, Lhea C. A
Tito, Jomer D. R
Tuason, Kitch Andrea A. T
Tuliao, James Eldrin N. M
Ursal, Raiza C. E
N
T

2024
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Chapter 1 P
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THE PROBLEM AND ITS BACKGROUND

Introduction

Mindfulness meditation is a mental training practice that teaches you to slow

down racing thoughts, let go of negativity, and calm both your mind and body. It

combines meditation with the practice of mindfulness, which can be defined as a mental
S
state that involves being fully focused on “the now” so you can acknowledge and accept E
N
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your thoughts, feelings, and sensations without judgment (Cherry, 2023). High levels of
O
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stress have been generally perceived by students, which have partly been attributed to
H
interpersonal interaction pressure, life pressure, poverty, violence, especially academic I
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pressure in school settings (Wenger, 2021). It aims at developing the trait of mindfulness, H
S
that is, a self-awareness of the present experience, including one’s thoughts, feelings, and C
H
sensations, without any judgment, filter, or expectations (Zinn, 2017). O
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In the field of cognitive psychology, the trait of mindfulness is described as a L
D
metacognitive skill supported by two main components, that is, the orientation to E
P
experience and the self-regulation of attention (Lutz, 2008). Attention is necessary to A
R
orient, maintain and supervise one’s focus that should be fully drawn to the present T
M
moment, or a specific stimulus (e.g., the breath). Cognitive flexibility plays a role in E
N
bringing back one’s focus to the present moment when distracted. Cognitive inhibition T

enables the suppression of elaborative processing of thoughts, feelings, and sensations, as

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well as irrelevant stimuli. Research studies have also demonstrated a relationship between P
A
meditation and increased performance in cognitive function such as awareness, attention,

memory, and mental processing speed (Badart et al., 2018)

This study focused on the effects of meditation on two areas of cognitive

function: Attention and working memory. Attention is the cognitive process that makes it

possible to position ourselves towards relevant stimuli and consequently respond to it.

This cognitive ability is very important and is an essential function in our daily lives
S
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(CogniFit.com, n.d). Working memory is defined as a small amount of information that N
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can be held in the mind for cognitive tasks (Nelson, 2014). The term is often used in the O
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field of psychology to describe and measure intelligence, information processing,
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learning, and problem-solving (Jha et al., 2010). It is differentiated from long-term I
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memory which is the vast amount of information accumulated during one’s life.
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Theoretical Framework of the Study O
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Attentional Control Theory - according to Chen et. al (2020), This theory posits that
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mindfulness meditation enhances cognitive performance by improving attentional control
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processes, which in turn leads to better cognitive outcomes such as faster reaction times R
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and improved judgement of temporal order. This theory aligns well with the research M
E
focus on the acute impact of mindfulness meditation on cognitive performance among N
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senior high students.
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Specificity Theory of Mindfulness - according to Elena Vieth and Lisa von P

A
Stockhausen(2023), this theory suggests that the effects of mindfulness meditation on

executive functioning, such as inhibition, updating, and shifting, may not be specific to

the mindfulness practice itself but could also be influenced by other factors such as

relaxation or passive engagement. This theory aligns with the findings of other studies,

which indicate that short mindful breathing meditations did not show specific

improvements in executive functions compared to relaxation training or passive control

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conditions. N
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Conceptual Framework of the Study H
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In this research, the independent variable is mindfulness meditation and the G
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dependent variable is cognitive performance. The conceptual framework for this research S
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is depicted in Figure 1. H
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Figure 1 O
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Paradigm of the Study D
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Independent Variable Dependent Variable T
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Mindfulness Meditation Cognitive Performance E
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Embarking on the journey of exploring how mindfulness meditation affects the cognitive P
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performance of Grade 11 students, we rely on a roadmap known as IV-DV model.

According to Zeidman (2022) “Meditation improves cognitive health by

physically altering the structure of your brain” . Mindfulness meditation training is said to

have benefits in increasing the awareness of cognitive performance of a person. In

addition as previously mentioned, the improvement in mood may have also improved

how a person processes information. (Zeidan et al., 2010). With the use of the conceptual S
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framework of the study, the researchers will be able to analyze how Mindfulness I
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Meditation (independent variable) affect the Cognitive performance (dependent variable) R
of the students in Bignay National High School, specifically 2 sections from Grade 11 H
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General Academic Strand (GAS). This analysis aims to clarify the relationship between G
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the independent variable (mindfulness meditation) and the dependent variable (cognitive S
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performance) to prove if mindfulness meditation has a direct impact on the cognitive H
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performance of the respondents. O
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Hypotheses of the Study D

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H0: Mindfulness meditation has no significant relationship with the cognitive P
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performance of 2 sections from Grade 11 General Academic Strand (GAS) students in T
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Bignay National High School. E
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Ha: Mindfulness meditation has a significant relationship with the cognitive P

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performance of 2 sections from Grade 11 General Academic Strand (GAS) students in

Bignay National High School.

Statement of the Problem

This experimental research aims to know the impacts of mindfulness meditation

on cognitive performances of students, specifically on 20 students from 2 sections of S

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Grade 11 General Academic Strand (GAS) students in Bignay National High School. N
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Furthermore, this study explains the potential benefits and limitations of mindfulness O
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meditation in improving one’s cognitive functions. H
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Specifically, the study aimed to address the following research questions. H
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1.What is the demographic profile of the respondents based on: C
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1.1 Age O
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1.2 Gender L
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2. To what extent does mindfulness meditation impact the following cognitive domain: A
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2.1 Attention T
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2.2 Memory E
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2.3 Organizational Skill T
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3. Does the impact of mindfulness meditation on cognitive performance vary across P

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different demographic groups (e.g., age, gender)?

4. How does the duration or frequency of mindfulness meditation sessions relate to

cognitive performance improvement?

5. Is there a significant difference in the overall cognitive performance of students who

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practice mindfulness meditation and those who do not? N
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Scope and Delimitation of the Study
H
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This research will primarily investigate the impact of mindfulness meditation on G
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the cognitive performance of the respondents. The geographical scope of this research S
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extends to Bignay National High School, ensuring a focused target of respondents. The H
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study respondents will consist of 20 Grade 11 Senior High students that will be coming O
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from 2 sections in General Academic Strand (GAS). For ethical procedures, the 2
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sections will be addressed as Section A and Section B throughout the study. In terms of
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time frame, the research will be conducted during the period of S.Y 2023-2024, allowing R
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accessibility and timeliness of the study. The researchers will be using Simple Random M
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Sampling technique to select the respondents that will be involved in the study. Simple N
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Random Sampling technique is a type of probability sampling in which the researcher

randomly selects a subset of participants from a population (Thomas, 2020). This study is
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delimited to a 5-day data gathering procedure due to time constraints and is delimited to P
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the researchers’ intervention of the study’s findings and result.

Significance of the Study

The results of the study will be of great beneficence to the following.

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Students. Students can benefit from this research.By incorporating mindfulness E
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meditation into their routines, students can enhance focus, reduce stress, and improve
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cognitive abilities. The findings offer valuable insights, highlighting how mindfulness
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practices can positively impact attention, memory, and ultimately contribute to improved I
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cognitive performance. H
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Parents. Parents play a vital role in this study because they can support and encourage O
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their children to practice mindfulness meditation.This study serves as a guide for parents, L
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offering insights into how they can contribute to their children's well-being. E
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Teachers. Teachers can benefit from the study by incorporating mindfulness techniques T
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to create a positive and focused learning environment, potentially improving the overall E
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well-being of both students and themselves. T
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Future Researchers. Future researchers can benefit from the study by building on its P
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findings to deepen our understanding of the relationship between mindfulness and

cognitive abilities. They can learn from our study to figure out how activities like

meditation can help people think better.

Definition of Terms

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Cognitive performance refers to the ability of an individual to process and understand E
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information, make decisions, and solve problems. In the context of this research with I
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senior high school students, cognitive performance will be measured by academic R
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achievements and cognitive tasks completed during assessments to understand its impact I
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on academic success. H
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Meditation is a practice that involves focusing one's mind and eliminating distractions to H
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achieve a state of relaxation and inner peace. In this research, meditation will be
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investigated as a strategy for promoting mental health and enhancing cognitive abilities D
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among senior high school students, potentially leading to better academic performance P
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and emotional regulation. R
T
M
E
N
Memory game is a common children's game played with a set of cards. In the context of T
this research , it refers to a task designed to assess working memory capacity by

presenting card games.

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P
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Mindfulness is the practice of being aware of the present moment, including one's

thoughts, feelings, sensations, and surroundings, without judgment. In the context of this

research, mindfulness will be explored as a potential technique for stress reduction and

improved focus among senior high school students, with implications for academic

performance and overall well-being.

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Reaction time refers to the amount of time that takes place between when we perceive N
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something to when we respond to it. In the context of this research , it refers to the speed O
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at which participants respond to a stimulus presented during cognitive tasks. H
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Chapter 2 P
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REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the list of related studies and literature that serve as

guidelines to proponents to pursue their topic entitled “The Impact of Mindfulness

Meditation on Cognitive Performance: A Randomized Controlled Trial Study” the

proponents do not own any of the studies listed and the researchers will not copy any of

this work. S
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Mindfulness Meditation
H
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A variety of research studies have concluded that meditation is correlated with G
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a wide scope of benefits including physical, psychological, and cognitive. The benefits of
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these meditation interventions are often found together in one study. Mindfulness C
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meditation, a form of meditation, focuses on present-centered awareness and O
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acknowledges thoughts, feelings, and sensations in the attentional field. Studies show that
D
mindfulness meditation enhances attentional and visual spatial processes, reduces cortisol E
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levels, lowers blood pressure, and improves temporal order judgement (Chen, 2020). It A
R
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aims at developing the trait of mindfulness, that is, a self-awareness of the present
M
E
experience, including one’s thoughts, feelings, and sensations, without any judgment, N
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filter, or expectations (Kabat, 2017).
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Research shows that mindfulness meditation acts like a construction crew that P
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comes in to reorganize the highways in such a way that all information flows more

efficiently. In doing so, it has been shown to improve several aspects of neurological

health (Ziedman, 2022). Mindfulness meditation, rooted in Buddhist traditions, is a

practice that cultivates present-moment awareness without judgment. Practitioners are

encouraged to observe their thoughts, emotions, and sensations with a sense of

acceptance and equanimity. Over the past few decades, mindfulness meditation has
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gained popularity in the Western world for its potential to improve various aspects of N
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well-being, including cognitive functioning (Samaddar, 2023). O
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H
I
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Meditation is the practice of directing the attention of the mind, in order to relax H
the body and calm the mind, which can lead to altered states of consciousness (Landry, S
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2021). A study found through magnetic resonance imaging (MRI) that elderly people H
O
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who meditated for eight weeks showed an increase in brain activity in specific regions of
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their brains. These regions of their brains were less active before the meditation program D
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began. The limited available evidence suggests that MM may enhance cognitive reserve P
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capacity directly through the repeated activation of attentional functions and of the R
T
multiple demand system and indirectly through the improvement of physiological M
E
N
mechanisms associated with stress and immune function (Malinowski, 2017). T
Mindfulness meditation, when practiced over time, has been shown to improve attention,

a facet of cognitive functioning (Strickland, 2019).

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P
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Furthermore, the findings of the chapter suggest that mindfulness meditation,

particularly focused attention and open awareness practices, can have significant

cognitive benefits. Focused attention meditation is theorized to impact attention, memory,

and perception, while open awareness meditation may affect cognitive monitoring,

attention allocation, cognitive control, and self-serving memory biases. The chapter

reviews representative studies that support these theorized effects, although it is not S
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exhaustive (Vugt, 2015). N
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R
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Moreover, the systematic review suggests that prolonged practice of Mindfulness I
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Meditation (MM) reduces mind wandering (MW), particularly when practiced for at least H
S
two weeks (Feruglio, 2021). Long-term mindfulness practice may be associated with C
H
cognitive and functional improvements for older adults with MCI. Mindfulness training O
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could be a potential efficacious non-pharmacological therapeutic intervention for MCI L
D
(Wong, 2017). E
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Cognitive Performance M
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N
In the field of cognitive psychology, the trait of mindfulness is described as a T

metacognitive skill supported by two main components, that is, the orientation to

experience and the self-regulation of attention (Bishop, 2014). Attention is necessary to

 BIGNAY NATIONAL HIGH SCHOOL
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orient, maintain, and supervise one’s focus that should be fully drawn to the present P
A
moment, or a specific stimulus (e.g., the breath). Cognitive flexibility plays a role in

bringing back one’s focus to the present moment when distracted. Long-term meditation

has been shown to benefit attention control, the exclusion of irrelevant information,

working memory capacity, and anxiety control (Badart et al., 2018). Luders (2014) found

that meditation reduced the cognitive decline in elderly individuals and improved several

areas of cognitive function.

S
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Moreover, in the study of Whitfield(2022), a meta-analysis examined the cognitive R
H
effects of mindfulness-based programs (MBPs) on adults, synthesizing data from 56 I
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studies. Results suggest that MBPs have a small positive effect on cognitive function, H
particularly in executive function and working memory. There is increasing behavioral S
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and neuroscientific evidence that mindfulness meditation improves these functions and H
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associated neural processes (Malinowski, 2017).
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Additionally, Zhang (2019) stated in his study that the findings suggest that the A
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short meditation session did not improve test performance. However, subjective feedback
M
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from participants indicated a positive impact on their concentration levels. The study N
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highlights the need for further research on the topic and discusses its implications. While
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a small effect was observed for executive function, no significant effects were found for P
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attention, working memory, or long-term memory (Sungjin, 2021).

Furthermore, results indicate significant improvements in cognitive decline,

perceived stress reduction, and quality of life. Some studies also observed positive

changes in brain function using functional magnetic resonance imaging (Russell-

S
Williams et al., 2018). E
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I
O
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In the study of Chen(2021), it demonstrates that mindfulness meditation has H
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acute beneficial effects on cognitive performance, specifically tactile reaction time and G
H
temporal-order judgment (TOJ). Additionally, participants reported improved mood and
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reduced stress levels after the meditation session. The results revealed significant C
H
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differences between the two groups, indicating that long-term meditation practice is O
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associated with improvements in attentional functions, working memory, and cognitive
D
flexibility (Fabio & Towey, 2018). E
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Impact of Mindfulness Meditation on Cognitive Performance E
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Attention is crucial in mindfulness practice and theory, with body scanning,

mindful movement, and sitting meditation being key elements. Mindfulness-based stress
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reduction and cognitive therapy have shown improvements in working memory, but not P
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other cognitive domains (Whitfield, 2021). In mild cognitive impairment (MCI),

mindfulness has been shown to improve cognition, quality of life, and well-being.

Additionally, compared to non-meditators, people with MCI who practice mindfulness

show less memory loss and fewer depressive symptoms. Regarding cognition

specifically, studies show that mindfulness meditation increases the functional

connectivity among two brain regions that are associated with cognitive function – the
S
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parietal lobe and prefrontal cortex (Ziedman, 2022). N
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R
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Empirical evidence (Elliott et al., 2014) suggests that beneficial effects of I
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mindfulness meditation on attention go back to a decoupling of the alerting and executive H
attention networks. Enhanced divergent thinking through meditative practice was also S
C
demonstrated by Ding et al. (2014). Positive affect is assumed to mediate the impact of H
O
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mindfulness meditation on creativity (Capurso et al., 2014). In the study of Ching (2015),
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a one-semester mindfulness meditation course was able to improve learning effectiveness D
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and both attention and memory aspects of cognitive performance among Taiwanese P
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university students. R
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In addition, other scientific literature supports the benefits of long-term P

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Mindfulness Meditation (MM) practice on cognitive functions, especially those involved

in mindfulness, namely attention, cognitive flexibility, and inhibition (Wimmer, 2016).

Furthermore, more recently, mindfulness training has been proposed as an

efficacious intervention to enhance cognitive functions in healthy older adults (Cásedas et

S
al., 2020). Aligned with enhanced attentional performance and preserved gray matter E
N
volume in long-term meditators, mindfulness meditation-based interventions have been I
O
associated with improvements in attention, memory, executive function, processing R
H
speed, as well as general cognition. I
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H
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Moreover, mindfulness meditation was linked to greater cognitive flexibility, C
H
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allowing individuals to adapt and switch between different tasks or modes of thinking O
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more effectively (Samaddar, 2023). The study of Charness (2024) suggests that
D
mindfulness training provides benefits for psychological and cognitive health in adults, E
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with implications for personal well-being and productivity within the workplace. A
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Lastly, the study of Rita et al. (2023) found that mindfulness meditation T

improves cognitive performance more than an active control intervention, especially in

attention, inhibition, and cognitive flexibility. They used a within-subject design, testing
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participants before and after 10-minute sessions of mindfulness meditation and attentive P
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listening.

Synthesis

Mindfulness meditation has emerged as a powerful practice with numerous

cognitive benefits. Research indicates that it positively impacts various cognitive

S
domains, including attention, working memory, cognitive flexibility, and inhibition. E
N
Moreover, mindfulness-based interventions have shown promise in improving cognitive I
O
function in populations with mild cognitive impairment (MCI) and older adults. Studies R
H
highlight the role of mindfulness in enhancing attentional performance, divergent I
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thinking, and functional connectivity among brain regions associated with cognition. H
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C
H
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Furthermore, mindfulness training has been associated with improvements in O
L
quality of life, well-being, and psychological health. It has been proposed as an effective
D
intervention for enhancing cognitive functions and reducing cognitive decline in both E
P
healthy and aging populations. Additionally, mindfulness meditation has been linked to A
R
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greater cognitive flexibility and adaptability, with implications for personal well-being
M
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and productivity. N
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Chapter 3 P
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METHODOLOGY

This chapter represents the procedures to be used in the study. The discussion will

be divided into six general topics: Research Design, Research Locale, Participants of the

Study, Research Instrument, Data Gathering Procedure and Data Analysis.

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Research Design N
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This study will be using Quantitative True Experimental research design. This R

aims to identify the cause and effect relationship between variables without having full H
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control over the experimental condition. Researchers will use this research design G
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because it can be useful in situations where it is not possible or ethical to manipulate the S
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independent variable in a true experimental design. H
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Research Locale L
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The chosen location for this research is Bignay National High School-Senior E
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High School, which is located at Gitna St., Bignay Valenzuela City. The researcher A
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selected the study location due to its accessibility, cooperation from school authorities, T
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and a representative population of senior high school students. The location facilitates the E
N
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easiest communication for the respondents; it also allows great monitoring of research
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progress and enables time consumption. Furthermore, the researchers' accessibility to P

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their residences simplifies transportation, saving time and money.

Participants of the Study

The respondents will consist of 20 General Academic Strand (GAS) Senior High

School students, specifically 10 students from 2 sections. For ethical procedures, the 2

sections will be addressed as Section A and Section B throughout the study. The study
S
will be conducted during the second semester of the academic year 2023-2024. The E
N
participants will be selected using Simple Random Sampling technique and the fishbowl I
O
method. Simple Random Sampling technique is a type of probability sampling in which R
H
the researcher randomly selects a subset of participants from a population (Thomas, I
G
2020). H
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This study aims to investigate the impact of mindfulness meditation on cognitive C
H
performance. The participants will be randomly assigned to either an experimental group O
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or a control group. Respondents who will be involved in an experimental group will be L
D
exposed to multiple sessions of mindfulness meditation, meanwhile the respondents in E
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the control group will experience no intervention throughout the entire data gathering A
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time frame. Cognitive performance will be assessed through various standardized tests T
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before and after the intervention period. E
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Research Instrument
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The main instrument that will be used in this study is a Pre-Test and Post-Test P
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Questionnaire that focuses on Investigating the Impact of Mindfulness Meditation on

Cognitive Performance of the respondents. The survey questionnaires were divided into

two parts such as:

Part 1: Demographic Information

This part contains the demographic information of the respondents such as age and

gender. And if they had previous meditation experience. S

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Part 2: Cognitive Performance Assessment N
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This part contains three (3) questions that will be filled by the respondents in order O
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to assess their cognitive performance. Other questions will be complete with the H
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researchers’ help. G
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Data Gathering Procedure S
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In the data-collection process, the researchers begin by selecting a sample of 20 H
O
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students from the target population, ensuring diversity in age, gender, and other relevant
L
demographics. Then, they explain the study and its risks and benefits to the participants, D
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who agree to join by signing forms. Next, the researcher splits the students into two P
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groups. First group (10 participants) is the control group (10 participants) and the second R
T
group is the experimental group. The control group will not engage in any meditation M
E
N
session. The experimental group will be divided into two. 5 participants in the T
experimental group will have a 20 mins meditation session and the other 5 experimental

participants will have a 10 mins meditation session. During the meditation week, the
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experimental group listens to relaxing music for 10-20 minutes every day for 10 days. P
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The researcher checks that everyone sticks to the meditation plan. After a week, both

groups will be answering the post-test questionnaire, the data gathered in the

questionnaires will be later on used in the research.

Data Analysis
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H
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Analysis Of Variance (ANOVA) P
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Analysis of Variance (ANOVA) to assess differences in performance across multiple T
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cognitive domains, with post-tests for individual domain comparisons. E
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Moderation Analysis
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Moderation analysis using regression to explore whether demographic variables moderate R
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the relationship between meditation and cognitive performance. I
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Pearson Correlation Coefficient

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Pearson correlation to examine the strength and direction of the relationship between the P
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duration or frequency of meditation sessions and cognitive performance scores.

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R
H
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T-Test H
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Independent samples t-test to compare mean cognitive performance scores between the C
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meditation and control groups. O
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D
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