CHAPTER 1

INTRODUCTION

Rationale

According to a blog called Knowledge Emotions by Paul Silvia, humans can

experience various emotional states. Emotions such as joy, rage, despair. These

emotions can have beneficial or detrimental effects on productivity. Emotions may be

triggered in a variety of ways, one of which is music. This study provides a deeper

understanding of the impact of music on mood and productivity, given that students

must balance academic pursuits with extracurricular activities and competitions.

This constant pressure can have an impact on their mood and productivity. This

study will explore the connection between music and SPS students, and how music

affects their mood and productivity. It's essential to recognize that the relationship

between music and athletic performance is highly individualized. What works for one

athlete may not work for another. Experimentation with different genres, tempos, and

playlists is key to discovering the music that best complements individual preferences

and athletic goals.

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 A similar study by Mulenda (2024) The Influence on Athletic Performance.

The tempo and rhythm of music can also influence physical performance. Faster-

paced music often correlates with increased physical exertion, helping athletes

maintain a higher intensity during workouts. Synchronized music with an athlete's

movements can improve efficiency and endurance, making it easier to maintain a

steady pace or rhythm.

This research seeks to investigate and find data that answers how music

impacts the performance of SPS students. And verifying how music helps each

student's athlete's performance on productivity.

Laukka, P., & Quick, L. (2013) Emotional and motivational uses of music in

sports and exercise explore the specific effects of different genres of music on

athletes' performance in various sports, the role of music in promoting mental

resilience and stress management, and the potential for integrating music into training

programs to optimize performance and well-being. Elite athletes have reported

listening to music during exercise training sessions, pre-competition, and warm-up

based on their belief that it improves mood, and motivation, and aids in achieving top

performance levels.

According to a similar study by Nakamura et al., (2010), the effects of preferred

and nonpreferred music on continuous cycling exercise performance has studied the

relationship between music and exercise effectiveness, particularly on focusing on

how the type of music preferred versus non-preferred affects different performances

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measures. Listening to music differs from the performance of an athlete and

significantly improves the productivity and Rating of Perceived Exertion (RPE).

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THEORETICAL FRAMEWORK

Zentner, Grandjean, and Scherer (2008) have explored various theoretical models that have been

proposed to elucidate how music influences mood regulation. The Mood Regulation Theory

(MRT) is among these models, proposing that individuals use music to achieve mood regulatory

objectives, such as mood regulation or enhancement. And according to MRT, adolescents have

been shown to select from a diverse range of musical genres and styles based on their perceived

ability to help them achieve the desired emotional outcomes.

Van den Tol and Edward's (2015) study discovered that students utilize music to control their

emotions by either listening to music that elevates or detracts from their unpleasant feelings.

Thoma et al. (2012) Explored that music, especially in stressful circumstances, can be a useful

tool for raising happy feelings and lowering negative ones. There was a link between having a

musical background and using music to control your mood. Results have shown that higher daily

listening, a history of playing or singing, songwriting, having music played in the house, and the

subjective assessment of music's significance in one's life were all positively correlated with

higher usage of music in mood regulation.

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Statement of the Problem

This study aims to determine the impact of music on the mood and productivity of SPS

students. It intends to answer the following questions;

1. What is the profile of student-athletes who:

1.1 Listens to music while in training

1.2 Does not listen to music while in training

2. How often do students listen to music while in training

3. What is the level of performance an athlete can achieve while listening to music during

your training

3.1 Rankings on their team

3.2 Wins in competitions

4. Is there relevance in student's listening to music and mood swings?

5
Significance of the Study

This research aims to provide essential information and knowledge about the

topic from respondents, recent studies, and related sites. The study is significant for

the following reasons:

STUDENTS: this study can give a deeper insight into how music influences

students' mood and productivity and can provide insights into improving

academic performance

TEACHERS: The findings of this study can help educators create more

personalized and effective learning environments. Educators and coaches

can use the findings to develop more effective teaching and training

strategies. By incorporating music into their routines, they can create a

more engaging and motivating environment for students.

SCHOOL INSTITUTION: Schools and educational institutions can use the

insights from this study to implement music-based interventions and

programs. This can lead to the development of innovative educational

strategies that enhance the learning environment and promote student

well-being.

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PARENTS: Parents can gain a better understanding of how music can positively

influence their children's mood and productivity. This knowledge can help

them support their children in creating productive study and training

environments at home, contributing to their overall well-being and

success.

COACHES: The findings of this study guide the coaches in creating effective

learning environments and teaching strategies, using music to boost

engagement and motivation.

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 Scope and Limitation

This research will investigate the Impact of Music on Mood and Productivity among

Grade 11 students at Abellana National School specializing in the Sports Track. The study will

focus on Sections Auriga and Rigel, the only sections in Grade 11 with students specializing in

sports, with a sample size of 15 students from each section. Data collection will be collected via

a survey questionnaire on March 21st, from 2:30 PM to 2:40 PM

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 Definition of Terms

1. Therapeutic: Refers to anything related to the treatment and healing of physical or mental
health conditions, illnesses, or injuries. It is often associated with medical practices, medications,
procedures, or even activities such as art, music, or exercise, which promote well-being and
recovery. Therapeutic practices aim to alleviate symptoms, improve quality of life, and restore
health or functionality.

2. Stimulant: A substance, activity, or factor that increases the activity of the nervous system,
enhancing alertness, energy levels, and physical or mental performance. Stimulants can include
natural substances like caffeine, medications prescribed for conditions like ADHD, or illegal
drugs. They work by triggering the release of certain chemicals in the brain, leading to
heightened focus and energy.

3. Sedative: Refers to a substance or method used to calm the mind or body, reduce agitation,
and promote relaxation. Sedatives are often used in medicine to treat anxiety, sleep disorders, or
pain. They work by slowing down brain activity and inducing a state of tranquility, allowing the
body and mind to rest.

4. Fostering: Involves actively supporting, encouraging, and nurturing the development or

growth of something, whether it’s a skill, idea, relationship, or even an individual. This can occur
in various contexts, such as fostering a positive environment at work, fostering creativity in
children, or fostering meaningful connections among people.

5. Sympathetically: Describes a manner of acting or responding that demonstrates an

understanding, alignment, or shared connection with someone or something. This can involve
showing empathy, offering support, or recognizing similarities and relationships between two
entities.

6. Extramusical: Relates to elements or associations connected to music but extends beyond its
sonic or structural properties. These may include cultural, emotional, historical, or symbolic

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meanings tied to a piece of music or its performance, enhancing the overall experience and
interpretation of the art form.

7. Ostensibly: Describes something that appears or seems to be true at first glance, though there
may be underlying truths or complexities that are not immediately obvious. Often used to
indicate that the apparent explanation or appearance might be misleading or incomplete.

8. Detrimental: Refers to something that has a harmful, damaging, or adverse effect on another
person, thing, or situation. For example, certain habits, decisions, or environmental factors can
be detrimental to one’s health, growth, or success.

9. Correlates: Indicates a relationship, connection, or association between two or more things.

When two things correlate, changes or occurrences in one are linked to changes or occurrences in
the other, either directly or indirectly.

10. Synchronization: This means to match, coordinate, or align actions, events, or processes so
that they occur at the same time or work seamlessly together. This can apply to a variety of
contexts, such as synchronized swimming, syncing devices, or aligning schedules.

11. Resilience: The capacity to recover and bounce back from adversity, setbacks, or stress.
Resilience involves mental, emotional, and sometimes physical strength, allowing individuals to
adapt and grow stronger despite challenges or difficult circumstances.

12. Integration: The process of combining or merging different ideas, elements, or experiences
into a cohesive and unified whole. Integration often involves finding commonalities, resolving
differences, and creating harmony between previously separate or contrasting parts.

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 Chapter 2
REVIEW OF RELATED LITERATURE

When people listen to music while working out, it could make them feel motivated and

boost their mood while they workout. That increased mood while working out could lead to

better performance. Music can affect a person's athletic performance is being studied in sports

science. In addition to increased performance, some studies suggest that listening to music can

decrease a person’s perceived exertion or RPE rate. The RPE is how much effort or energy

individuals feel like they are expanding. Chow (2017) and Patania (2020) noted that listening to

music during exercise could reduce RPE.

Some studies suggest music can help people improve their performance during exercise.

For instance, Barksdale (2020) discusses how music before a game helps athletes in sports.

Music makes life better. Music is used in cultures and ages as a powerful mood regulation. We

regularly use music to soothe our souls and comfort our pain. The emotional power of music is

one of the main motivations why people devote so much time, energy, and money to it. People

use music to achieve various goals, such as feeling more energized, maintaining focus on tasks,

and reducing boredom. This study aims to establish a strong relationship between music

education and analyze the impact of music education on Students’ well-being and academic

performance in universities. The primary goal of good education is to develop social thinkers

who think creatively. While stimulating learners’ vision and imagination, music education may
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enhance Students’ passions, sentiments, and other non-intellectual variables, fulfilling the goal of

nurturing Students’ inventive identities. As a result, music instruction at colleges and universities

is an effective way to help students overcome “poorly functioning” personalities (Arora and

Singh, 2020). Students may develop their innovative identities and feel a feeling of self and self-

efficacy via music instruction, allowing them to transcend personality flaws caused by the many

negative elements in today’s cultural milieu. When it comes to efforts to improve music

instruction in universities and colleges (Chen et al., 2019).

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 CHAPTER 3
RESEARCH METHODOLOGY

This chapter presents the operational framework of the study. It includes the following:

research design, research locale, population and sample, research instrument, data gathering

procedure, and statistical treatment.

Research Design

The study uses the Descriptive research design which is the process of carrying out research in

an objective and controlled fashion so that precision is maximized and specific conclusions can

be drawn regarding our research on how improper footwork can lead to inevitable defeat.

Research Locale

This research is located on Abellana National School Osmeña Boulevard, Cebu City.

Research Respondents

The research respondents for this study are thirty (30) students from the Grade 11 Section

Auriga and Rigel. Fifteen (15) students from Grade 11 Auriga and fifteen (15) students from

Grade 11 Rigel, all from Abellana National School.

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Research Instrument

This study utilized a close-ended questionnaire to survey Senior High School students of

Abellana National School regarding the impact of music on their mood and productivity in the

Special Program in Sports (SPS). The questionnaire was developed based on the study’s

objectives and consists of a single part. The questionnaire includes questions designed to gather

demographic information such as sex, grade level, and section, along with Likert-scale

statements that assess students' music listening habits and their perceived impact of music on

mood and productivity.

Data Gathering Procedure

The researcher will ask for the approval of the respondents to conduct the study with thirty (30)

students in their respective rooms. The study will start after the approval of our respondents. The

respondents will be given a Likert Scale-type questionnaire. The total response will be gathered,

tallied, computed, and recorded. The data gathered will be interpreted and analyzed.

Statistical Treatment

The answers were all collected, computed, and tallied. The data gathered was

analyzed and given interpretation.

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 Chapter 4
SUMMARY OF RESULTS AND FINDINGS

This chapter presents the summary of the study, the findings derived from the collected

data, the summary of findings, and all the conclusions formulated based on these findings

together with the proposal for the action and further research

Data Analysis

This chapter presents the analysis and the interpretation of the gathered data from the
respondents.

Table 1 presents the number of athletes who listen to music

Do you listen to Always Sometimes Rarely Never

music? 25 5 0 0
(83.3%) (16.7%)

Table 1 shows a significant majority, 83.3%, reported that they "Always" listen to music,
indicating a strong preference or habit for engaging with music regularly. In contrast, a smaller
portion, 16.7%, stated they "Sometimes" listen to music, suggesting that while they enjoy music,
it is not a consistent part of their routine. Notably, no respondents indicated they listen to
"Rarely" or "Never," which suggests that music is a prevalent form of expression within this
group.

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Table 2 presents the number of athletes and how often they listen to music

Always Sometimes Rarely Never

How often do you 21 9
listen to music? (70%) (30%)

Table 2 shows that 70% of the respondents answered that they frequently listen to music,
while the other 30% show that they sometimes listen to music. However, none of the respondents
answered that they either “Rarely" or “Never” listen to music.

Table 3 presents the number of athletes who think listening to music increases their motivation
during training

Always Sometimes Rarely Never

Listening to music 22 6 1 1
increases my (73.4%) (20%) (3.3%) (3.3%)
motivation during
training.

Table 3 shows that 73.4% of the respondents answered that listening to music increases
their motivation during training. While the other 20% answered sometimes, and 3.3% of the
respondents answered Rarely. However, also 3.3% of the respondents answered that listening to
music did not increase their motivation in their training.

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Table 4 represents the number of athletes who think listening to music while jogging improves
their endurance during training

Always Sometimes Rarely Never

Does listening to 20 8 2
music while (66.7%) (26.6%) (6.6%) Table
improve my
endurance during 4
jogging training? shows
that
66.7%
of the respondents answered that listening improves their endurance during their training. While
26.6% responded to sometimes, and only 6.6% of the respondents to rarely. Furthermore, none
of the respondents answered Never.

Table 5 shows how many athletes think that listening to music makes a difference in their
performance during competitions

Always Sometimes Rarely Never

Does listening to 19 9 1 1
music before (63.3%) (30%) (3.3%) (3.3%)
competitions
improve your
performance?

Table 5 shows the result of how listening to music helps reduce their anxiety level before
competitions. The data shows that 63.3% of the respondents answered “Always”, for listening to
music will help them relax and stay calm before the competition. 30% of the respondents
answered “Sometimes” and 3.3% answered “Rarely” and “Never”.
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Table 6 shows how many athletes listen to music to improve their overall performance in sport

Always Sometimes Rarely Never

Does listening to 17 8 3 2
music improve my (56.6%) (26.6%) (10%) (6.6%%)
overall
performance in
my sport?

Table 6 shows that 56.6% of the respondents answered that listening to music improves
their overall performance in their sports, while 26.6% of the respondents answered sometimes,
and 10% of the respondents answered rarely, however, 6.6% of the respondents answered that
listening to music did not improve their overall performance in their sports.

Table 7 shows how listening to music helps them feel more relaxed after training

Always Sometimes Rarely Never

Does listening to 25 4 1
music help me (83.3%) (13.4%) (3.3%)
feel more relaxed
after training?

Table 7 shows that 83.3% of the respondents answered that they “Always” listen
to music after training to help them feel more relaxed. 13.4% of the respondents
answered they “Sometimes” listen to music to help them relax. Lastly, only 3.3% of the
respondents answered “Never”. This data shows that people have different ways of
relaxing after their training and the majority of them listen to music to feel more relaxed

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Summary:

Specifically, this study answered the following questions.

1. How often do students listen to music?

2. How often do athletes listen to music during training?

3. Does listening to music increase an athlete’s motivation during training

4. Does listening to music while jogging improve their endurance?

5. How often do athletes listen to music while having their cooldown?

6. Does listening to music improve my overall performance in my sport?

7. Does listening to music help them feel more relaxed after training?

8. Is there relevance in student's listening to music and mood swings?

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Findings:

These were the major findings of the study.

Based on the presentation, analysis, and interpretation of data, the following results were

gathered as such:

1. The majority of athletes listen to music often

2. The majority of athletes listen to music while in training

3. The majority of athletes think that listening to music makes them more productive

than, during, and after training.

4. The majority of athletes think that listening to music helps increase their

endurance during jogging training.

5. The majority of athletes agree that music has greatly improved their performance

in their sport.

6. The majority of athletes agree that music has greatly improved their performance

in their sport.

7. The majority of athletes listen to music after training as it helps them feel more

relaxed.

8. Most of the respondents have viewed music as a significant factor in their mood

swings and productivity.

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 Chapter 5
CONCLUSION AND RECOMMENDATIONS

Conclusion:

The following conclusions were made based on the findings gathered by the

researchers and subjected to the analyses:

Based on the results, it is evident that music plays a significant role in an athlete's

training and performance. The majority of athletes frequently listen to music, particularly during

training and cooldown periods, suggesting that it is an integral part of their routine. Additionally,

many athletes believe that music enhances their productivity before, during, and after training,

contributing to improved performance in both rankings and tournaments. Furthermore, music is

perceived as a key factor in regulating mood swings and maintaining productivity. These

findings highlight the strong connection between music and athletic performance, emphasizing

its importance as a motivational and psychological tool for athletes.

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Recommendations:

The following proposals for consideration and implementation are hereby presented:

1. The coach must permit the athlete to listen to music while training.

2. Parents need to accept and acknowledge their children listening to music as it helps them

in their productivity.

3. When athletes feel unproductive and unmotivated, listening to music can help aid in that.

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BIBLIOGRAPHY

Atkinson, G., Wilson, D., & Eubank, M. (2004). Effects of music on work-rate

distribution during a cycling time trial. International Journal of Sports Medicine,

25(08), 611-615.

Bacon, C., Myers, T., &Karageorghis, C. (2012). Effect of music-movement

synchrony on exercise oxygen consumption. Journal of Sports Medicine and

Physical Fitness, 52(4), 359.

Barzegar, H., Suri, Rahman, Akbarnejad, Ali and Vassidi, Elham. (2013).

Investigating the effect of music on cardio-respiratory responses and the index of

perceived wrestling athletes in increasing exercise. Razi Journal of Medical

Sciences, 20(107), 32-40.

Bigliassi, M., Karageorghis, C. I., Nowicky, A. V., Orgs, G., & Wright, M. J. (2016).

Cerebral mechanisms underlying the effects of music during a fatiguing isometric

ankle‐dorsiflexion task. Psychophysiology, 53(10), 1472-1483.

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Bishop, D. T., Karageorghis, C. I., & Kinrade, N. P. (2009). Effects of musically-

induced emotions on choice reaction time performance. The Sport Psychologist,

23(1), 59-76.

Bishop, D. T., Karageorghis, C. I., & Loizou, G. (2007). A grounded theory of young

tennis players’ use of music to manipulate emotional state. Journal of Sport and

Exercise Psychology, 29(5), 584-607.

Bishop, D. T., Wright, M. J., & Karageorghis, C. I. (2014). Tempo and intensity of

pre-task music modulate neural activity during reactive task performance.

Psychology of Music, 42(5), 714-727.

Bood, R. J., Nijssen, M., Van Der Kamp, J., & Roerdink, M. (2013). The power of

auditory-motor synchronization in sports: enhancing running performance by

coupling cadence with the right beats. PLoS One, 8(8), e70758.

Boutcher, S. H., & Trenske, M. (1990). The effects of sensory deprivation and music

on perceived exertion and affect during exercise. Journal of Sport and Exercise

Psychology, 12(2), 167-176.

Brand, R., & Ekkekakis, P. (2018). Affective–reflective theory of physical inactivity

and exercise. German Journal of Exercise and Sport Research, 48(1), 48-58.

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Burgess, E., Hassmén, P., & Pumpa, K. L. (2017). Determinants of adherence to

lifestyle intervention in adults with obesity: a systematic review. Clinical obesity,

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March 21, 2025

MRS. EVELYN R. PIELAGO

Principal IV
Abellana National School
Osmeña Blvd., Cebu City
Thru: MS. SHEILA V. ABELLAR
HTV , SHS Coordinator
Dear Madam,

Good Day!

We, the students from Grade 12 Tethys, would like to conduct our research
entitled, “Exploring The Impact of Music on Mood and Productivity Among SPS
Students”. We would humbly ask for your permission to conduct our research on your
advisory section.

Attached to this Is the proposed date and time for the conduct of the survey and
the questionnaires for the said survey

Rest assured that the information we will gather shall be handled with discretion
and utmost privacy. We are hoping for your positive response to this request.
Thank you and God bless!

Sincerely yours

THE RESEARCHERS
12- TETHYS-Grp 4
Noted by:

MS. SHEILA V. ABELLAR

HTV, SHS Coordinator

Approved by:

MRS. EVELYN R. PIELAGO

Principal IV

26
 Survey Questionnaire

Please fill out all the necessary information honestly as possible.

Name: Grade and section:

Please read each statement carefully and put a CHECKMARK(✔) on your

desired answer on the given choices

Always Sometimes Rarely Never

1. Do you listen to music?

2. How often do you listen to

music?

3. Listening to music increases my

motivation during training.

4. Does listening to music before

competitions improve your
performance?
5. Does listening to music before
competitions improve your
performance?

6. Listening to music improves my

overall performance in my sport.

7. Listening to music helps me feel

more relaxed after training.

This method is convenient for both researchers and respondents, as it allows for
efficient data collection while accommodating the respondents’ busy schedules.

27