BACKGROUND MUSIC: ITS EFFECT MUSIC TO THE LEARNING CONCENTRATION OF GRADE IV SPED FL PUPILS IN BALANGASAN CENTRAL ELEMENTARY SCHOOL

An Undergraduate Thesis presented to the Faculty of Bachelor of Elementary Education Department Western Mindanao State University External Studies Unit Pagadian City

In Partial Fulfillment of the Requirements for the course, SPED 119 (Research on SPED)

By:

Basadre, Julie L. Dagdag, Erson B. Herrera, Catherine Ann L. Limos, Valerie V. Macalunas, Samerudin B.

Orgada, Donabel L. Penanonang, Geraldine C. Requina, Ryan A. Titoy, Jocelyn Grace D. Valmonte, Melanie P.

October 2012

Republic of the Philippines Western Mindanao State University External Studies Unit Pagadian City

APPROVALSHEET

In partial fulfillment of the requirements for SPED 119 Research ON SPED with Special Education as Area of Specialization. This thesis entitled: BACKGROUND MUSIC: ITS EFFECT TO THE LEARNING CONCENTRATION OF GRADE IV SPED FL PUPILS IN BALANGASAN CENTRAL ELEMENTARY SCHOOL, prepared and submitted by Dagdag, Erson B., Basadre, Julie L., Herrera, Catherine Ann L, Limos, Valerie V., Macalunas, Samerudin B., Orgada, Donabel L., Penanonang, Geraldine C., Requina, Ryan A., Titoy, Jocelyn Grace D. and Valmonte, Melanie P., for ORAL EXAMINATION. DESEDERIO A. LOGDONIO, MA. ED Adviser

THESIS COMMITTEE Accepted and approved by the Committee on Oral Examination with the Grade of ________.

FE A. BIBANCO, MA.ED Member

ROBERTO D. BIBANCO, MA. ED Chairman

Accepted in partial fulfillment of the requirements for SPED 119 Research on SPED with Special Education as Area of Specialization.

AGAPITA L. MAGTUBA, MA. ED. BEED Faculty Head

ROBERTO D. BIBANCO, MA. ED Unit Executive Head

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ACKNOWLEDGMENT

We would like to express our most profound and sincerest thanks to the multitude of wonderful people who have shared much of their time, knowledge and constructive suggestions to finish this study. This thesis would have never been completed without their help and assistance. To our statistician and research adviser Mr. Desederio Logdonio, for his untiring efforts and for his professional guidance in helping us to refine our research work. To Mrs. Fe A. Alcazaren for her effort in teaching us matters regarding our research. To our editor, Mrs. Fe A. Bibanco, who meticulously checked and gave suggestions for the refinement of our research paper. To our supportive faculty head Mrs. Agapita L. Magtuba for her encouragement. To our active chairman and executive head Mr. Roberto D. Bibanco for sharing his inputs and insights that gave our study greater substance and significance.

The Researchers

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DEDICATION

We would like to dedicate this thesis to our parents for their undying support and love, for our brothers and sisters for their understanding and encouragement. We would like to dedicate this to our supportive friends and classmates who stand with us through good times and hard times. Above all, to our Almighty God and Father, Allah and Creator for all the blessings bestow on us. Without these aforementioned people, it would have been impossible for us to accomplish this humble endeavor. Mere words is not enough for us to express our deep gratitude and the thankfulness in our hearts and so we pray to our almighty GOD and ALLAH that all the abundance may dwell upon you all so as to equate your generosity and heart-felt help for us.

The researchers Jul Budoy Mehlai Kaye Angie Ge Dona Joy-joy Yan-yan Sam

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ABSTRACT Title: BACKGROUND MUSIC: ITS EFFECT TO THE LEARNING CONCENTRATION OF GRADE IV SPED FL PUPILS IN BALANGASAN CENTRAL ELEMENTARY SCHOOL DURING THE SCHOOL YEAR 2011 2012

Authors: Basadre, Julie L. Dagdag, Erson B. Herrera, Catherine Ann L. Limos, Valerie V. Macalunas, Samerudin B. Orgada, Donabel L. Penanonang, Geraldine C. Requina, Ryan A. Titoy, Jocelyn Grace D. Valmonte, Melanie P.

Adviser:

Mr. Basher O. Jamahali

Type of Document: Thesis Type of Publication: Unpublished Host Institution, Address, Region: Western Mindanao State University External Studies Unit Pagadian City, Zamboanga del Sur, Region IX Sponsors: None

Keywords: THE EFFECT OF BACKGROUND MUSIC TO THE LEARNING CONCENTRATION

A. Objectives of the Study This study sought to determine the effect of background music to the learning concentration of Grade IV FL SPED class at the Balangasan Central Elementary School for the school year 2011 2012. The researchers consider the gender, age, the concentration level of the grade IV FL SPED class and the significant effect of background music to their learning concentration.

B. Statement of the Problem This research study aimed to determine the effect of background music to the learning concentration of Grade IV FL SPED class at the Balangasan Central Elementary School. Specifically, it sought to answer the following questions: 1. What is the view of the respondents on background music in terms of the following: 1.1 Lyrical music 1.2 Instrumental music 2. What is the learning concentration level of the Grade IV FL SPED class? 3. Is there a significant difference between the background music to the learning concentration of the Grade IV FL SPED class?

C. Hypothesis There is no significant relationship between background music and the learning concentration of the respondents.

D. Methodology The researchers used the descriptive method and the instrument is a self made survey questionnaire to determine the learning concentration and the effect of background music to the learning concentration of the Grade IV FL SPED pupils in Balangasan Central

Elementary School in the City of Pagadian. The source of this study was the thirty pupils of Balangasan Central Elementary School.

E. Summary of Findings The following are the salient findings of the study: 1. In terms of the age profile of the respondents, 33.33% belong to 8 to 9 age bracket and 66.67% belong to 10 11 age bracket. 2. Majority of the respondents are females (18 or 60%) to 12 or 40% males. 3. The respondents learning concentration has an average total weighted mean of 2.01 as shown Table 3. 4. Table 4 shows the responses of the respondents in terms of background music. The background music affects their learning concentration with an average total weighted mean of 2.05. 5. There is a significant relationship between the background music to the learning concentration of the Grade IV SPED FL pupils, thus the null hypothesis that there is no significant relationship between background music and learning concentration is rejected.

F. Conclusions Based on the findings the following conclusions were drawn: 1. In terms of age, it is noted that mostly of the respondents belong to age 10 to 11 years old. Therefore, most of the respondents are still very young.

2. In terms of gender, majority of the respondents are females and only few were boys. Generally, female pupils outnumbered the male pupils in the class. 3. In terms of learning concentration, the respondents posted an average total weighted mean of 2.01 interpreted as rarely. It implies that the level of their learning concentration is good. 4. From the responses of the respondents in terms of background music, it is concluded that background music affects the learning concentration of the pupils. 5. Therefore, background music significantly affect the learning concentration of the pupils. G. Recommendations Based on the conclusion of the study the following recommendations forwarded to the following: 1. School administrators should provide learning facilities that will aide in learning concentration of the pupils effectively. 2. School administrators should send teachers for trainings in different teaching strategies. 3. School administrators should implement plans and programs that will make learning activities worthwhile. 4. School administrators should identify the learning needs and capabilities of teachers and pupils.

5. Teachers should avail themselves for trainings and professional growth development. 6. Teachers should encourage pupils to continue their enthusiasm for music related activities. 7. Teachers should seek for more information and learning opportunities to practice in their class the background music approach. 8. Teachers should assess the different learning styles of the pupils. 9. Teachers should utilize teaching methods and strategies that will promote background music to enhance their learning concentration. 10. Pupils are encouraged to continue their enthusiasm for their studies by considering their learning styles. 11. Parents are encouraged to make their home environment more conducive for learning and social interaction. 12. Parents are urge to seek possible ways to enhance their learning concentration. 13. Parents should encourage their children to do their best in studies. 14. The future researchers are hoped that the results of this humble endeavor will direct their efforts in deepening the present knowledge about the effects of background music.

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TABLE OF CONTENTS

Page Title Page Approval Sheet Acknowledgment Dedication Abstract Table of Contents List of Tables List of Figures i ii iii iv x xiii xiii

CHAPTER I PROBLEM AND ITS SCOPE Introduction Statement of the Problem Hypothesis Significance of the Study Scope and Delimitation of the Study Definition of Terms Conceptual Framework 1 3 3 4 5 5 6

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II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES Review of Related Literature Review of Related Studies 8 11

III

RESEARCH METHODOLOGY Research Design Research Locale Validation of the Instrument The Respondents Research Instruments Data Gathering Procedure Statistical Tools 16 16 17 17 17 18 19

CHAPTER IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

22

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings Conclusions Recommendations 29 30 31

Bibliography

33

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APPENDICES Appendix A Appendix B Appendix C Appendix D Appendix E Learning Concentration Questionnaire Checklist Background Music Questionnaire Letter to the Principal Letter to the Grade IV SPED FL Class Adviser Letter to the Respondents 36 37 38 39 40

CURRICULUM VITAE

41

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List of Tables

Table 1 2 3 4 5

Title Age Profile Gender Profile Learning Concentration Background Music Significant Relationship Between the Background Music and Learning Concentration of Grade IV SPED FL Class

Page No. 22 22 23 25 27

List of Figures

Figure Title 1 Schematic Diagram of the Study

Page No. 7

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CHAPTER I PROBLEM AND ITS SCOPE

Introduction

Music has become one of the most important parts of our lives and it is due to the effect it leaves on the body and mind of a person which makes it an integral part of the lives of most of the people. Many researched have been conducted to record and bring into the light the effects it can produce on the minds. Most important task however is to analyze its effects on students concentration and learning. The use of music in the classroom as a tool for learning has been applied by educators for years. Beginning in the early grades, children learn the alphabet through the ABC song. In later schooling songs are used to keep the children participate in the classroom activities. In higher grade levels music is limited only to those who are interested in it and who are involved in extra-curricular activities such as choir singing and performing arts. Many students prefer to have music in the background while studying or doing their homework. The researchers show evidence that music must be applied into the classroom environment as it would enhance the students learning concentration. Research in this field dates back to 1930s but over the passage of time because of the new technologies there is an emergent need of looking into the matter with a broader and

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new perspective and to study the relation between learning, music and student with a whole new context. Healers, philosophers, scientists and teachers have recognized the place of music for therapeutic and developmental function (Bancroft 3-7). Music establishes an environment that relaxes the body and prepares the mind for stimulation (C.n.). Music has the ability to make the mind ready to absorb everything that is going on in the surrounding environment. It enhances mood, attention and behavior to optimize the students ability to learn and interact (AMTA, 2010) Research demonstrates the efficacy of music used in the curriculum to enhance literary skills (Colwell, 1994), as it also enhances verbal language and speech skills (Braithwaite et al, 1998). Music structures and organizes information in order to increase learning and retention of number concepts. Many students encounter difficulties in the school as they try to cope up with their studies and most of the problems are often associated with concentration difficulties. They come up about effective and creative solutions to solve the problem, and they apply background music while studying or finishing tasks. By recognizing music as a tool for learning it would represent a significant turning point in our educational thought processes for this century. Our teachers must learn from their students way of improving learning concentration through background music.

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Statement of the Problem

This research study aimed to determine the effects of background music to the learning concentration of Grade IV FL SPED class at the Balangasan Central Elementary School. Specifically, this study sought to answer the following questions: 1. What is the view of the respondents on background music in terms of the following: 1.1 Lyrical music 1.2 Instrumental music 2. What is the learning concentration level of the Grade IV FL SPED class? 3. Is there a significant difference between the background music to the learning concentration of the Grade IV FL SPED class?

Hypothesis

Null Hypothesis: There is no significant difference on the level of the learning concentration of the fast learner pupils when grouped according to background music.

Significance of the Study It is always the objectives of the teachers to teach the pupils to the best of their ability. Even though teachers are trying their best to apply the different methods of reaching but

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still there are pupils who find it hard to concentrate in the discussion and learning. This study will become the bases and would be beneficial to the following individuals and groups. To the pupils, this study could somehow help them improve their learning concentration with the help of background music. This will enable them to relax, enjoy and maintain their concentration on the tasks. To the teachers, this study will become their basis to improve their teaching to the pupils especially those learners who like music. To the parents, this study will generate importance because this will add to their knowledge that music improves their childs concentration on learning activities as well as by relaxing it motivates one selfs disposition towards their performance on task. To the school administrators, this study could be used as a tool or basis in setting plans and programs to undertake for the improvement of whole student welfare to improve their performance both in curricular or co-curricular activities. To the researchers, this study could serve as a related literature to whoever would like to pursue a similar study.

Scope and Delimitation of the Study Subject Matter This study assesses the effects of background music to the learning concentration of Grade IV SPED FL pupils in Balangasan Central Elementary School.

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Time and place This study will be conducted at Balangasan Central Elementary School located in Balangasan District, Pagadian City during the first half of the school year 2012 2013. Research Design As the study aims at examining the effects of background music to the learning concentration of Grade IV SPED FL pupils, the researchers use descriptive type of research.

Definition of Terms

To give clear meaning on the words which are operationally used in this research work, the following terms are hereby defined: Background Music music performed as an accompaniment to some activity essentially unrelated to it. FL Fast Learner Learning Concentration- the ability to direct ones thinking in act or experience of one that learns. Profile the personal data which is composed of respondents Respondent The Grade IV SPED FL pupils, school year 2012 2013 SPED Special Education

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Conceptual Framework

The conceptual framework of this study is presented in figure 1. As it is shown, this study aims to determine the effect of background music to the learning concentration of the Grade IV SPED FL class, at Balangasan Central Elementary School. The independent variable is shown as the background music. Taken as independent variable is the profile of Grade IV SPED FL pupils in terms background music. The level of learning concentration of the profile of Grade IV SPED FL pupils is the dependent variable. Figure 1. Schematic Diagram of the study

CHAPTER II

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REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Review of Related Literature

There has always been a significant view of music in different background situations to bring about desired effects in people. Shopping malls use music to stimulate people to spend money, doctors count on music to soothe nervous patients, and employees use music to relax employees. The use of background music in classroom is relatively new concept. What is not new is the fact that many students complete homework while listening to music. Young children and teenagers and music go hand in hand. With CDs, MP3 players available in the market, YouTube and other music websites, it would only take sense for that practice to continue. It becomes important then for parents and educators to understand the effects music has on students learning process and concentration. Examining the brain process is the best way to understand how music influences a person. Every individuals brain wiring is unique due to all of the different stimulations one each received. New neural connections are made when the brain stimulated by external environment factors such as music. The more neural connection the brain has, the better cells within the brain can communicate and promote learning (Jensen, 1998). Music affects the state of the learner which in turn affects the entire learning process. The type of background music played has a dramatic influence on the reactions of the listener. Certain rhythms and beats stimulate particular responses within the brain.

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Classical music such as Haydn and Mozart has clarity, elegance, and transparency. They can improve concentration, memory and special perception (Campbell, 1997). Background music played properly in the classroom can create a positive environment and promote learning. Hallam and Price (1998) found that calming music can have an impact on the performance and behavior of hyperactive students. Improved cooperation and a reduction in aggression were also observed following the lesson. Hall (1952), who was also interested in the possible uses of background music in school, found out about the significant impact that background music has on learning concentration. The important thing to remember is that most kids function very well with music in the background, and that the right music at the right time can make them less stressful, more relaxed, and happier and more productive (Giles 1991). A long held belief about background music is that it is a distracter to student learning and concentration ability. Furnham and Bradley (1997) showed that some distractions created by music can be a result of the subjects liking or complexity of the music played. Other influences may be linked to the speed or tempo of the music, and if the music has orchestral or lyrics. The majority of the evidence tends to support background music due to its positive implications. Howard Gardner, a Harvard graduate, wrote Frames of Ming in the early 1980s. it has since become one of the most influential books for education that allows for sensory integration to take place and improves concentration abilities. Sensory integration is essential for establishing long term memory. He has also seen background music successfully used to mask outside traffic sounds, release stress before the exam and

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to reinforce subject matter (Campbell, 1997). Jensen (1998) reported that music can deliver as much as sixty percent more content in five percent of the time usually taken to deliver the same material. Furthermore, students maintained ninety seven percent retention rates when music was involved in the classroom environment. All of these findings suggest that background music is a positive tool to introduce into the classroom. In a 1993 literature review on the effects of background music in education, Felix reported: Significant positive effects of music used during learning have been reported on vocabulary recall, reading performance and on task behavior (277). He adds that the effect of music may be non cognitive: The facilitative effect of music on learning may also be related to physiological factors such as lower heart rate and increased alpha brainwaves, or to affective factors such as the perception of the learning environment as more pleasant. (Ibid.) This mentioned that music may have indirect benefits to learning, rather than direct cognitive benefits, suggests that many previous studies may have failed to control for physiological and affective factors. A more recent 2006 literature review by rnec, Wilson, and Prior arrived at a less positive conclusion. These authors state: Research suggests that while Mozart effect studies have attracted considerable media attention, the effect cannot be reliably demonstrated in children . . . overall, evidence for the non musical benefits of music listening and instruction is limited. (579)

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However, the authors arrived at the positive conclusion that background music may calm and focus children with special needs, thereby enhancing learning (ibid.).

Related Studies

There have been numerous studies conducted to test whether different types of music have an effect on learning concentration. Research by Furnham and Stephenson (2007) showed that more upbeat music can decrease cognitive ability while lullaby - like music can improve cognitive ability. 118 elementary students were given four tasks to complete entailing reading comprehension, free recall, mental arithmetic, and verbal reasoning. Students performed better while listening to soft music rather than the more upbeat music, therefore suggesting that students perform more better on tasks while listening to calm, relaxing music, like classical music with more of a slow tempo. A possible explanation for these findings is that calming music relaxed the participants and helped them calm their nerves. The music helped keep the participants focused and blocked any other common distracters such as the tapping of a pencil. In another study conducted by Furnham, it was found out that music with fewer beats per minute, rather than the upbeat fast music, played a positive role in the performance of the participants on reading comprehension tasks, prose recall tasks, and mental arithmetic (Furnham&Strbac, 2002). In a similar study by Cassidy and MacDonald (2007), it was found that aggressive, fast tempo (high arousal) music has a more negative effect on performance of cognitive ability than relaxing, slower (low arousal) music. In this study, undergraduate students were randomly assigned into four conditions: fast tempo music, slow tempo music, background noise and silence. The participants were then asked to complete five tasks mostly related to recalling information. The study found significant differences in recall ability between silent condition and noise condition, with the participants in the silent condition performing significantly better. In all of the tasks, the fast tempo music

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appeared to be detrimental to the recall ability of the participants. With all of these studies, slow music or no music at all had a positive effect on participants while performing related tasks from reading comprehension, memory and mental arithmetic. This suggests that music has an effect on cognition and these effects were positive. Beaman (2005) found similar results in his study on irrelevant noise and short term memory. The phrase irrelevant noise by his definition is noise that has no relevance to the task at hand and was made to be a distracter. Unlike the previously mentioned studies, Beaman tested noise intensity instead of types of music as a distracter. This study suggested that noise intensity does not have a significant effect on adults cognitive ability, but a change in noise does act as a distracter. Children, on the other hand, are more easily distracted by the irrelevant noise than adults and intensity has an effect. Hallam, Price and Katsarou (2002) compared arithmetic performance and memory tasks of children aged 10 12 in the presence of music perceived to be calming and relaxing and silent conditions. Results showed children perform better on both tasks during the music condition compared to the silent condition. During the music condition, children completed more arithmetic problems although accuracy was not improved. Furthermore, this study also demonstrated that music perceived as aggressive and arousing impaired performance on the memory task. Hallam et al (2002) also anticipated that calming music can be useful during times when children are over aroused, such as returning to the classroom from lunch. Giles (1991) suggests that background music can be used throughout the day for several reasons, including, but not limited to: engaging children who are tired and bored, helping students stay relaxed, and improving a calming atmosphere during lunchtime.

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Before taking up the task it is important to understand the relationship between music and learning. Music can serve many different purposes and functions. These functions are said to include: entertainment, the venting of emotional expression, comfort, improvement of physiological functioning, including changes in moods, and intellectual stimulation. In terms of students education, research indicates that music may have the properties to increase students verbal-emotional spatial intelligence, inspire right-brain creative thinking process, strengthen intuitive thinking skill, induce relaxation and sleep, improve body movement and coordination, enhance mood, improve memory and increase concentration. Music has an amazing power to influence mans emotions and behavior. It has been found to affect and stimulate many different parts of the brain and body. Students are likely to feel depressed when there are tensions of exams or of the assignments or to meet the teachers expectations. This stress can affect the performance of students brain. This results in constant headaches or hormone cortisone. Stress is reduced through music by decreasing the amount of the hormone cortisone released in the body which results in the better performance and enhances the storage and recall of memory. Music enhances learning Deep in the brain there is a band of white fibers connecting the right and left halves of the cerebrum called the corpus callosum. Very recently researchers have discovered that corpus callosum increases in size when humans are exposed to quiet, classical music. This increase in size improves the communication between the two hemispheres of the

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brain which, in turn, increases learning efficiency. The optimum ages for the increase of corpus callosum are from birth to ages 5 to 6, and during puberty. Integrating music in the classroom How that is for most people music is a powerful part of their personal life and yet when they go to work or school they turn it off? The intentional use of music in the classroom will set the scene and learning atmosphere to enhance our teaching and learning activities. Plus, using music for learning makes the process much more fun and interesting. Music, one of the joys in life, can be one of the joys of learning as well. However the use of music in the classroom should be based on some techniques. With these techniques, the teacher can orchestrate a classroom environment that is rich and resonant and provide learners with a symphony of learning opportunities and a sound education. Effect of background music on students learning concentration Because of the larger classes (in most of the situations) and lack of interest shown by some students while attending lectures, it seemed likely that the use of background music during lectures might be beneficial. Music has always been one of mans basic needs and has improved his abilities inspiring him to greater accomplishments in the fields of learning. Little is known about the physiological effects of background music on student emotions; but it is known that music has a marked effect on pulse, respiration, external blood pressure and delay in the onset of muscular fatigue.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research design, research locale, research subjects, research respondents, research instruments, data gathering techniques and statistical treatment.

Research Design

This study aimed at examining the effect of background music to the learning concentration of the Grade IV FL SPED class in Balangasan Central Elementary School. The researchers used descriptive type of research. It utilized questionnaire checklist as a means of gathering the data to answer the queries of the study. This study was design to provide possible comprehensive account on the level of learning concentration and the effect of background music to the learning concentration of the pupils.

Research Locale

This study was conducted at Balangasan Central Elementary School located at Balangasan Dist., Pagadian City.

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The Validation of the Instrument

After the questionnaire checklist was constructed this passed through a scrutiny of the advice of the researchers. Careful analysis was employed in making the final draft free from major defect, duly aligned and making it sure that is suited to the sub problem raised. The final draft was then submitted to the Panel Members of WMSUESU Pagadian City where they have to find out and determine the alignment and suitability of the instrument to the main problem and the sub problem.

The Respondents

The respondents of this study were the thirty (30) Grade IV FL Sped class of Balangasan Central Elementary School.

Research Instrument

The research instrument used in this study is a questionnaire checklist to determine the pupils learning concentration level and the effect of background music to their learning concentration.

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The following measurements are used: For the learning concentration level: 1 Often 2 Sometimes 3 Rarely 4 Almost Never For the background music: 1 Strongly Disagree 2 Disagree 3 Agree 4 Strongly Agree

Data Gathering Procedure

The data gathering technique of this study consisted of the following activities: Secured permission from the principal of Balangasan Central Elementary School and adviser of Grade IV FL SPED class to conduct and administer the test. After acquiring permission from the principal and adviser, the researchers conducted the test immediately. The test papers were then checked, scored and interpreted. After gathering the data, it was tabulated, analyzed, interpreted and utilized through the appropriate statistical treatment with the help of statistics adviser.

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Statistical Tools Statistical tools refer to the statistical formulas used in analyzing an interpreting the data gathered to come up with meaningful findings in this study. The following statistical tools were used in the analysis of data: 1. Descriptive statistics was used to describe the profile of the respondents which includes the following: a.) Percentage. This used to determine the percentage distribution of the respondents in each category considered in this study. b.) Mean. This used in getting the general view of the respondents on different variables delineated in this study. Formula: 1.1 Percentage :

1.2 Mean

The figures gathered from the respondents responses were presented to the tables which served as the basis for analysis, interpretation and presentation. For Learning Concentration Questionnaire Checklist: Description

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4 (3.01 4.0) 3 (2.01 3.0) 2 (1.01 2.0) 1 (0.00 1.0)

Often Sometimes Rarely Almost Never

For Background Music Questionnaire: Description 4 (3.01 4.0) 3 (2.01 3.0) 2 (1.01 2.0) 1 (0.00 1.0) Strongly Disagree Disagree Agree Strongly Agree

2. Weighted Mean. This was used to determine the levels of learning concentration of the pupils and the effect of background music to their learning concentration.

This formula is as follows:

Where: wixi weighted mean x weighted mean

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n total number of respondents 3. To determine the significance of the relationship between the respondents level of learning concentration, the effects of background music to their learning concentration, the Pearson Product Moment Correlation Coefficient was used.

This formula is as follows: ( [ Where: R = Pearson Correlation xy = sum of all xy column x = summation of x variables y = summation of y variables x2 = sum of all x2 column y2 = sum of all y2 column n = number of respondents ( ) ][ )( ) ( ) ]

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CHAPTER IV PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents, analyzes and interprets the data gathered on the effect of background music to the leaning concentration of Grade IV Fl SPED class in Balangasan Central Elementary School.

Table 1 LEARNING CONCENTRATION O 1 1 2 I easily get bored when doing a task I do not set specific objectives for what I want to accomplish. 3 I wont prefer quite environment when studying my lesson. 4 I find myself daydreaming when Im studying my 3 lesson. 5 6 I easily forget what I was about to do next I switch to something else for a little while when I start to lose focus on a task. 7 I find myself thinking of other things when on task. 8 I am disturbed in my task when someone is 15 12 3 0 48 1.6 S 2 16 7 5 75 2.5 R 1 9 25 10 2 6 2 5 65 67 2.17 2.23 R R 8 9 10 86 2.87 R 18 10 0 2 46 1.53 S 1 14 S 2 21 12 R 3 5 4 AN 4 3 0 70 50 2.33 1.67 R S TWP TWM D

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talking. 9 I dont motivate myself to listen on the lectures and discussions in class. 10 I am annoyed when there is noise while studying. ATWM 7 17 4 2 61 2.03 2.01 R R 26 4 0 0 34 1.13 S

Table 3 presents the responses of the respondents on their learning concentration. The highest among the rank based from the weighted mean is found in item no. 4 which is I find myself daydreaming when Im studying of my lesson with a weighted mean of 2.87 falling on the scale of rarely, meaning the pupils seldom engage in daydreaming in their period of studying their lesson. The rank no. 2 has found in the item no. 1 which is I easily get bored when doing a task with a weighted mean of 2.33 falling on the scale of rarely meaning the pupils takes interest in completing a task. The rank no. 3 is found in the item no. 7 which is I find myself thinking of other things when on task with a weighted mean of 2.5 which falls on the scale of rarely meaning that the student are minding their task. The rank no. 4 which is found in item no. 6 which is I switched to something else for a little while when I start to lose focus on a task with a weighted mean of 2.23 falls on the scale of rarely which means that the pupils are having no difficulty in focusing on task and they tried to do something else. Rank no. 5 is found in item number 5, I easily forgot what I was about to do next with a weighted mean of 2.17 falls on the scale of rarely which means that they are concentrating on their tasks. The second item (I set specific objectives for what I want to accomplish) has 14 responses for often, 12 responses for sometimes, 4 for rarely and 0 for almost never with a total weighted point of 50 and weighted mean of 1.67 and categorized as sometimes. The third

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item, I prefer to be in a quiet environment when studying my lesson has 18 responses for sometimes, 0 for rarely and 2 for almost never with a total weighted mean of 1.53 and categorized as sometimes. The ninth item, I motivate myself on lectures and discussions in class, has 26 responses for often, 4 responses for sometimes, 0 for rarely and 0 for almost never with a total weighted mean of 1.6 and categorized as sometimes. The tenth item, I easily disgruntled when there is noise while studying, has 7 responses for often, 17 responses for sometimes, 4 for rarely and 2 for almost never, with a total weighted mean of 2.03 and categorized as rarely.

Table2 BACKGROUND MUSIC (LYRICAL MUSIC) SD 1 1 2 I think well when there is music. I concentrate well in my studies at home when there is music. 3 4 5 I usually study with music I easily complete a task when there is music I enjoy learning while there is music ATWM 6 5 3 15 17 17 7 6 7 2 1 2 65 63 68 2.17 2.1 2.27 2.05 A A A A 5 8 D 2 9 15 A 3 15 4 SA 4 1 2 72 58 2.4 1.93 A D TWP TWM RC

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Table 4 shows the responses of the respondents in terms of background music in the second sub variable, background music, the following observation were made about the responses of the respondents. The first item I think well when there is music has the total weighted point of 72 with a total weighted mean of 2.4, which is categorized as agree. It got 8 responses for strongly disagree (SD), 9 for disagree, 15 for agree and 2 for strongly agree. The second item (I concentrate well in my studies at home when there is music) got 8 responses for strongly disagree, 15 for disagree, 4 for agree, 2 for strongly agree. It garners 58 for the total weighted point and total weighted mean of 1.93 and interpreted as disagree. In the third item, 2 only responded for strongly agree, while 15 responded for disagree, strongly disagree and agree got 6 and 7 responses, respectively. Its total weighted point is 65 and 2.75 for total weighted mean, and interpreted as disagree. The fourth item, I easily complete a task when there is music, 5 pupils answered for strongly disagree, 18 pupils answered disagree, 6 for agree, 1 for strongly agree with a total weighted point of 63 and 2.1 for total weighted mean and interpreted as agree. The fifth item (I enjoy learning while there is learning when there is music) has 68 and 2.27 for total weighted point of and total weighted mean, respectively. 18 responded for disagree while strongly disagree, agree and strongly agree got 3, 7, 2 responses, respectively.

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TABLE 3 BACKGROUND MUSIC (INSTRUMENTAL MUSIC)

SD 1 6 7 I work well with my task when there is music I am able to focus on my studies when there is music 8 9 I feel relax when there is music. I easily absorb information when there is music. 1 9 8 2 8

D 2 15 15

A 3 11 5

SA 4 2 2

TWP

TWM RC

73 61

2.23 2.03

SA A

2 11 11

18 7 11

9 3 0

95 64 63

3.17 2.13 2.1 2.05

SA A A A

10 I love to study while there is music. ATWM

For the sixth item, which is I work well with my task when there is music, got the total weighted mean of 2.23 falling on the scale of Agree. Items 7, 9, and 10 falls in scale of Agree while item number 8 got the Strongly Agree, with a total weighted mean of 3.17. The average total weighted mean of the ten items is 2.05 which fall in scale of Agree.

39

Table 4 Significant Relationship between Background Music and Learning Concentration

Pearson

Critical Value

Level of Significance

Degree of Freedom 29

Interpretation

r = 77

0.51

.05

Significant

Table 5 shows that the computed value of 0.92 is greater than the critical value of .57 at a .05 level of significance. Therefore the null hypothesis that there is no significant relationship between the background music and the learning concentration of the Grade IF FL Sped class in Balangasan Central Elementary School is rejected and the alternative hypothesis is to be accepted which is that there is a significant relationship between background music and their learning concentration.

40

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The major purpose of this study was to determine the learning concentration levels of the GRADE IV SPED FL pupils for the school year 2011 2012. Likewise, it sought to determine if there is a significant relationship between the background music to the learning concentration of the respondents, and the demographic profile like age and gender of the pupils. To determine the significant relationship among the following variable: the level of the learning concentration, effect of background music to their learning concentration and their profile, the Pearson Product Moment Correlation Coefficient was used while the frequency distribution and percentages were the descriptive statistics that were used in analyzing the profile of the respondents.

41

Summary of Findings The following findings are draw based on the date gathered: 1. In terms of age, 10 or 33.33% belongs to 8 to 9 years old and 20 or 66.67% belongs to 10 to 11 years old.

2. Out of 30 respondents, 12 or 40% are males of 18 or 60% are females.

3. As shown in table 3, delves in the learning concentration respondents response posted a total average weighted mean of 2.01which interpreted as rarely. This is supported with items 1, 4, 5, 6, 7, 8 rated rarely and rest of the items 2, 3, 9 interpreted as sometimes.

4. Table 4 shows the response of the respondents to background music. The respondents posted an average weighted mean of 2.05 interpreted as agree. This is supported with items 1, 3, 4, 5, 6, 7, 9, 10 however item 8, I feel relaxed when I hear music, posted weighted mean of 3.17 interpreted as strongly agree and only item no. 2, I concentrate well in my studies at home when there is music with weighted mean of 1.93 interpreted as disagree.

5. Table 5 shows the significant relationship between the background music to the learning concentration of the respondents. The computed r which is 92 greater than the critical value of 0.51 with the level of significance is .05, degree of freedom 29 its interpretation is significant.

42

Conclusions

In the reference of the summary of findings formulated in the previous pages, the following conclusions/implications are laid out below: 1. Most of the respondents belong to ages 10 to 11 having 66.67%.

2. A shown in table 2, female respondents outnumbered the males. It is commonly observed that most classes have females dominant in number than males.

3. In table 3, the respondents learning concentration falls under the interpretation rarely with a total average weighted mean of 2.01 this implies that the pupils concentration level is good. They are attentive in class and they are not easily distracted from their studies and tasks.

4. Table 4 shows the response of the respondents to background music. The respondents posted an average weighted mean of 2.05 interpreted as agree. There is a significant relationship between the background music to the learning concentration level of the Grade IV SPED FL pupils.

5. There is a significant relationship between the background music to the learning concentration of the respondents; with its computed r is 92 greater than the critical value of 0.51. The null hypothesis that there is no significant relationship is rejected.

43

Recommendations

As the society opens itself to the growing number of studies regarding music and its nonmusical effects, it is very important that caution should be exercised before accepting and believing results as facts. Careful examination and interpretation of findings should be done in order to establish real and meaningful knowledge Based on the conclusion of the study the following recommendations are forwarded:

School administrators: 1. Provide learning facilities that will aide in learning concentration of the pupils effectively. 2. Send teachers for trainings in different teaching strategies. 3. Promote the role of music in learning activities inside the classroom through implementing plans and programs. 4. Identify the needs and capabilities of teachers and pupils.

Teachers: 1. Avail themselves for trainings and professional growth development. 2. Encourage pupils to continue their enthusiasm for music related activities. 3. Seek for more information and learning opportunities to practice in their class the background music approach. 4. Assess the different approach learning styles of the pupils.

44

5. Utilize teaching methods and strategies that will promote background music to enhance their learning concentration.

Parents: 1. Encourage young children and adolescents to make use of music in making the home environment more conducive for learning and social interaction. 2. Support their children in every way possible to enhance their learning concentration. 3. Encourage their children to do their best.

Future researchers: 1. The researchers hoped that the results of this humble endeavor inspire future researchers to direct their efforts in deepening the present knowledge about the effects of background music.

45

BIBLIOGRAPHY

A. Published

American Music Therapy Association (2011) Special Education Music Therapy Research and Evidence-Based Practice Support.

Aruplragasam, M., Headon, T., Jones, M., Pentz, W., Simonon, P., & Strummer, J. (2008). Paper planes [M.I.A.]. On Kala [CD].Interscope.

Beaman, C. (2005). Auditory distraction from low intensity noise; A review of the consequences for learning and workplace environments. Applied Cognitive Psychology.19 (8), 1041-1064.

Cassidy, G., & MacDonald, R. (2007).The effect of background music and background noise on the task performances of introverts and extraverts. Psychology of Music.35 (3), 517-537.

Frederick Herrmann. The Effect of Background Music in an Educational Setting McKendree University.

46

B. Online Books

MUSIC USE IN THE CLASSROOM: COMPARING EFFECTS ON STUDENTSBy Robert W. Bennington

THE ROLE OF MUSIC IN LEARNING by Roy J. Paget

C. Unpublished Thesis and References

Sigman, Kristin J. (2005) Using Background Music in the Classroom to Effectively Enhance Concentration within the Learning Environment Graduate School of Marrietta College.

Singson, Mariecar G. (2002). Music as a background context in learning and recall. Saint Louis University, Bonifacio Street, Baguio City.

D. Online Journals

http://www.improvingyourworld.com/motivation/how_music_helps_concentration_005800.h tml

http://jrscience.wcp.muohio.edu/nsfall05/progress05Articles/Howmusiceffectsvariouscon.ht ml

http://jrscience.wcp.muohio.edu/nsfall/LabpacketArticles/HowMusicAffects/Concentrat.html

http://www.ehow.com/about_5495318_effect-classical-music-concentration.html

47

APPENDICES

48

Appendix A:

QUESTIONNAIRE

LEARNING CONCENTRATION QUESTIONNAIRE CHECKLIST Direction: Please check the circle for the best answer which you think is true to you.

Often 1

Sometimes Rarely 2 3

1 2 3 4 5 6 7 8 9 10

I easily get bored when doing a task. I dont set specific objectives for what I want to accomplish. I wont prefer to be in a quite environment when studying my lesson. I find myself daydreaming when Im studying my lesson. I easily forget what I was about to do next. I switch to something else for a little while when I start to lose focus on a task. I find myself thinking of other things when on task. I am disturbed in my task when someone is talking. I dont motivate myself to listen on the lectures and discussions in class. I am annoyed when there is noise while studying.

Almost Never 4

49

Appendix B: BACKGROUND MUSIC QUESTIONNAIRE Circle the number that you agree with. Please answer as honest as possible.

I think well when there is music. 1 2 Strongly Disagree Disagree

3 Agree

4 Strongly Agree

I concentrate well in my studies at home when there is music. 1 2 3 Strongly Disagree Disagree Agree I usually study with music 1 Strongly Disagree

4 Strongly Agree

2 Disagree

3 Agree

4 Strongly Agree

I easily complete a task when there is music 1 2 Strongly Disagree Disagree I enjoy learning while there is music 1 2 Strongly Disagree Disagree I work well with my task when there is music 1 2 Strongly Disagree Disagree

3 Agree

4 Strongly Agree

3 Agree

4 Strongly Agree

3 Agree

4 Strongly Agree

I am able to focus on my studies when there is music 1 2 3 Strongly Disagree Disagree Agree I feel relax when there is music. 1 2 Strongly Disagree Disagree

4 Strongly Agree

3 Agree

4 Strongly Agree

I easily absorb information when there is music. 1 2 3 Strongly Disagree Disagree Agree

4 Strongly Agree

10 I love to study while there is music. 1 2 Strongly Disagree Disagree

3 Agree

4 Strongly Agree

50 Appendix C: Letter to the Principal

Western Mindanao State University External Studies Unit Pagadian City February 14, 2012 Mr. Ludy P. Detalla Principal Balangasan Central Elementary School Balangasan Dist., Pagadian City Sir: Greetings! Presently we are enrolled at Western Mindanao State University External Studies Unit, Pagadian City. We are working on our undergraduate thesis entitled: BACKGROUND MUSIC: ITS EFFECT TO THE LEARNING CONCENTRATION OF THE GRADE IV SPED FAST LEARNERS PUPILS IN BALANGASAN CENTRAL ELEMENTARY SCHOOL In this regard, we would like to request permission from your good office to distribute and administer questionnaires to the Grade IV SPED FL pupils of Balangasan Central Elementary School. Your approval on this matter will be highly appreciated. Hoping that this request will merit your favorable action. Thank you very much and God Bless us all.

Very truly yours, Erson B. Dagdag (Sgd.) Group Leader Recommending Approval:

BASHER O. JAMAHALI (Sgd.) Research Adviser Noted by: ROBERTO D. BIBANCO (Sgd.) Executive Head Approved by: Ludy P. Detalla (Sgd.) Principal Appendix D

51

Western Mindanao State University External Studies Unit Pagadian City February 14, 2012 Mrs. Mary Jane C. Cortez Elementary School Teacher Adviser of Grade IV SPED FL Balangasan Central Elementary School Balangasan Dist., Pagadian City Maam: Greetings! Please be informed that permission has been granted by Mr. Ludy P. Detalla, Principal of Balangasan Central Elementary School for us to distribute questionnaires to your Grade IV SPED FL, Section This is in connection with our study entitled: BACKGROUND MUSIC: ITS EFFECT TO
THE LEARNING CONCENTRATION OF THE GRADE IV SPED FAST LEARNERS PUPILS IN BALANGASAN CENTRAL ELEMENTARY SCHOOL

In anticipation on your favorable request. Thank you very much and God Bless us all. Very truly yours, Erson B. Dagdag (Sgd.) Group Leader Recommending Approval: Basher O. Jamahali (Sgd) Research Adviser

Approved by: Ludy P. Detalla (Sgd.) Principal

Appendix E: Letter to the Respondents

52

Western Mindanao State University External Studies Unit Pagadian City

February 14, 2012

BACKGROUND MUSIC: ITS EFFECT TO THE LEARNING CONCENTRATION OF THE GRADE IV SPED FAST LEARNERS PUPILS IN BALANGASAN CENTRAL ELEMENTARY SCHOOL

Dear Respondent, Please consider each item carefully. Your answer to the question will contribute much to the requirement and realization of our research study. Rest assured that your answers would be kept highly confidential. We would appreciate it very much if you can return the filled up questionnaire immediately. Thank you very much.

Very truly yours, Basadre, Julie L. Dagdag, Erson B. Herrera, Catherine Ann L. Limos, Valerie V. Macalunas, Samerudin B. Orgada, Donabel L. Penanonang, Geraldine C. Requina, Ryan A. Titoy, Jocelyn Grace D. Valmonte, Melanie P.

53

CURRICULUM VITAE

54

ERSON B. DAGDAG

PERSONAL BACKGROUND Nickname Budoy Age 19 Sex Male Birthplace Lumbia Dist., Pagadian City Birthdate February 1, 1993 Civil Status Single Religion Protestant Address Lower Lumbia Dist., Pagadian City Phone Number 09089980505 Email Address Fathers Name Sonny S. Dagdag Mothers Name Erminda B. Dagdag EDUCATIONAL BACKGROUND Level Name of School Primary Bayog Central Elementary School Secondary Tertiary Course Major SKILLS Bayog National High School Western Mindanao State University ESU Pagadian City Bachelor of Elementary Education AS Special Education Sign Language Computer Literate Dancing Driving

Date Graduated

Motto Aim

Do your best and God will take care of the rest To be successful someday

55

MELANIE P. VALMONTE

PERSONAL BACKGROUND Nickname Mehlai Age 21 Sex Female Birthplace Tinago, Ozamis City Birthdate September 17, 1990 Civil Status Single Religion Iglesia Ni Cristo Address Upper Lumbia, Pagadian City Phone Number 09395937878 Email Address Fathers Name Alex. P. Valmonte Mothers Name Olivia P. Valmonte EDUCATIONAL BACKGROUND Level Name of School Primary Hilltop Elementary School Secondary Bayugan National Comprehensive School Tertiary Course Major SKILLS Western Mindanao State University ESU Pagadian City Bachelor of Elementary Education AS Special Education Singing Sign Language Computer Literate Driving

Date Graduated

Motto Aim

Never Give Up! To live happily with my loved ones

56

CATHERINE ANN L. HERRERA

PERSONAL BACKGROUND Nickname Kaye Age 22 Sex Female Birthplace Pagadian City Birthdate November 9, 1989 Civil Status Single Address 056 Jamisola St., Sta. Lucia Dist., Pagadian City Phone Number 006822748 Email Address cethereas@hotmail.com Fathers Name Jose T. Herrera Mothers Name Ma. Crisila L. Herrera EDUCATIONAL BACKGROUND Level Name of School Secondary Holy Child Academy Tertiary Western Mindanao State University ESU Pagadian City Course Bachelor of Elementary Education Major AS Special Education SKILLS Desktop Publishing Painting Sign Language

Date Graduated

Motto Aim

The way to a mans heart is straight through his ribcage To travel the whole world

57

JULIE L. BASADRE

PERSONAL BACKGROUND Nickname Julz Age 22 Sex Female Birthplace Bag-ongMisamis, San Pablo, Zamboanga del Sur Birthdate July 8, 1989 Civil Status Single Religion Roman Catholic Address Prk. Kapalaran, Napolan, Pagadian City Phone Number Email Address Julie_Basadre@yahoo.com Fathers Name AvelinoBasadre Mothers Name AmelitaBasadre EDUCATIONAL BACKGROUND Level Name of School Secondary Zamboanga del Sur National High School Tertiary Western Mindanao State University ESU Pagadian City Course Bachelor of Elementary Education Major AS Special Education SKILLS Sign Language Driving Always present To travel the whole world

Date Graduated

Motto Aim

58

SAMERUDIN B. MACALUNAS

PERSONAL BACKGROUND Nickname Sam Age 23 Sex Male Birthplace Birthdate January 3, 1988 Civil Status Single Religion Islam Address Phone Number Email Address smacalunas@yahoo.com Fathers Name Mothers Name EDUCATIONAL BACKGROUND Level Name of School Primary Secondary Tertiary Course Major SKILLS Western Mindanao State University ESU Pagadian City Bachelor of Elementary Education AS Special Education Computer Literate Driving Simple To be a useful citizen

Date Graduated

Motto Aim

59

DONABEL L. ORGADA

PERSONAL BACKGROUND Nickname Dona, Donz Age 19 Sex Female Birthplace Pagadian City Birthdate October 21, 1992 Civil Status Single Religion Roman Catholic Address Balangasan District, Pagadian City Phone Number Email Address Fathers Name Mothers Name EDUCATIONAL BACKGROUND Level Name of School Primary Balangasan Central Elementary School Secondary Tertiary Course Major SKILLS Zamboanga del Sur National High School Sta. Lucia Annex Western Mindanao State University ESU Pagadian City Bachelor of Elementary Education AS Special Education Dancing Sign Language No choice is also a choice To have a happy family someday

Date Graduated

Motto Aim

60

GERALDINE C. PENANONANG

PERSONAL BACKGROUND Nickname Ge Age 19 Sex Female Birthplace Bokong, Labangan, Zamboanga del Sur Birthdate December 20, 1992 Civil Status Single Religion Roman Catholic Address Bokong, Labangan, Zamboanga del Sur Phone Number 09073685361 Email Address geraldinecrpz@yahoo.com Fathers Name Rudy B. Penanonang Mothers Name Evelyn C. Penanonang EDUCATIONAL BACKGROUND Level Name of School Primary Bokong Elementary School Secondary Bokong National High School Tertiary Western Mindanao State University ESU Pagadian City Course Bachelor of Elementary Education Major AS Special Education SKILLS Singing Driving If others can do it then why cant I? To be successful someday

Date Graduated

Motto Aim

61

VALERIE V. LIMOS

PERSONAL BACKGROUND Nickname Angie Age 22 Sex Female Birthplace Birthdate June 3, 1989 Civil Status Single Religion Bible Baptist Address Poloyagan, Pagadian City Phone Number 09462815661 Email Address angielimos@yahoo.com Fathers Name Mothers Name EDUCATIONAL BACKGROUND Level Name of School Primary Poloyagan Elementary School Secondary Napolan National High School Tertiary Western Mindanao State University ESU Pagadian City Course Bachelor of Elementary Education Major AS Special Education SKILLS Driving Cooking Big girls dont cry To be a successful entrepreneur someday

Date Graduated

Motto Aim

62

JOCELYN GRACE D. TITOY

PERSONAL BACKGROUND Nickname Joy-joy Age 19 Sex Female Birthplace Josefina, Zamboanga del Sur Birthdate March 20, 1993 Civil Status Single Religion Bible Baptist Address Phone Number Email Address Fathers Name Mothers Name EDUCATIONAL BACKGROUND Level Name of School Primary Secondary Tertiary Course Major SKILLS Zamboanga del Sur National High School Western Mindanao State University ESU Pagadian City Bachelor of Elementary Education AS Special Education Sign Language

Date Graduated

Motto Aim

Ill take care of it To fulfill Gods desire for me

63

RYAN A. REQUINA

PERSONAL BACKGROUND Nickname Yan-yan Age 21 Sex Male Birthplace Birthdate January 2, 1991 Civil Status Single Religion Roman Catholic Address Prk. Nawasa, Napolan, Pagadian City Phone Number Email Address ryanrequina@yahoo.com Fathers Name Marcelino D. Requina Mothers Name Nida S. Requina EDUCATIONAL BACKGROUND Level Name of School Primary Ballesteros Elementary School Secondary Tertiary Course Major SKILLS Napolan National High School Western Mindanao State University ESU Pagadian City Bachelor of Elementary Education AS Special Education Driving Computer Literate Think Positive To be a teacher someday

Date Graduated

Motto Aim