MALLORCA NATIONAL HIGH SCHOOL

Senior High School

“Effects of Music Engagement on the Academic Performance of Senior High School

Students”

As Undergraduate Research Work

Presented to
The Senior High School Faculty
Mallorca National High School
Mallorca, San Leonardo, Nueva Ecija

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2 and Inquiries, Investigations and Immersion

By:
Maynard John T. Batoy
Desiree P. Tabita
Hanna May J. Longalong
John Ivan M. Dela Cruz
Maria Venigna R. Manayao
Glenda B. Longalong
Mary Joyce C. Miranda
Wynnie Ann Dg. Abello
Rose Ann D. Gomez
Vicky H. Aseo
Yasmin May B. Marcelo
Brixter V. Fajardo
 Abstract

This study is about music engagement and its effects on the academic performance of the
Senior High School Students at Mallorca National High School. It examined the relationship
between the effects music engagement and their average grade from the First semester school
year 2021-2022. To get the information and data needed, 80 respondents that are Senior High
School Students from Mallorca National High School answered the survey conducted by the
research team

Based on the results of the study, the time spent on music engagement affects the
respondents’ academic performance and the effects of music engagement has been found out. It
also proves that the time spent on music engagement has a significant relationship between the
average grade of the respondents.
 Table of Contents

Title page………………………………I
Abstract………………………………...II
 Chapter 1

PROBLEM AND ITS SETTING

Music has always been part of the lives of us humans. Music has many positive effects to
our daily lives. It lessens stress and pain from our daily lives. It even brings positive vibes and
calms people. It can bring people together in different ways. Music can help us be more
expressive and help us understand our own emotions better. It even has the effect of stimulation
and can help us be more mobile. Thus, with these effects music can easily be said as a very
relaxing thing to do and it can even be used as a motivator of sorts. It can help with different
types of people and can help students in their own studies. Music also has a variety of genres
ranging from classical to pop, rock to jazz and many other genres that may suit the preference of
the listener.

Cohut (2019), stated that music helps soothe or amplify our emotions. To students who
study different subjects and do activities getting some extra soothing is a good thing for them
while amplifying our emotions can even help us in expressing ourselves more so that we do not
keep it all bottled up because that is not going to be good to our own health.

Moreover Gold (2019), stated music gives a sense of stimulation to our brain which in
turn motivates the listener on what they are doing. With this finding, we can say that music is a
type of stimulant or motivator that helps us keep our motivation to work.

Now with all of these things said, we can say that music is a versatile thing that can help
us as a motivator or even just something to help us relax. With these things said, we can also say
that music can definitely help students in their own work and studies.

During this pandemic, it has become a more stressful time for everyone even students
especially since school restarted and the new normal that we have to get used to. During these
times music can help in various ways, just as it was stated before music is versatile and can be
used as a motivator which can help students that do not have much motivation to work or do
anything. It helps us be more active and positive which does wonders to adults and alike. Music
is something that has always been heard by many of us since our younger days and with new
normal, we can use it as a way to cope or help us in our life. If a student can cope or adjust better
to the new normal, then they will not be so stressed about their own school life. Music can help a
student in coping with the new normal but it can also directly help in the motivation area of a the
studies.

There have been some studies pertaining about the usefulness of music but these studies
mainly are for the health of people or sometimes for college students uses. It was a very
generalized study on the uses of music for health and other things. There wasn’t much study on a
specific year level or type of students. There was also a blind side now with the arrival of the
pandemic. It was a brand new factor to take hold of and may be considered as something that
may affect students. So this study aims to determine the effects of musical engagement as a
motivator for studies of students. Specifically, the use of music as a motivator to senior high
school students. We decided to do this study to know more about the effect of music as a
motivator and how it affects the students during the trying times of the pandemic and how it may
be used as a potential way to help the senior high school students.

STATEMENT OF THE PROBLEM

Specifically, the study aims to answer the following questions:

1. How may the profile of the respondents be described in terms of:

1.1 Age,
1.2 gender,
1.3 strand, and
1.4 average grade
2. Is there a significant effect of music engagement on the academic performance of
Grade 12 students?
 RESEARCH HYPOTHESIS

Null Hypothesis

There is no significant relationship between music engagement as motivator and the

academic performance of Grade 12 students of Mallorca National High School.

Alternative Hypothesis

There is a significant relationship between music engagement as motivator and the

academic performance of Grade 12 students of Mallorca National High School.
 SIGNIFICANCE OF THE STUDY
The aim of this study is to determine the effect of music in the academic performance of
senior high school students. The results of our study will benefit the following:

Students. The result of the study will give relevant information to the students on the
positive effects of music engagement that will help them to motivate while studying.

Parents. This research can help them to become aware on the positive effects of music in
the studies of their children. It will give them information on the importance of music as
motivators of their children while studying their lessons.

Teachers. The results of the study can raise awareness on the part of the teachers to
know the possible benefits of music on the students’ academic performance. It will help them to
encourage the students to be more engage in music when they feel tired while doing their school
activities.

School Councilors. This study may be of use to the councilors at school. They may
suggest this as a possible way for the students to help them relax, calm down or help in their
studies.
 Researchers. This study will give additional information to the future researchers as the
basis for their studies with regards to the effects of music engagement on the academic
performance of students.
Department of Education. This study might introduce a new way of learning to the
department that may benefit the students in their studies and work.

SCOPE AND DELIMITATION

The general purpose of this study is to determine the effects of music engagement as a
motivator to students while they are studying. Furthermore, it will determine the effects of music
on the academic performance of the students.
This study involves the Grade 12 students of Mallorca National High School during the
School Year 2021 – 2022. The respondents of the study consist of 61 out of 155 Grade 12
students which were chosen using random sampling. To gather the data, each respondent will be
given a set of survey questionnaire to answer through online survey forms.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. Profiling 1. Determine the

1.Socio-demographic effects of music
profile 2. Data gathering engagement on the
a. age using online survey academic
questionnaire performance of
b. gender Grade 12 students.
 The figure above shows the main concept of our study entitled “ Effects of Music
Engagement on the Academic Performance of Senior High School Students”. Our respondent’s
name, gender and age will be used for profiling. Meanwhile, online survey questionnaires will be
our method in data collection, which contains some question that we seek to answer; and an
interview to justify our respondents response to get more relevant information. We will then
analyze and interpret the data using some descriptive correlational analysis such as the
percentage, frequency and Pearson’s R. Finally, the researchers’ recommendation on the efficacy
of music as a motivator to senior high school students based on our findings.

DEFINITION OF TERMS

Abstract - something that is not concrete, precise or clear.

Academic performance- It is your attainment in your academics or studies.
Alternative hypothesis – It is the hypothesis that states there is a relationship between
the variables.
Cope - It is to deal or manage with something stressful or difficult for the students.
 COVID-19- It is the an infectious and dangerous disease.
Descriptive Quantitative Design – It is the research design used to know about the
situation of the students concerning there views of music engagement.
Elicit - evokes or draws out a specific result using music.
Expressive - It is when we understand our feelings and show them to others with more
ease.
Motivator - It is something that gives students the will or enthusiasm in doing their
studies.
Music – It is an arrangement of sounds that has melody and rhythm and can help us
relax.
Null hypothesis – the hypothesis that states there is no relationship between the
variables.
Pandemic - It is when a disease or illness has become widespread in a particular area or a
country.
Positivity - It is when a student show more optimism and enthusiasm in doing work or
studies.
Soothing - It is something that help is taking away discomfort and calms the student.
Stimulation - something that gives motivation or boosts a student’s enthusiasm.
Versatile - It is when something is flexible and can be used in many other things.
 REVIEW OF THE RELATED LITERATURE

Music is an arrangement of sounds that has melody and rhythm that produces sounds that
varies. They are entertainment and enjoyment to those that listen to it, while for some music may
be a big help to their studies.

Music has been used in the learning of people since long ago. Whether it be the actual
study of composing of music or just the studies of its effects to people.

Music is an art that gives pleasure and entertainment, soothes anxiety and give calmness
on the human brain through mediation but too loud or too jarring music distracts and may
compete with attention (Sharma,2019).
Music can be a source of pleasure and contentment, but there are many other
psychological benefits as well. Music can relax the mind, energize the body, and even help
people better manage pain. (Cherry,2019).
 Tiwari (2021) states that listening to music brings peace and joy to mind because it
inspires a person to do something better in life. Music touches our inner soul that helps us to
fight our problems.
According to Segaren (2019) music helps to keep you cool, you can also sleep more
soundly. When you have better sleep habits, you are less likely to be stressed, leading to a more
productive day of study.
Music has such a huge effect on the brain that it has even been banned from professional
sports. Athletes such as runners cannot use their favorite tunes during a race because music has
been known to help runners create a faster pace (Harvey, 2020).
Music frequently elicits intense emotional responses, a phenomenon that has been
scrutinized from multiple disciplines that span the sciences and arts. While most people enjoy
music and find it rewarding, there is substantial individual variability in the experience and
degree of music-induced reward. In particular, we focus the present review on specific musical
anhedonia, a selective lack of pleasure from music. Based on evidence from neuroimaging,
neuropsychology, and brain stimulation studies, we derive a neuroanatomical model of the
experience of pleasure during music listening (Belfi, 2019).

Humans have been making, listening, and dancing to music since time immemorial, and
this art can easily soothe or amplify our emotions. New research explains what “chords” music
strikes in the brain, and how it relates to certain cognitive processes, particularly learning
(Cohut, 2019).

A study published in the journal Scientific Reports provides new insights into the effects
of music on thoughts. The research indicates that heroic music tends to evoke more empowering
and motivating thoughts, while sad music tends to evoke more relaxing or depressive thoughts
(Dolan, 2019).
 Music interventions can be regarded as purposeful musical exercises or methods in which
music listening, music making, or singing is central. Music interventions can be defined as
purposeful music activities if they concern listening to pre-recorded music offered by medical or
healthcare professionals, if the intervention is self-administered by the patient(‘ music as
medicine’). Or if it concerns music making or singing without the involvement of a music
therapist. (American Music therapy Association, 2019)

Academic performance is that way you perform in your academics or in your studies,
such as memorizing, reading or simply answering. Music can help in conditioning people. It also
has been used since long ago either for just casual usage or academics usage.

According to Rosie (2020) the academic performance involves factors such as the
intellectual level, personality, motivation, skills, interests, study habits, self-esteem or the
teacher-student relationship. When a gap between the academic performance and the student's
expected performance occurs, it refers to a diverging performance.

Academic performance is the outcome of students’ effort in examinations. Students’

academic performance is determined by a number of factors . Academic performance is measured
by the average marks of the previous semesters and the total average marks. The determining
factors of student performance have attracted the attention of academic researchers from many
areas. They have tried to determine which variables impact student performance in positive and
negative direction.(Eze et al. 2016).

Structured music lessons significantly enhance children’s cognitive abilities, including

language-based reasoning, short-term memory, planning and inhibition, which lead to improved
academic performance. According to Wilson (2018)

Every student’s personality is different and their choice for best tracks for studying will
be different. Some might choose rock, reggae, classical or slow jam. Genre choice might not
determine the level of results or performance but on how the student uses music to help them
enhance performance(IAHN, 2021).

In a study which evaluated music as means to support academic performance, it was

shown that there was a high correlation between positive self-perception, self-esteem, good
relationships, and active music performance and helped improve confidence, self-esteem, and
facilitated study motivation(Agrawal,2018).

Music teachers' efforts are constantly focused on motivating student musicians to

succeed. Starting with recruitment. Music teachers must constantly be aware of what motivates
students and how to best apply these motivators to improve student achievement in music in
order to keep students engaged in music study and learning the fundamentals of scales and
arpeggios. The goal of this paper is to provide an overview of current thinking in motivation for
achievement from the perspectives of education, psychology, and, in particular, music education.
(Asmus, 2021)

Research Methodology

This chapter shows and presents the methods used in the research, the population and
sampling, the instrument used in the data gathering with the procedure, time frame and analysis
plan.

Research Method
 Descriptive Quantitative Design was used by the researchers to determine the relationship
between academic performance of the senior high school students of Mallorca National High
School and the use of music as a motivator. With this method, the researchers are able to
describe, explain and verify the data gathered from the respondents.

Population and Sampling

This research focuses on the Senior High School students of Mallorca National High
School. The total population. The total population is 155 and the sample size is 61 came from

four strands Grade 12 namely: General Academic Strand (GAS), Humanities and Social Science
(HUMMS), Accountancy, Business and Management (ABM) and Technical Vocational
Livelihood (TVL). Using the Slovin’s formula 10% margin of error, the researchers gathered
data from 61 respondents.

The technique used in selecting participants is random sampling. In this sampling

technique, each individual is chosen entirely by chance and each participant of the population
has an equal chance, or probability to be selected without any previous knowledge of the
participants to the test questions.
Instrumentation

The researchers used quantitative questionnaires in order to gather data from the
respondents. The respondents were given a survey form with 8 questions. Aside from this, the
profile of the respondents, such as the name, age, gender, strand and their average grade were
also included in the questionnaire.

Procedure and Time Frame

 In conducting the research, the researchers avoided having any kind of biases to provide
excellent information, information and result. The researchers conducted a survey and distributed

it to respondents. This study was conducted from the second week of 2022 to the third week of
February 2022.

Treatment of Data

The statistical tools used in this study are Slovin’s formula, percentage and Pearson’s r
correlation. The following are the formula:

Percentage – was used in describing the profile of the respondents.

% = F/((N)(100))

F = total number of respondents per item

N = total number of respondents

100 = constant
 Pearson’s r correlation – was used to investigate the relationship of two quantitative
variables and to test the hypothesis of the research study.

N= number of the pairs of score

∑ XY = sum of product of the paired scores

∑ X = sum of the x scores

∑ Y= sum of the y scores

∑ X2 = sum of the squared x scores

∑ Y2 = sum of the squared y scores

 This study also used the following scale for the r with corresponding numerical
equivalent and verbal interpretation :

Numerical Equivalent Verbal Interpretation

Exactly 1 Perfect uphill positive linear relationship

0.70 ≤ r ≤ 0.99 Strong uphill positive linear relationship

0.50 ≤ r ≤ 0.69 Moderate uphill positive linear relationship

0.30 ≤ r ≤ 0.49 A weak uphill positive linear relationship

0 ≤ r ≤ 0.29 Very weak uphill positive linear relationship

0 No linear relationship

Exactly -1 Perfect downhill negative linear relationship

-0.70 ≤ r ≤ -0.99 Strong downhill negative linear relationship

-0.50 ≤ r ≤ -0.69 Moderate downhill negative linear relationship

-0.30 ≤ r ≤ -0.49 A weak downhill negative linear relationship

0 ≤ r ≤ -0.29 Very weak downhill negative linear

relationship
0 No linear relationship

Presentation, Analysis and Interpretation of Data

 In this chapter the gathered information and data are presented and tabulated with
interpretation in each table.

Table 1 – PROFILE OF THE RESPONDENTS

Table 1.1 Age of the respondents
Age Frequency Percentage
16 1 1%
17 27 34%
18 39 48%
19 8 10%
20 3 4%
21 2 3%
Total 80 100%

The table above shows the age of our respondents ranging from 16 to 21. One(1%) is 16
years old, twenty-seven(34%) are 17 years old, thirty-nine(48%) are 18 years old, eight(10%) are
19 years old, three(4%) are 20 years old and two(3%) are 21 years old with a total of 80 (100%)
respondents.

Table 1.2 Gender of respondent

Sex/Gender Frequency Percentage
Male 36 45%
Female 44 55%
Total 80 100%

The table above shows the gender of our respondents in which thirty-six(45%) are male
and forty-four(55%) are female with a total of 80(100%) respondents.
Table 1.3 Strand of respondent
Strand Frequency Percentage
ABM 10 13%
GAS 25 30%
HUMSS 34 43%
TVL 11 14%
Total 80 100%

The table above shows the strand of our respondents in which ten(13%) are from ABM,
twenty-five (30%) are from GAS, thirty-four(43%) are from HUMSS and eleven(14%) are from
TVL.

Table 1.4 Average Grade of respondent

Ave. Grade Frequency Percentage

75-79 3 4%
80-84 22 28%
85-89 23 29%
90-94 25 30%
95-97 7 9%
98-100 0 0%
Total 80 100%

The table above shows average grade of the respondents where 3(4%) of the respondents
have a 75-79 average grade, 22(28%) of the respondents have a 80-84 average grade, 23(29%) of
the respondents have a 85-89 average grade, 25(30%) of the respondents have a 90-94 average
grade, 7(9%) of the respondents have a 95-97 average grade and there were no respondents with
a 98-100 average grade.

Table 2: EFFECTS OF MUSIC ENGAGEMENT ON THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

Table 2.1 Frequency of listening to Music while studying

Choices Frequency Percentage

Always 33 41%
Often 15 19%
Sometimes 32 40%
Never 0 0%
Total 80 100%

The table above shows the frequency of listening to music while studying of our
respondents. Thirty-three (41%) of our respondents answered “Always”, fifteen (19%) of our
respondents answered “Often”, thirty-two (40%) of our respondents answered “Sometimes” and
none of our respondents answered “Never”.

Table 2.2 Music Genre

Choices Frequency Percentage

Pop 22 28%
 Classic 36 45%
Rock 11 13%
Jazz 2 3%
K-pop 7 8%
Hip-hop 2 3%
Total 80 100%

The table above shows the music genre that our respondents prefer. Twenty-two(28%)
preferred Pop music, thirty-six (45%) preferred Classic music, eleven(13%) preferred Rock
music, two(3%) preferred Jazz music, seven(8%) preferred K-pop and two(3%) preferred Hip-
hop music.

Table 2.3 Hours spend listening to music while studying

Choices Frequency Percentage

1-2 hours 27 34%
3-4 hours 31 39%
5-6 hours 22 28%
More than 6 hours 0 0%
Total 80 100%

The table above shows the hours spent on listening to music while studying. Twenty-
seven (34%) of our respondents listens for 1-2 hours, thirty-one (39%) of our respondents listens
for 3-4 hours, twenty-two (28%) of our respondents listens for 5-6 hours and none listens for
more than 6 hours.

Table 2.4 Does listening to music interrupt you from doing your school task?

Choices Frequency Percentage

Always 6 8%
Often 10 12%
Sometimes 41 51%
Never 23 29%
Total 80 100%

The table above shows how frequent music interrupts our respondents in doing there
tasks. Six(8%) of our respondents answered “Always”, ten(12%) of our respondents answered
“Often”, forty-one(51%) of our respondents answered “Sometimes” and twenty-three(29%) of
our respondents answered “Never”.

Table 2.5 Does music help you finish your output or school task and submit it on time?

Choices Frequency Percentage

Always 17 21%
Often 26 33%
 Sometimes 35 43%
Never 2 3%
Total 80 100%

The table above shows how often music helps our respondents finish their output or
school task and submit it on time. Seventeen (21%) of our respondents answered “Always”,
twenty-six (33%) of our respondents answered “Often”, thirty-five (43%) of our respondents
answered “Sometimes” and two(3%) of our respondents answered “Never”.

Table 2.6 Best time listening to music

Choices Frequency Percentage

Before studying 11 14%
While studying 53 66%
After studying 16 20%
Others 0 0%
Total 80 100%

The table above shows the time our respondents listens to music. Eleven (14%) of our
respondents answered “Before studying”, fifty-three (66%) of our respondents answered “While
studying”, sixteen (20%) of our respondents answered “After studying” and none answered on
“Other times”.
Table 2.7 Do you think music makes your school work lighter?

Choices Frequency Percentage

Strongly Agree 18 22%
Agree 54 68%
Disagree 8 10%
Strongly Disagree 0 0%
Total 80 100%

The table above shows the degree of agreement or opposition that our respondents shows
to the question. Eighteen (22%) of our respondents Strongly Agrees, fifty-four (68%) of our
respondents Agrees, eight (10%) of our respondents Disagrees and none of our respondents
Strongly Disagrees.

Table 2.8 Importance of music in performing your school activities

Choices Frequency Percentage

Very Important 13 16%
Important 50 63%
Moderately Important 17 21%
Unimportant 0 0%
Total 80 100%

The table above shows the importance of music to our respondents in performing their
school activities. Thirteen (16%) answered “Very Important”, fifty (63%) of our respondents
answered “Important”, seventeen (21%) of our respondents answered “Moderately Important”
and none of our respondents answered “Unimportant”.
Table 2.9 Do you agree that music brightens up your mood while studying?

Choices Frequency Percentage

Strongly Agree 32 40%
Agree 46 57%
Disagree 2 3%
Strongly Disagree 0 0%
Total 80 100%

The table above shows the degree of agreement or opposition that our respondents shows
to the question. Thirty-two(40%) of our respondents Strongly Agrees, forty-six (57%) of our
respondents Agrees, two (3%) of our respondents Disagrees and none of our respondents show a
strong disagreement.

Table 2.10 Do you agree that music engagement affects your academic performance?

Choices Frequency Percentage

Strongly Agree 8 10%
Agree 52 65%
Disagree 20 25%
 Strongly Disagree 0 0%
Total 80 100%

The table above shows the degree of agreement or opposition that our respondents shows
to the question. Eight (10%) of our respondents Strongly Agrees, fifty-two (65%) of our
respondents Agrees, twenty (25%) of our respondents Disagrees and none of our respondents
shows Strong Disagreement.

Table 3: RELATIONSHIP BETWEEN THE NUMBER OF HOURS SPENT

LISTENING ON MUSIC AND THE AVERAGE GRADE OF THE RESPONDENTS

Number of hours Average Grade

listening to music of the
while studying respondents

Respondents X Y X^2 Y^2 XY

3 2 79 4 6241 158

31 2 79 4 6241 158

35 2 79 4 6241 158
16 2 80 4 6400 160

32 2 80 4 6400 160

26 2 81 4 6561 162

53 2 82 4 6724 164

49 2 82 4 6724 164

22 2 83 4 6889 166

46 2 83 4 6889 166

30 2 83 4 6889 166

76 2 83 4 6889 166

21 2 83 4 6889 166

10 2 83 4 6889 166

1 2 83 4 6889 166

61 2 83 4 6889 166

25 2 83 4 6889 166

36 2 84 4 7056 168

28 2 84 4 7056 168

48 2 85 4 7225 170

68 2 85 4 7225 170

51 2 85 4 7225 170

18 2 85 4 7225 170
13 2 86 4 7396 172

5 2 87 4 7569 174

66 2 87 4 7569 174

47 2 89 4 7921 178

58 3 87 9 7569 261

44 3 87 9 7569 261

67 3 89 9 7921 267

71 3 89 9 7921 267

69 3 89 9 7921 267

19 3 94 9 8836 282

27 4 81 16 6561 324

40 4 81 16 6561 324

11 4 83 16 6889 332

38 4 83 16 6889 332

29 4 83 16 6889 332

70 4 84 16 7056 336

23 4 85 16 7225 340

52 4 85 16 7225 340

59 4 87 16 7569 348

4 4 88 16 7744 352
9 4 88 16 7744 352

54 4 88 16 7744 352

33 4 88 16 7744 352

77 4 89 16 7921 356

63 4 89 16 7921 356

73 4 90 16 8100 360

34 4 90 16 8100 360

78 4 93 16 8649 372

41 4 93 16 8649 372

39 4 93 16 8649 372

62 4 93 16 8649 372

80 4 94 16 8836 376

24 4 94 16 8836 376

7 4 94 16 8836 376

56 4 94 16 8836 376

2 5 90 25 8100 450

43 5 91 25 8281 455

55 5 91 25 8281 455

37 5 91 25 8281 455

6 5 92 25 8464 460
 65 5 92 25 8464 460

12 5 92 25 8464 460

45 5 92 25 8464 460

15 5 92 25 8464 460

79 5 94 25 8836 470

74 5 95 25 9025 475

20 5 95 25 9025 475

72 5 95 25 9025 475

60 5 95 25 9025 475

42 5 96 25 9216 480

14 6 86 36 7396 516

50 6 90 36 8100 540

57 6 91 36 8281 546

64 6 91 36 8281 546

17 6 92 36 8464 552

8 6 95 36 9025 570

75 6 96 36 9216 576

61873 2574
TOTAL 289 7025 1189 7 8
 Computation using Pearson’s R formula

80 ( 25,748 ) − ( 289 ) ( 7,025 )

r=
[ √ 80 ( 1,189 ) − ( 289 ) ][80 ( 618,737 ) − ( 7,025 ) ]
2 2

2,059,840 −2,030,225
r=
[ √ 95 ,120 − 83,521][49,498,960 − 49,350,625]
29,615
r=
√ (11,599)(148,335)
29,615
r=
√1 , 720,537,665
r = 0.713969476

Table 3 shows the result of Pearson’s r correlation which focuses on the relationship of
two variables which are the number of hours spent listening to music while studying known as
the independent variable and the grade of the respondents, known as the dependent variable. The
researchers obtain a value of 0.71 which means there is a strong uphill positive linear
relationship the independent and dependent variables. This is an indicator that while the number
of hours spent listening to music increases, the academic performance also increases.
Emphasizing on the results of the test, it can be inferred that the results are suggesting to
accept the alternative hypothesis and reject the null hypothesis which states that is a significant
relationship between music as a motivator and the academic performance of Grade 12 students of
Mallorca National High School.
 Summary, Conclusion and Recommendations

This chapter presents the summary of this research work undertaken, the conclusion
drawn, and the recommendation made based on the results of this study.

Summary

The study entitled “Effects of Music Engagement on the Academic Performance of

Senior High School Students” focused on determining the relation between music engagement
and the academic performance of the Senior High School Students at Mallorca National High
School, year 2021-2022.
This research study used descriptive quantitative design, quantitative questionnaires, total
enumeration sampling technique and different statistical tools such as Pearson’s r correlation in
order to find out the effects of music engagement on the academic performance of Senior High
School Students of Mallorca National High School.
A total of 80 respondents came from different strands of Senior High School Students at
Mallorca National High School and those are ABM 12, HUMSS 12, TVL 12 and GAS 12 who
answered the survey conducted by the research team during a specific time frame to get the
relevant data for this study.
Based on the data gathered and analyzed by the researchers the amount of time listening
to music affects the respondents’ academic performance and the effect of music engagement has

been found out. It also proves that the amount of time listening to music have significant
relationship between the average grade of the respondents.

Conclusion
The conclusion is based on the results gathered. The amount of time listening to music of
the respondents and the effects of music engagement on the academic performance has been
investigated. It is also found that the computed r value is 0.71. Therefore the researchers accepts
the alternative hypothesis which states that there is a significant relationship between music
engagement as motivators and the academic performance of the grade 12 of Mallorca National
High School and reject the null hypothesis.

Recommendations
The following recommendations made by the researchers are based on the results and
findings of the study:
1. Students should try using music when studying or when relaxing. They can even use it as am
mechanism so that they would not be pressured when studying.
2. Parents may suggest listening to music or suggest it to be a hobby to there children to
condition them or help them in relaxing to motivate them more in their studies.
Faculty members and school counselors may recommend this to students. They can recommend
this a way to relax and lose stress or even motivate them.
3. By the time someone re-lives this study, they should , gather more data on the effects of
music engagement to the students
 Bibliography
The following are the web related sources
Wilson (2018) Music lessons improve children’s cognitive skills and academic performance
https://blog.frontiersin.org/2018/04/19/neuroscience-music-lessons-cognitive-skills-academic-
performance/

(IAHN, 2021) How does music affect the learning process of students?
https://themusicuniverse.com/how-does-music-affect-learning-process-students/
Sharma,(2019) Music and Academic Performance: Impact of Listening to Music of Filipino
Millennials
https://www.researchgate.net/publication/
341342612_Music_and_Academic_Performance_Impact_of_Listening_to_Music_of_Filipino_M
illennials

American Music Therapy Association, (2019) Effects of music interventions on stress-related

outcomes: a systematic review and two meta-analyses
https://www.tandfonline.com/doi/full/10.1080/17437199.2019.1627897

Cherry (2019) How Listening to Music Can Have Psychological Benefits

https://www.verywellmind.com/surprising-psychological-benefits-of-music-4126866

Tiwari (2021) Music has a very important role in human life

https://timesofindia.indiatimes.com/readersblog/anshuman-tiwari-musician/music-has-a-very-
important-role-in-human-life-34870/

According to Segaren (2019) does listening to music while studying make you a better student?
https://www.studyinternational.com/news/does-listening-to-music-while-studying-make-you-a-
better-student/
Harvey,(2020) Music that motivates you to study
https://charlie.csu.edu.au/2016/01/14/music-that-motivates-you-to-study/

Belfi,(2019) Musical anhedonia and rewards of music listening: current advances and a proposed
model
https://nyaspubs.onlinelibrary.wiley.com/doi/abs/10.1111/nyas.14241

Gustavson,et al.,2021) Mental health and music engagement: review, framework, and guidelines
for future studies
https://www.nature.com/articles/s41398-021-01483-8

Cohut (2019) How music motivates the brain to learn

https://www.medicalnewstoday.com/articles/324448
Dolan (2019) Study finds heroic music stimulates empowering and motivating thoughts
https://www.psypost.org/2019/08/study-finds-heroic-music-stimulates-empowering-and-
motivating-thoughts-54308

Agrawal (2018) Effectiveness of music therapy on academic performance of nursing students

https://www.ijamweb.org/article.asp?issn=24555568%3Byear%3D2018%3Bvolume
%3D4%3Bissue%3D3%3Bspage%3D278%3Bepage%3D283%3Baulast%3DIndira

Rosie (2020) What is academic performance?

https://www.quora.com/What-is-academic-performance

Eze et al., (2016) What Is The Importance of Academic Performance

https://www.ipl.org/essay/What-Is-The-Importance-Of-Academic-Performance-P3FGEUH4AJP6
 APPENDIX

NAME: Wynnie Ann D. Abello

ADDRESS: Mallorca, San Leonardo, Nueva Ecija

EMAIL ADDRESS:[email protected]

CP NO.: 09273751373

_____________________________________________________________________________

BIRTHPLACE: Cabanatuan City

BIRTHDAY: February 27,2004

RELIGION: Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________
EDUCATIONAL BACKGROUND

ELEMENTARY: Mallorca Elementary School San Leonardo, Nueva Ecija

JUNIOR HIGH SCHOOL: San Lorenzo Diocesan Academy San Leonardo Nueva Ecija

NAME: Maria Venigna R. Manayao

ADDRESS: Mallorca, San Leonardo, Nueva Ecija

EMAIL ADDRESS: [email protected]

CP NO.: 09638889867

_____________________________________________________________________________

BIRTHPLACE: Mallorca San Leonardo Nueva Ecija

BIRTHDAY: November 29,2003

RELIGION: Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________
EDUCATIONAL BACKGROUND

ELEMENTARY: Mallorca Elementary School San Leonardo, Nueva Ecija

JUNIOR HIGH SCHOOL: Mallorca National High School

NAME: Desiree P. Tabita

ADDRESS: Mallorca, San Leonardo, Nueva Ecija

EMAIL ADDRESS: [email protected]

CP NO.: 09066079514

_____________________________________________________________________________

BIRTHPLACE: Mallorca San Leonardo Nueva Ecija

BIRTHDAY: September 9,2003

RELIGION: Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

ELEMENTARY: Mallorca Elementary School San Leonardo, Nueva Ecija

JUNIOR HIGH SCHOOL: Mallorca National High School

Name: Hanna May J. Longalong

Address: Brgy. Mallorca, San Leonardo, Nueva Ecija

E-mail Address: [email protected]

CP number: 09605796411

______________________________________________________________________________

Birth Place: Cabanatuan City

Birthdate: January 10, 2004

Religion: Catholic

Nationality: Filipino

Language: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

Elementary: Mallorca Elementary School

San Leonardo, Nueva Ecija

Junior High School: Mallorca National High School

San Leonardo, Nueva Ecija

NAME: Vicky H. Aseo

ADDRESS: Mallorca, San Leonardo, Nueva Ecija

EMAIL ADDRESS:vickyaseo28 @gmail.com

CP NO.: 09706928579

_____________________________________________________________________________

BIRTHPLACE: San Leonardo Nueva Ecija

BIRTHDAY: July 28,2004

RELIGION: Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND
ELEMENTARY: Mallorca Elementary School San Leonardo, Nueva Ecija

JUNIOR HIGH SCHOOL: Mallorca National High School

NAME: Rose Ann D. Gomez

ADDRESS: Las Piñas Peñaranda Nueva Ecija

EMAIL ADDRESS: [email protected]

CP NO.: 09050326151

_____________________________________________________________________________

BIRTHPLACE: Peñaranda , Nueva Ecija

BIRTHDAY: June 6,2004

RELIGION: Catholic
NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

ELEMENTARY: Las Piñas Elementary School, Peñaranda Nueva Ecija

JUNIOR HIGH SCHOOL: Mallorca National High School, San Leonardo Nueva Ecija

NAME: Glenda B. Longalong

ADDRESS: Las Piñas Peñaranda Nueva Ecija

EMAIL ADDRESS: [email protected]

CP NO.: 09467462511

_____________________________________________________________________________

BIRTHPLACE: Las Piñas Peñaranda Nueva Ecija

BIRTHDAY: June 3,2004

RELIGION: Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

ELEMENTARY: Las Piñas Elementary School

JUNIOR HIGH SCHOOL: Mallorca National High School

NAME: Yasmin May B. Marcelo

ADDRESS:Las Piñas Peñaranda Nueva Ecija

EMAIL ADDRESS: [email protected]

CP NO.: 09678318358

_____________________________________________________________________________

BIRTHPLACE: San Leonardo Nueva Ecija

BIRTHDAY: April 25,2004

RELIGION: Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

ELEMENTARY: Bongabon Central School

JUNIOR HIGH SCHOOL: Mallorca National High School

NAME: Mary Joyce C. Miranda

ADDRESS: Mallorca San Leonardo Nueva Ecija

EMAIL ADDRESS: [email protected]

CP NO.: 09161346014

_____________________________________________________________________________

BIRTHPLACE: Jaen Putlod Nueva Ecija

BIRTHDAY: June 21,2003

RELIGION: Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

ELEMENTARY: Mallorca Elementary School

JUNIOR HIGH SCHOOL: Mallorca National High School

NAME: Maynard John T. Batoy

ADDRESS: Mallorca, San Leonardo, Nueva Ecija

EMAIL ADDRESS:: [email protected]

CP NO: 09912394516

______________________________________________________________________________

BIRTHPLACE: San Leonardo, Nueva Ecija

BIRTHDAY: March 30,2004

RELIGION: Roman Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

ELEMENTARY: San Leonardo Central School San Leonardo, Nueva Ecija

JUNIOR HIGH SCHOOL: Mallorca National High School San Leonardo, Nueva Ecija

NAME: Edzel Brixter V. Fajardo

ADDRESS: Mallorca, San Leonardo, Nueva Ecija

EMAIL ADDRESS: [email protected]

CP NO.: 09757806316

______________________________________________________________________________

BIRTHPLACE: Mallorca San Leonardo, Nueva Ecija

BIRTHDAY: September 23,2002

RELIGION: Roman Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

ELEMENTARY: Mallorca Elementary School San Leonardo, Nueva Ecija

JUNIOR HIGH SCHOOL: Holy Cross College Sta Rosa, Nueva Ecija

NAME: John Ivan M. Delacruz

ADDRESS: Mallorca, San Leonardo, Nueva Ecija

EMAIL ADDRESS: [email protected]

CP NO.: 09108554723

_____________________________________________________________________________

BIRTHPLACE: San Leonardo Nueva Ecija

BIRTHDAY: August 9,2004

RELIGION: Catholic

NATIONALITY: Filipino

LANGUAGE: Tagalog and English

______________________________________________________________________________

EDUCATIONAL BACKGROUND

ELEMENTARY: Mallorca Elementary School San Leonardo, Nueva Ecija

JUNIOR HIGH SCHOOL: Mallorca National High School

SURVEY QUESTIONNAIRE
“Effects of Music Engagement on the Academic Performance of Senior High School
Students”

Name: _______________________________ Age: ____

Gender: __ Male __ Female

Strand: _ABM _GAS _HUMMS _ TVL Average grade: ____

Dear Respondent(s):

This survey questionnaire is for the research study entitled, ”Effects of Music Engagement on
the Academic Performance of Senior High School Students” as part of the requirement in
Practical Research 2.

We humbly appeal that you answer each statement carefully and honestly so that the
information provided reflects your perception on the topic.

Rest assured that all information provided will be treated with utmost responsibility and
confidentiality. Thank you for taking the time to complete the questionnaire.

Sincerely yours,
The Researchers

Direction: Please put a check mark on the line beside the answer you have chosen.

1. How often do you listen to music while studying?

_ Always

_ Often

_ Sometimes

_ Never

2. What genre of music do you listen to?

_ Pop

_ Classic

_ Rock

_ Jazz

_ K-pop

_ Hip-hop
_ Others, please specify:_____________

3. How many hours do you spend listening to music while studying your lesson?

_ 1-2 hours

_ 3-4 hours

_ 5-6 hours

_ More than 6 hours

4. Does listening to music interrupt you from doing your school task?

_ Always

_ Often

_ Sometimes

_ Never

5. Does music help you to finish your output or tasks and submit it on time?

_ Always
_ Often

_ Sometimes

_ Never

6. What is the best time you listen to music?

_ Before studying

_ While studying

_ After studying

_ Others, please specify

7. Do you think music makes your school work lighter?

_ Strongly Agree

_ Agree

_ Disagree
_ Strongly Disagree

8. How important is music in performing your school activities?

_ Very Important

_ Important

_ Moderately Important

_ Unimportant

9. Do you agree that music brightens up your mood while studying?

_ Strongly Agree

_ Agree

_ Disagree

_ Strongly Disagree

10. Do you agree that music engagement affects your academic performance?
_ Strongly Agree

_ Agree

_ Disagree

_ Strongly Disagree