CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature

Listening to music while studying has become a usual practice in the

student population. While one group of students claim it would enhance their

curricular efficiency, on the other hand, some researchers deny such

assumptions. The overall objective of the study was to explore the effect of

music on the curricular activity of the student and whether this trend is to rule

out it is beneficial to the students in their academic performances. Present

study involved 200 Malaysian students representing three major ethnicities.

Among them, 120 students prefer to listen to music while studying and

remaining 80 were not. The study comprised of two ways of survey namely

questionnaire based and experiment based. Data obtained from the

responses of participants compiled In the form of graphs and charts 47%

believes that music helps them to concentrate while studying. 29% claims that

music would keep their mind calm, and 17% stated that it would prevent

sleepiness. 78 out of 80 students said that listening to music while studying

distract their concentration. Experimental data revealed higher incidence

(75%) of correct answers while listening to soft music than other fast track or

instrumental music. The positive finding as obtained from the study is relevant

to justify the current trend of listening to music while studying as it may not

pose any adverse effects on the concentration of student. In fact, it might also

improve the performance of the student in their academic perspectives.

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Related Studies

According to Nan Chen Music has been omnipresent in people’s

daily lives; therefore, it is crucial to evaluate how it exerts influence as

people depend more on it. Many studies suggest that listening to

background music has a positive impact and raises study efficiency,

while others suggest that it is counterproductive because it negatively

impacts attention levels. These equivocal results occur because people

focus on different tasks while testing the effect of background music.

This paper explores various effects on students’ study efficiency of

three genres of background music, classical music, white noise or

environmental sounds, and lyrical pop music. Classical music had both

beneficial and harmful impacts depending on different cognitive tasks.

White noise, surprisingly, has some positive impact on students,

especially for ADHD students. Lyrical music has a generally distracting

effect on study tasks. Certainly, more research about how three types

of music impact students is needed. Since music has become more

and more entrenched in people’s life, this paper hopes to provide

insight into how three types of music can be incorporated into tasks

that helps performance and avoid using those that might hurt students’

performance

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 Conceptual framework

Independent variable
Dependent variable
Emotional Response:
Rhythm and Tempo: The Fast tempos can evoke
speed and patterns of excitement, energy, and
beats create a sense of even aggression, while
energy, mood, and slow tempos can induce
movement. calmness, reflection, or
even sadness.

When the music you listen has rhythm and tempo, the effect of this or

the emotional response will be, fast tempo can make the listener will feel

excitement, while slow tempos can man make the listener feel calm, reflect

while listening, and even feel calm, reflect while listening, and even feel

sadness due to the slow tempos of the music.

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Definition of Terms

Music, a universal language that transcends cultural boundaries, is a

powerful force that shapes our emotions, thoughts, and behaviors.

While defining music precisely can be challenging due to its subjective

nature, it encompasses several key elements:

Unfamiliar term

Adagio (Italian: ‘slow’). Meaning the music should be played slowly.

Barber’s ‘Adagio’ is a fantastic example of this.

Allegro (Italian: ‘lively’). Meaning the music should be played cheerfully.

Upbeat and brisk. Try Rossini’s William Tell overture for size.

Andante (Italian: ‘walking’). Meaning the music should be played at a

walking pace. Not too fast or slow.

Aria (Italian: ‘air’). An aria is a song, generally used to describe set-

piece songs in Opera.

Atonal Music in which no key can be established. The technique is

heard in a lot of 20th Century music

Review of related Literature

Leonid Perlovsky et., al (2013), said that students studying music have

better grades in all subjects and perform better because they listen to

music during exams. Listening to pleasant music helped students to

overcome stress and to devote more time, more stressful and more

complex tasks, and higher grades. The hypothesis in this article is that

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 the students perform better when they’re listening to music while

examining, their psyche quiet and centered.

The vast majority of them got a higher score on a test. There is a sign

can’t impact of listening to music to contemplate. Music is important too

on how much music affects a single student, so many students choose

to listen to their desired song style when studying or doing their

homework. A study is conducted by Smith and Morris (2002) addressed

this queryby studying the results of sedative and stimulative music. The

focus is on the influence of two different genres of music on

performance, anxiety, and concentration. Participants need to indicate

their chosen genre and have been requested to repeat a set of

numbers backward whilst listening to either the stimulative, sedative, or

no music. The consequences indicated that members performed worse

whilst listening to their favored kind of music. Additionally, in the no-

music condition, contributors OUR LADY OF FATIMA

UNIVERSITYSENIOR HIGH SCHOOL DEPARTMENT.

Theoretical framework

This study investigates how background music influences learning with

respect to three different theoretical approaches. Both the Mozart effect

as well as the arousal-mood-hypothesis indicate that background

music can potentially benefit learning outcomes. While the Mozart

effect assumes a direct influence of background music on cognitive

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 abilities, the arousal-mood-hypothesis assumes a mediation effect over

arousal and mood. However, the seductive detail effect indicates that

seductive details such as background music worsen learning.

Moreover, as working memory capacity has a crucial influence on

learning with seductive details, we also included the learner’s working

memory capacity as a factor in our study. We tested 81 college

students using a between-subject design with half of the sample

listening to two pop songs while learning a visual text and the other half

learning in silence. We included working memory capacity in the design

as a continuous organism variable.

Hypothesis

Ha: Listening to calming or instrumental music during study sessions

can improve focus and concentration for tasks that require sustained

attention, particularly for students who are more introverted.

Ho: Listening to music with lyrics can be distracting and negatively

impact reading comprehension and information retention, especially for

complex tasks.