Abstract
Music is a form of art that can evoke emotion and change your mood. Tuning into music has become more common for students since technology has advanced. Many would agree that music has a psychological and physiological effect on the human process. Previous studies have shown that music can enhance or diminish the outcome of completing a task. The objective of this study is to explore the effects of music on the academic performance of students on Howard University’s campus.
Introduction
Walking down any busy street or taking public transportation, you are going to encounter a multitude of people wearing headphones. Music is a form of art and has been around for humans since the early times. The key elements to music include but are not limited to pitch, tempo, rhythm, and dynamics. Music has immense worth in today’s society and many can agree it is significant in their lives. It drastically has changed due to the digital revolution. The most common way to listen to music is by streaming it through technology. In our cars, computers, radio or phones, listening has become more intimate. The modern-day world is a noisy place. Most plug their ears with headphones to tune everything around them out. When listening to a rhythm our minds and bodies begin to sync with it. A very fast, upbeat tempo induces excitement while slow paced and melodic can be relaxing and tranquil. Music also has the ability to trigger a range of emotions spanning from anger to empowerment and optimism.
In addition to emotions, music has the capability to help individuals focus before they perform a diverse task. Research has shown how tuning into a selected song can drastically change one’s mood and in turn, their performance. There is a positive correlation between mood and performance. In many ways, music engages the brain, by capturing one’s emotion and memory. It is reported music affecting the brain is also a physical experience, due to the release of the hormone oxytocin (Keeler & Roth, 2015). It can help change the state of mind. Although it doesn’t make it easier, it can make the performance more enjoyable.
Problem Statement
According to “Music and Memory: Effects of listening to music while studying in college” listening to music while studying is common behavior for college students. This study explores how different music block the outside world creating a better learning environment. The researchers investigated the ability to learn a language and how fast they are able to learn it in an environment of music or silence. The subjects who studied a foreign language with music had a better retention rate than those who studied without. A study conducted by Hallman, Price, and Katsarou, (2002) tested the effects of calming and relaxing music on children cognitive skill. They found a better performance on task with music than without.
Counterarguments believe that music can erode your cognitive intelligence. in another study, students were given a choice to listen to music or not. Majority of the students chose to do without it because they believe it would hinder their ability to study (Dolegui, 2013). Listening to music may make someone feel better but may not help them learn something new. It can conflict with the material they are trying to learn. The most common way to listen to music is through headphones. Some arguments state that headphones are making people antisocial. Many people plug their ears to create a bubble and maximize concentration.
This problem has been brought to attention because there are a lot of obdurate negative stereotypes about music today, specifically the hip-hop genre. In response to this problem, this study proposes how music ultimately help students with their performance. This research will aide to debunk stereotypes about today’s music.
Purpose and significance of the problem
The purpose of this quantitative research is to understand the correlation between academic performance and music. This report will explain how Howard University students use music in their everyday lives, specifically academic careers. We will reveal what kind of music HU students are listening to and why they chose to listen to it.
In previous studies, it demonstrates that listening to music while performing any task significantly improves the outcome. Yet there are some ambiguities in their research. One of those are the types of music the performers listen to. In many of the research articles either the participates were given certain music, such as classical. Some test groups were not given any music at all. It was is rare in this research topic for participates to have their own choice of music.
This is significant because the majority of this generation is plugged in while tuning out the world. This is a phenomena that has been going on since technology has advanced and deserves to constantly be studied due to the rapid changes. Listening to music is a form of escapism. The outside world may see wearing headphones as antisocial but some wear headphones to keep them concentrated on what they are doing. Scheufele introduces background music to chronic psychotic patients ages 19-28. The effects of background music on a job-training group for chronic psychotic patients found that background music can help trainees focus, reduce anxiety, and complete job assignments faster (Huanga; Yi-Nuo, 2011). This is important because background music has a slow beat or tempo which the majority of students would agree that is optimal for studying or doing homework. Classical music does not always have a slow beat or tempo to cause therapeutic effects on individuals. This leads one to believe that there is more to music than its tempo but also other factors like style, genre, and if the individual likes or dislikes what is being played. Scheufele’s study focused on the impact of an individual’s taste of music on their concentration rather than tempo. He concluded in his study that “when selecting background music for work environments, such as offices, factories, and therapy rooms, it is important to avoid music that workers strongly like or dislike” (Huanga; Yi-Nuo, 2011). This is noteworthy because some students can focus better while listening to various genres of music like R&B, due to the feelings they have towards the songs rather than a slow beat to gauge their concentration. Individuals cannot have a strong like/dislike the music they are listening to because it would be a distraction taking away their concentration. This study can be useful for students to help their academic performance. It can be applied inside and outside the classroom. The study will serve as a reference for students and teachers to help enhance a better learning environment.
Research Questions and Hypothesis
Music has a plethora of genres. All with their own unique style and cadence. Some more effective at different tasks that other. The task that will be focused on in this research is the effects of music on concentration and academic performance. There are three main questions that the research plan to answer. They are as followed:
1. Is the correlation between music and performance positive or negative?
2. How does music affect the psychological and physiological state?
3. Which kind of music is being listened to and what is the individual’s perception about the role of music?
A hypothesis is developed to understand the objective of identifying the effects of music on academic performance. To conduct the research, it is hypothesized that students will have a better overall performance if they listen to music prior to and during their activities. Students who do so will have better grades because the music enhanced their cognitive skills.
Conceptual Framework
The 2005 study “The Effects of Music Listening on Work Performance”, looked at the effect of music on the following three items: state positive affect, work quality, and time on task of computer information system developers. The data was collected over a period of 5 weeks. It was discovered that with no music, state positive affect and quality of work were at its lowest while time on task was longest. When interviewed, the developers stated that listening to music increased their positive mood and enhanced their perception of design while working. There are many studies that examine what is known as the Mozart effect. In a study, listening to “Mozart heightens or optimizes emotional levels, which results in higher performance on intelligence tests” (Jones & Estelle, 2007). Thus, these studies indicate that there is a positive relationship with the use of music listening in the workplace.
Music listening has been claimed to help with intellectual abilities. There is an abundance of evidence that indicates music performance enhances cognition. It does have the ability to create short-term and long-term effects. According to, Music and Cognitive abilities “music promotes intellectual development because of its inherently abstract nature” (Schellenberg, 2005). The benefits of listening to music extend beyond other stimuli used in different studies (ex. Cup of coffee). “Music that is pleasant and enjoyed by a particular listener is the most likely to have positive impacts on the listeners’ emotional state, and positive influences on emotional state can improve cognitive performance” (Schellenberg & Hallum, 2005). There is an interdependence between emotional and cognitive processes. Music can be considered a natural antidepressant (Leubner, 2017). If a student is emotionally relaxed, they are able to perform better on cognitive test.
Music in relation to academic performance and GPA goes hand in hand when putting together. When students study for a test or actively taking participating in a test or pop quiz music can aid in their help to stay focused and concentrating on their work. The dependent variable of academic achievement is the grade point average (GPA). It accurately reflects a student’s academic performance. Observing different studies, listening to music while studying reflects a higher GPA. A study conducted in 2012 on high school students standardized test scores shows the positive relationship between involvement with music will increase the test scores of students. “When listen to before performing certain cognitive task, ‘primes’ the brain as opposed to silence or calming musing” (Mallory, 2012). Both learning and music is processed in the temporal lobe of the brain (Rose & Haider, 2002). When listening to music it captivates the part of the brain used for academic functions and assist it during the learning process.
Assumptions, Limitation and Delimitations
Assumptions
The assumption that there is a positive correlation between music and performance. It is understood that different people have their own take on what works best for them. However, in term of academics and athletics the assumption and/or consensus is that soothing, relaxed melodies are more appropriate and induce a better performance. Meanwhile, a more upbeat, high tempo style of music is suited to engage better with athletic performance.
Limitations
Limitations for this research include:
- the sample itself; only limited to Howard University’s campus.
- the sample size; making sure there are enough subjects.
- the variance music taste, and application.
- studies showing no correlation between music and performance.
Delimitations
Delimitations for this research include but not limited to:
- No results outside of academics and athletics will be reviewed. (Sleep, sex, meditation, driving, cooking etc.)
- No results for overall health benefits.
- Music education.
Due to the large scope of effect music has, the scope will not include the expectations.
08.02.2019