THE EFFECT OF ELECTRONIC DANCE MUSIC IN THE LEVEL OF

PERFORMANCE IN MEMORIZING WORDS OF FIRST YEAR EDUCATION

STUDENTS IN CAVITE STATE UNIVERSITY MAIN CAMPUS

A Research Paper
Submitted to Dr. Cecilia Banaag
Of the College of the Arts and Sciences (CAS)
Cavite State University
Indang, Cavite

In partial fulfillment
Of the requirements in
Experimental Psychology (PSYC 70)

Dinglasan, Kimberly M.
Galinato, Dianne Aileen G.
Nopal, Louriel Q.
Rodriguez, Ma. Paula O.
BS Psychology 2-1

BIOGRAPHICAL DATA
The researcher, Kimberly M. Dinglasan, was born on January 4, 1996 in De La Salle
University Medical Center Dasmarias Cavite. She is the first child among three children of Mr.
Jose Noel Dinglasan and Mrs. Lerma Dinglasan.
She obtained her elementary education at Upli Elementary Schooland obtaianed her
secondary education at Tagaytay City National High School.
At present, the researcher pursues her studies at Cavite State University Don Severino De
Las Alas Campus Indang, Cavite taking up Bachelor of Science in Psychology.

The researcher, Dianne Aileen G. Galinato, was born September 27, 1996, in
Dasmarinas, Cavite, is the youngest child of Mr. Danilo Galinato and Mrs. Elena Galinato.
She attained her elementary and high school education at Christar Academy, Cityhomes
Resortville I, Brgy. Langkaan II, Dasmarinas, Cavite.
Currently, the researcher pursues her studies at Cavite State University Main, Don
Severino de las Alas Campus, Indang, Cavite, taking up Bachelor of Science in Psychology.

The researcher, Louriel Q. Nopal was born May 26, 1997 in Pasig City Metro Manila
and the youngest child of Mr. Romeo Morano and Lourdes Morano. She graduated Elementary
and High School in Prince N Princess School in Maybunga, Pasig City Metro Manila.

Currently, the researcher pursues her studies at Cavite State University Main, Don
Severino de las Alas Campus, Indang Cavite taking up Bachelor of Science in Psychology.
The researcher, Ma. Paula O. Rodriguez was born in January 20, 1997 in Kalawaan
Pasig City but currently staying at Brgy. Inocencio, Trece Martirez City Cavite. She was the
eldest child of Sally Rodriguez and Aniceto Rodriguez.
She attained her elementary at Amore Academy and finished her high school in Trece
Martirez City National High School. She now pursues her studies at Cavite State University
Main, Don Severino de las Alas Campus, Indang Cavite taking up Bachelor of Science in
Psychology.

ACKNOWLEDGEMENT
The researchers wish to express their sincere appreciation and profound gratitude to the
following person who helped and contributed much to the success of the research.
First and foremost the researcher give thanks to our Almighty God for giving them
knowledge and wisdom that is beyond to compare, for the strength and overflowing blessings
and for helping them to bear the hardship to finish the research.
To their parents, for their love, kindness, advice, encouragement, understanding, spiritual,
moral, and financial support.
To their professor, Dr. Cecilia Banaag for her advices, encouragement, patience and
intelligent suggestion from the preparation to the completion of the research.
Heartfelt thanks to Sir Jose Walican and the first year BS Education students of Cavite
State University Main Campus for their cooperation of the research.
And to those who have contributed and became a great help in finishing this research but
was not mentioned above, the researcher were deeply thankful to all of you.

THE RESEARHERS

ABSTRACT

DINGLASAN, KIMBERLY., GALINATO, DIANNE AILEEN., NOPAL,

LOURIEL., RODRIGUEZ, MA. PAULA,.

The Effect of Electronic Dance Music in the Level of Performance in Memorizing

Words of First Year Education Students in Cavite State University Main Campus. A
research project in partial fulfillment for Experimental Psychology (PSYC 75). March 2015.
Adviser: Dr. Cecilia B. Banaag.

This study determined the effect of Electronic Dance Music in the level of performance
in memorizing words of first year students in Cavite State University.

Post-test only design was used in the research. Participants were grouped into two
groups, the experimental and the control group. Each of the participant were given a 15 item
words, the experimental group memorized the words while listening to EDM while the control
group memorized the words without music.

Result indicated that there was no significant difference on the level of performance in
memorizing words of first year students in Cavite State University who were exposed and not
exposed to music.

TABLE OF CONTENTS
Contents
BIOGRAPHICAL DATA. I
ACKNOWLEDGEMENT..III
ABSTRACTIV
INTRODUCTION
Statement of the Problem.
Hypothesis of the Study
Objectives of the Study.
Scope and Limitation of the Study
Conceptual Framework.
Definition of Terms
REVIEW OF RELATED LITERATURE
METHODOLOGY
Research Design
Sampling Procedure..
Participants

Research Instrument..
Data Gathering Procedure.
Statistical Analysis
RESULTS AND DISCUSSION..
SUMMARY, CONCLUSION AND RECOMMENDATION.
Summary.
Conclusion
Recommendation..
BIBLIOGRAPHY
APPENDICES

THE EFFECT OF ELECTRONIC DANCE MUSIC IN THE LEVEL OF

PERFORMANCE IN MEMORIZING WORDS OF FIRST YEAR EDUCATION
STUDENTS IN CAVITE STATE UNIVERSITY MAIN CAMPUS

Dinglasan, Kimberly M.
Galinato, Dianne Aileen G.
Nopal, Louriel Q.
Rodriguez, Ma. Paula O.

A Research Project presented to Dr. Cecilia Banaag as partial fulfillment of the requirements for
Experimental Psychology PSYC 70

CHAPTER I
INTRODUCTION
Music has been our companion ever since we had that sense of understanding. Since we
were little, our mothers would usually sing to us our favorite lullaby and in our school we would
sing to the old nursery rhymes our teachers would teach us. But before we were born, music has
already existed. Our ancestors, especially the indigenous people, had discovered music and made
their very own kind of music. Most probably, the earliest form of music was drum-based or by

means of percussion instruments. As time passed by, theyve acquired the knowledge to upgrade
their percussion instruments to wind instruments. From there, theyve raised their limit to music
making. (Benjamin Hollis, 1999)

There are almost 22 genres of music and numerous subtypes of genres. And EDM has fall
down to Dance genre. EDM is widely known worldwide because of its upbeat and lively tune;
EDM stands for Electronic Dance Music. It is normally managed or played by DJs at rave
parties. EDM is a set of percussive music genres, disco music, house music, and trance music.
This

genre

boomed

at

the

early

1980s

and

always

present

at

rave

scenes.

(EDMMUSICJUNKIES, 2015)

The term electronic dance music was used in America as early as 1985. In 1980, EDM
was constructed by electronic instruments such as synthesizers, drum machines and sequencers.
The most widely used bass synthesizer is the Rolands Jupiter TB-303 and the most widely
known drum machines are Rolands TR-808 and TR-909. As of now, music has been easier to
produce because of the upgraded sequencing, sampling, synthesizers, effects, and multi-track
recording

features.

Simply,

in

your

room

you

can

produce

your

own

music.

(EDMMUSICJUNKIES, 2015)

Music influences humans both in good and bad ways. Music is thought to link all of the
emotional, spiritual, and physical elements of the universe. Music can also change a persons
mood and music has the ability to strengthen or weaken emotions from a particular event.
Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat

of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily.
In addition to this, music affects the amplitude and frequency of the brain waves; it also affects
the breathing rate and electrical resistance of the skin. (Laurence ODonnell, Music and the
Brain, 1999)

Music is absolutely an integral part of our human life. It does not remain as an entertainer
when you are alone, but also a better aid when studying. Background music during learning
discussions and solo reflection activities can be especially helpful. Music can change the
dynamic of your learning environment at certain moments, for relaxation, calming thyself, or
getting excited. Music is one more tool effective trainers should have at their disposal. Music
does not draw attention to itself, instead, it works much as coffee comforts the morning or
popcorn anticipates the movie; it awakens the recesses of your learners minds and calls the
emotion to attention. (Lenn Millbower, Music as a learning tool, 2009)

Music can really help a person to retain information and enhance learning. Chris Brewer
stated in his book Soundtracks for Learning that sound can help to hold our attention, evoke
emotions, and stimulate visual images. (Cheri Lucas, Boost Memory and Learning with Music,
2003)

As stated in the Cheri Lucas post on Education.com, Brewer and Pappalardo had given
suggestions on how to use music as a booster to learning. Here are some of the things theyve
suggested:
1. Fuse audio with Visual

Brewer said that visual aids connected data to help a person to recall information.

Listening to classical music would be effective.

2. Use bass to remember words
Pappalardo suggests that listening to bass concentrated music would let a person
easily remember verbs as when you listen to this kind of music you are tempted to
move as you groove along to the loud, chest-pounding music.
3. Tie tune to tasks
Brewer said said that chants and rap music would increase the possibility of a
person to memorize certain things effectively because chants and rap music
improves memory of details and help the retrieval of information later.
The power of music to affect memory is quite a fascinating idea. It is said to be that the
Mozarts music and baroque music, activate the left and right brain. The simultaneous left and
right brain actions maximized learning and retention of information. According to the Center for
New Discoveries in Learning, learning potential can be increased in a minimum of five times by
using a 60 beats per minute music.

Mozarts Sonata for Two Pianos in D Major is one best example of a music piece that
one can use to enhance his/her memory just by listening to this. This type of music releases
neurons in the brain which help the body to relax.

This study will put emphasis on the level of performance in memorizing words while
listening to EDM. This study would be more significant to individuals with a lot of interest to
music and also to learning.

STATEMENT OF THE PROBLEM

The study is to determine if electronic dance music will affect the level of performance in
memorizing words of 1st Year BS Education students in Cavite State University Main Campus.
The study aims to answer the following:
1. How many words are memorized by the students who are exposed to Electronic Dance
Music?
a. How many words are memorized by the students who are not exposed to
Electronic Dance Music?
2. What is the significant difference of the number of words memorized by the students who
were exposed and not exposed to Electronic Dance Music?

HYPOTHESIS
Null Hypothesis
There is no significant difference between the levels of performance in memorizing
words of first year Education students when exposed to Electronic Dance Music and not exposed
to Electronic Dance Music.

OBJECTIVES OF THE STUDY

This study will determine the effects of Electronic Dance Music in the level of performance
in memorizing words. The following are the specific objectives in conducting this study:
1. Determine the number of words memorized by the students who are exposed to
Electronic Dance Music.

2. Determine the number of words memorized by the students who are not exposed to
Electronic Dance Music.
3. Determine the significant difference between the number of words memorized by the
students who are exposed and not exposed to Electronic Dance Music.

SCOPE AND LIMITATION

This study will focus on the effect of Electronic Dance Music in the level of performance
in memorizing words in first year BS Education students at Cavite State University Main
Campus. The dependent variable that will be considered in the study is the level of performance
in memorizing words and the independent variable that will be considered in this study is the
Electronic Dance Music. The control variables are the time of experiment, room that will be used
and the list of categorized words. Since the participants that are going to participate in the
experiment are very few-- only 45 students, the result of the experiment will not be generalized
as for the whole Education students but only for the group of students participated in the
experiment.

CONCEPTUAL PARADIGM OF THE STUDY

WITHOUT
WITH
MUSIC
MUSIC

LEVEL OF
PERFORMANC
E IN
MEMORIZING

Fig. 1 Research Paradigm

Conceptual Framework
In the early 1990s, an experiment was done which seemed to show that listening to
classical music could improve memory. This effect has come to be known as "The Mozart
Effect" because the musical selection that seemed to improve memory was a song by Wolfgang
Amadeus Mozart. Many people read about this experiment in popular magazines and newspapers

and thought that listening to classical music would be a good way to improve memory and
increase intelligence.
In the paradigm, the dependent variable is in the right box. And the two boxes on the left
side of the paradigm are the independent variables.
In which the dependent variable -- the level of performance in memorizing words will be
measured by the independent variables -- with music and without music,
Definition of Terms
The following terms are defined to encourage understanding and to bring new knowledge
to establish ideas.
Electronic Dance Music (EDM). It is a broad range of percussive electronic
music genres

produced

as nightclubs, raves,

primarily

and festivals.

for dance-based
The

music

is

entertainment

environments

such

largely produced for playback by disc

jockeys (DJs). In this study, EDM is used as a tool to test whether students can memorize words
while listening to music.
Time. Time refers to the period that you spend doing on something. It is what we
measured in seconds, minutes, hours, days and years. In this study, time is used measure the
duration in memorizing and writing the memorized words of the students.
Memorizing. The act of remembering to something being presented to. In this study,
memorizing is used as a tool to complete this experiment wherein students will memorize
number of words within a specific duration of time.

CHAPTER II
REVIEW OF RELATED LITERATURE

Music has been ones company during solitary moments. It can aid to uplift or set down
the ambiance of the moment. It sets up ones mood into many emotions: happy, sad, pumped up,
etc,. Many would see music as their companion in wretched point in time, scapegoat in times of
dilemma, relaxation mediator and sometimes as a friend that would understand ones feelings.
According to Megan Myer, as stated in her thesis Electronic Dance Music and Culture in the
Pacific Northwest, music is more than just what you can hear; it is a full sensory experience.
Music is important in the treatment by mental diseases. Medicine men and witch doctors
use it only to heal their patients but also to lift themselves in the state of ecstasy. During the First
World War, music was prescribed for use in the treatment of was neurosis, language disorders
due to brain injury and even paralysis. (Maceda, et al., Philippine Normal College, Manila)
In the music industry there are many changes in progression in its genres. One example
of this is the EDM or the Electronic Dance Music. As musicians hunger for new variety of
music, they found EDM. Electronic Music has debuted in the late 19 th century and early 20th
century. As a brand new sound, people easily made this sound trendy because of its funky,
hardcore beat music. The first electric music instrument was called chordophone that was
believed to be invented by Denis d'or, invented by Vclav Prokop Divi. Later on, Thaddeus
Cahill invented Teleharmonium in 1887. This instrument weighed at around 200 tons. As time
goes by, electric instrument became more high-tech. In 1919, the Theremin was developed by
Leon Theremin. This device is controlled by a player without being touched. More upgrades
come after the Theremin. There came out the Ondes Martenot. This was invented by Maurice

martenot in 1929. It is an instrument similar to the theremin but with timbral controls and
loudspeakers. Max Matthews was renowned to be the father of computer music, he has a very
significant contributions to electric music. He wrote the first program for computers to
synthesize the sound and to play it back in 1957. But then, he realized that this has a lot of work
so he worked with John Kelly and Carol Lockbaum to upgrade the computer program. Robert
Moog is the inventor of the Moog Synthesizer and later on led to another invention which is the
Switched-on-Bach by Wendy Carlos in 1968. (Megan Myer, Electronic Dance Music and
Culture in the Pacific Northwest, 2011)
Music is not only for relaxation and such but it can also be an aid to studies. Many
students listen to music while they study. Many of these students maintain that the reasons why
they listen to music are to prevent drowsiness and to maintain arousal for study. Some even
believed that background music facilitates better work performance. These students chose to
study while the music is on rather than having a quiet atmosphere. However, Salamey and
Baddaley (1959) showed that both vocal and instrumental music interfered with performance of
linguistic memory. They explained that disturbance in performance has caused by task irrelevant
phonological information using resources in the working memory system. This disturbance can
be explained by the fact that the linguistic component of music can occupy the phonological
loop, similar to the way speech does. This is further demonstrated by the fact that the linguistic
has been to interfere more with memory that instrumental music and nature sound music.
Current research coincides with the idea and maintains that the sharing of experience by
language in song may communicate feeling and mood much more directly than either language
itself or instrumental music alone.

However, Fogelson (1973) reported instrumental music interfered with childrens

performance on reading comprehension test. This shows that music really can enhance ones
memory, but it varies. It varies to what kind of music it will be. As it is stated above, classical
music enhanced the performance of the children but how about using other genre of music will
the result be the same?
According to Merriam Webster Dictionary, memory is the power or process of
reproducing or recalling what has been learned and retained especially through associative
mechanisms. Basically memory is a group of processes for putting things into the brain so they
can be retrieved later. Memory is critical to human beings. Without the ability to access past
experiences or information, we would be unable to comprehend language, recognize our friends
and family members find our way home and even tie a shoe. Without memory there would
probably be no human life at all.
In the early 1990s, an experiment was done which seemed to show that listening to
classical music could improve memory. This effect has come to be known as Mozart Effect. The
original experiment was published in the journal nature by scientist at the University of
California at Irvine in 1993. The scientists had college students listen for 10 minutes to either:
1. Mozarts Sonata for 2 pianos in D major
2. A relaxation tape
3. Silence
Immediately after listening to these selections, students took spatial reason. The results
showed that the students scores improved after listening to the Mozart tape compared to either
the relaxation tape or silence. Unfortunately, the researchers found that the effects of the music
lasted only 10 to 15 minutes only. Nevertheless, these researchers believed that memory has

improved because music and spatial abilities share the same pathways in the brain. Therefore,
they thought, the music warms up the brain for spatial and reasoning test.
The Recency-Effect Theory states that people tend to remember things that are the most
recent. If given a list, one will more likely to remember the last item on the list. This study aims
to determine the number of words that will be remembered by the participants while listening to
the EDM music. This theory will probably be applicable in this study while conducting the
experiment.

CHAPTER III
METHODOLOGY
This chapter presents the design, instrument, participant, sampling procedure, and data
gathering that will be used in the whole research.
Research Design
The design that was used in this research was true experimental design. In this study, it
had a sample groups that were assigned randomly. The dependent variable that was considered in
the study was the level of performance in memorizing words and the independent variable that
was considered in this study is the Electronic Dance Music. The control variables are the time of
experiment, room that was used and the list of categorized words. Only one variable was
manipulated and tested. The tested subjects were randomly assigned to either control or
experimental groups. Furthermore, the researchers also used randomize post-test only design.
The design is illustrated below:

Control Group

R1

Experimental Group

R2

O1
X2

O2

Where in:
R1 is the assignment of students who are not given treatment
R2 is the assignment of students who are given treatment (with music)
X2 are the students who will be under the treatment
O1 post-test of the students without treatment

O2 post-test of the students with treatment

Sampling Procedure
The researchers used the simple random sampling which is the simplest form of random
sampling. In this research, the group of participants (sample) was selected for a study from larger
group (population). Each member of the population had an equal chance of being selected as
sample. Forty (40) students from 1st year BS Education were selected.
Researchers used fishbowl technique in which participants drew out a paper with either
numbers 1 or 2 that is inside a fishbowl or a small box. Those who picked no.1 belonged to the
control group (no treatment) and no.2 to the experimental group (with treatment).
Participants
The study had forty-five (45) participants, selected from one section of first year BS
Education students at Cavite State University Main Campus. All in all, there are 20 participants
in the experimental group and 20 participants in the control group.

Research Instrument
In order to conduct the experiment, the following materials were used:
Piece of paper with the list of 15 words. The words that was presented to them
for memorization, according to category, such as words related to their course and
subjects they have taken like, General Psychology, Statistics, and Physical Education.
Record Sheet. All the results of the experiment was recorded in a tabular form.

Timer. This measured the time limit of memorizing the words being presented to
them.
Speaker. Was only be used for the experimental group for the music (EDM).
Data Gathering Procedure
Data gathering includes the detailed information about the pre-experiment, experimentproper, and post-experiment of the whole research.
Pre-Experiment. The researchers asked permission from the Dean of College of
Education (CED) as well as the advisers of the students and the participants through sending a
letter-request with the signature of teacher-in-charge of the course and the recommending
approval of the Department Chair and the College Dean. When approved, the researchers
proceeded to the conducting of the experiment. First year students were informed that they
would be part of an activity approved by their advisers and their cooperation was needed and a
great help.
Only forty-five (45) students participated in the experiment and those who would not
like to participate was not be forced to do so. There were forty-five (45) participants of the
activity. The first twenty (20) participants belonged to the first group having no treatment; the
remaining twenty (20) participants belonged to the second group with the treatment of exposing
to music (EDM).
Experiment Proper. This is where the actual experiment was done. The experimenter
gave a simple instruction, wherein, they need to memorize the given words in exactly 5 minutes,
where the first group (control group) was not exposed to music, while the second group
(experimental group) was exposed to music. After the given time, the researchers collected the

papers with the list of 15 words. The researchers now provided the participants a blank sheet of
paper, wherein, the participants wrote down the words they remember for only 3 minutes, not
considering the order of words. After briefing the participants, they now started the activity in
two different rooms with the same starting time.
Post-Experiment. After the experiment has been performed, the experimenters gathered
all the participants and expressed their deepest gratitude for their cooperation, same goes to the
teachers and the College Dean.
The results will be measured by the following criteria:
0-2 words Very low
3-5 words Low
6-8 words Average
9-11 words High
12-15 words Very High

Statistical Analysis
The statistical measure that will be used is t-test independent since this study is dealing with ratio
data and two independent variables. The ratio scale of measurement is similar to the interval
scale in that it also represents quantity and has equality of units. However, this scale also has an
absolute zero (no numbers exist below zero). T-test is a statistical examination of two population
means. A two-sample t-test examines whether two samples are different and is commonly used

when the variances of two normal distributions are unknown and when an experiment uses a
small sample size. In using t-test, the researchers should first determine the mean which refers to
the sum of all values of the observations divided by the number of observations. The t-test
assesses whether the means of two groups are statistically different from each other. This
analysis is appropriate whenever you want to compare the means of two groups, and especially
appropriate as the analysis for the posttest-only two-group randomized experimental design.

RESULTS AND DISCUSSIONS

Presented in this chapter are the discussions, analysis, and interpretation of the data
gathered in the study focusing on the level of performance in memorizing words between two
groups with music and no music environment of first year BS Education students at Cavite State
University Main-Campus.

Performance Level in memorizing words of Students who were Not Exposed to Music
The table one represents the performance of the students with no music environment. It
shows that the mean of 13.35 and standard deviation of 2.74 indicates that the students had a
high level of performance. It reveals in the table that the highest count to Performance Level of
Very High had 80% with the frequency of 16. Both of High and Average got 10 percent having a
frequency of 4.
Table 1. Level of performance in memorizing words of students who were not exposed to music
PERFORMANCE LEVEL

FREQUENCY

PERCENTAGE %

Very High

16

80

High

10

Average

10

Low

Very Low

Total:

20

100

Mean:

13.33

Standard Deviation:

2.74

Verbal Interpretation

High

The result shows that the majority of the participants fall into the category of Very High
performance level and base on the experiment the researchers had done no one falls to Low and
Very Low category of level performance.
According to Nick Perham and Joanne Vizard as stated in their article in CNN, that music
impairs the cognitive abilities in these scenarios because when individuals are trying to
memorize data they are thrown off by changing the words and notes within the music.
Accordingly, it would seem harmful to listen to music while committing information to memory
before exam.
Michael Andrews stated in his article, How does background noise affect our
concentration, noise in the environment often disrupts peoples concentration. Too much
exposure to noise may cause stress to an individual resulting to decreased release of dopamine.
Stress resulting to noise may decrease brain function, impairing learning and memory.

Performance Level in memorizing words of Students who were Exposed to Music

Table two presents the performance if the pupils with music environment. It shows that
the mean of 12.55 and standard deviation of 2.56 indicates that the performance level of the
students with no music environment is High. It reveals in the table that the highest count belongs
to Very High which has 75% and has a frequency of 15, the performance level High has a
percentage of 20% and has a frequency of 4 while the performance level Average got 5% with a
frequency of 1.
Table 2. Level of performance in memorizing words of students who were exposed to music
PERFORMANCE LEVEL

FREQUENCY

PERCENTAGE %

Very High

15

75

High

20

Average

Low

Very Low

Total:

20

Mean:

12.55

Standard Deviation:

2.56

Verbal Interpretation:

High

100

Table 2 shows that majority of the students who participated in the experiment not
exposing to music falls to Very High and the lowest is the Average performance level.
The same as table 1, no one has fall into Low and Very Low performance level.

Due to a lot of interest to music as learning and memorizing tool, Dennis Hsu stated in
his journal Social Psychological and Personality Science that using a new piece of music with
digitally enhanced level of bass, people tend to have a strong feeling to do any task. This led to
the participants to feel pumped up during the experiment exposed to music. (Hsu, et al,. 2014)
According to Lutz Jancke, music has strong influence to our cognitive system. In his
study he revealed that recovery of verbal memory and focused attention can be enhanced by
listening to music.
According to William Klemm, listening to music proves that people listening to music
gets to increase the release of dopamine in the brain, dopamine is well known as a feels good
neurotransmitter.
Performance Level of students exposed to music and not exposed to music
Table 3 shows the difference of the two independent variables tested in the experiment.
Table 3 presents the t-value and the p-value establishing the result between with music and no
music environment performance level.
Table 3. Difference of level of performance in memorizing words of students exposed to music
and not
Memory Ability

Mean

Standard
Deviation

DF

T-Value

P-Value

Without Music
13.35

2.74

38
0.950

With Music

12.55

2.56

3464

38

Based on the results, there was no significant difference on the level of performance of
the First year BS Education students of Cavite State University who are exposed and not exposed
to music.
The t-value is 0.95 and the p-value is 0.3464. If p-value is less than or equals to 0.05 the
remarks would have to reject Hypothesis while if p-value is greater than 0.05 results to accept
the Hypothesis. The findings results to accept the Hypothesis. Thus, this means that the type of
music did not affect the performance level of first year BS Education students.
Leo Fuchigami stated in his blog, How to focus and concentrate while studying, that
there is no single genre of music that works for everyone, as each person has a different taste of
music and he also added that context may also influence the effectiveness of music.
Music helped most with concentration, easing stress, reducing boredom. (Kotsopoulous
& Hallam, 2010)

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter dealt with the findings, conclusions, and recommendations based on the
results of the study.
SUMMARY
This study was conducted at Cavite State University Main-Campus, March 11, 2015.
The main concern of the study was to determine the effects of electronic dance music in
the level of performance in memorizing words of first year BS Education students at Cavite State
University Main-Campus.
Since the study was to measure the level of performance in memorizing words of first
year BS Education students with and without music, t-test was used as a method design to
determine the level of performance in memorizing words of two variables (with and without
music). On which also involved 40 students (20 per group) of first year Education students.
For data gathering, fish bowl was used to have the participants and a paper with list of 15
words was established and validated by the teacher, which is used to identify the effect of
electronic dance music in the level of performance in memorizing words of firs year BS
Education students.
For the statistical analysis of the data, the following tools were used, frequency, mean,
percentage and standard deviation.
The results of the study revealed that the level of performance in memorizing words of
the first group (control group) without music was indicated as High. While the second group
(experimental group) with music was specified also as High.
CONCLUSIONS

The following conclusions were drawn by the researcher based on the findings of the
study.
The results of the study among the students without music showed that the majority of
the participants fall into high level. While in the other group, students with background music
showed that the highest count and the majority belong to high level also.
It was also concluded that the participants with background music were not totally
distracted. It does not affect the memory ability of the students who were exposed to music while
memorizing the list of words given to them; this cause failure to reject the Hypothesis.

RECOMMENDATION
Students. Be industrious in every way you can to develop a more polished research that
could contribute to our society and can be an essential to our daily lives.
Family Members. Be more supportive when it comes to financial and moral support to
lessen the pressure of the researchers and be an inspiration to then.
School Teachers/Administrators/Facilitator. Be more considerate, understanding and
patient to the researchers so that both companies will be comfortable with each other to create a
good relationship in order to develop a more polished research study.
Future Researcher. Conduct a research study that uses other genres of music as a
variable to the research to show the effect of different genre of music in the memory ability of an
individual. Also, perform this study on other schools, in a larger number population.

BIBLIOGRAPHY

Andersen, Ole, Marcy Marsh and Dr. Arthur Harvey. Learn with the Classics: Using Music to
Study Smart at Any Age. LIND Institute, San Francisco, California: 1999.
Campbell, Don G. Introduction to the Musical Brain, 2nd edition. St. Louis, Missouri: MMB
Music Inc., 1983.
Deems, D.A. The effects of sound on reading comprehension and short-term memory. Retrieved
from: http://clearinghouse.missouriwestern.edu/manuscripts/283.php
Dennis Hsu, Social Psychological and Personality Science, 2014
Donald Ivey, Sound of Pleasure; Prejudice to Active Listening, 2nd Edition
(2008, 12). Effects of Music on the Brain. StudyMode.Com.Retrieved 12, 2008, from:
http://www.studymode.com/essays/Effects-Music-Brain-188464.html
EDM History Retrieved February 9, 2015
www.edmmusicjunkies.com/?page_id=31
Essay On Music Influences. Anti Essays. Retrieved January 29, 2013, from the World Wide Web:
http://www.antiessays.com/free-essays/126768.html
Hollis, B. History of Music. Copyright 1999-2014. Retrieved February 3, 2015
www.method-behind-thenusic.com/history/history
Jensen, Eric. Music with the Brain in Mind. San Diego, California: The Brain Store, Inc. 2000

Lenn Millbower. Music as learning tool. Retrieved February 9, 2015

www.examiner.com/article/music-as-a-learning-tool
Leo Fuchigami, How to focus and concentrate while studying, retrieved March 26, 2015 from
http://hackmystudy.com/how-to-focus-and-concentrate-while-studying/
Lutz Jancke, Music, Memory and Emotion, Aug. 8, 2008.
Mark A. W. Andrews, how does background music affect our concentration, Jan. 8, 2009.
Retrieved March 26, 2015 from http://www.scientificamerican.com/
Music Genre List. Different types of music genres 2009-2014 Music Genre List. Retrieved:
February 6, 2015 www.musicgenrelist.com
Quill., Harper Collins, The Mozart Effect. New York, 1997.

Roger Kamien Music an Appreciation: Johann Sebastian Bach, Music and The Brain. Retrieved
February 9, 2015
www.cerebromente.org.br/n15/mente/musica.html
Storr, Anthony. Music and Mind. New York: Free Press, 1992.
William R. Klemm Ph.D., Memory Medic, Dec. 01, 2013.

APPENDICES

APPENDICES:
HYPOTHALAMUS

AGILITY

FLOWER

PROBABILITY

COMPREHENSION

CONSCIOUS

MEDIAN

EXERCISE`

SENSATION

ADJECTIVE

INTERNET

DEVIATION

PARAPHRASE

PAPER

SPIKE

List of words that the students memorized

PERFORMANCE LEVEL

FREQUENCY

PERCENTAGE %

Very High

16

80

High

10

Average

10

Low

Very Low

Total:

20

Mean:

13.33

Standard Deviation:

2.74

Verbal Interpretation

High

100

Table 1. Level of performance in memorizing words of students who were not exposed to music

PERFORMANCE LEVEL

FREQUENCY

PERCENTAGE %

Very High

15

75

High

20

Average

Low

Very Low

Total:

20

Mean:

12.55

Standard Deviation:

2.56

Verbal Interpretation:

High

Memory Ability

Mean

100

Standard

DF

T-Value

P-Value

0.950

3464

Deviation

Without Music
13.35

With Music

12.55

2.74

2.56

38

38

Table 2. Level of performance in memorizing words of students who were exposed to music

Table 3. Difference of the two independent variables tested in the experiment.

Republic of the Philippines

CAVITE STATE UNIVERSITY
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite
College of Arts and Sciences
Feb. 26, 2015
MRS. RHODORA CRIZALDO
Dean of College of Education
Cavite State University
Indang Cavite
Madam,
Good day!
We are second year BS Psychology students at Cavite State University and are presently conducting a
study entitled, The Effect of Electronic Dance Music in the Level of Performance in Memorizing
Words of First Year Education Students in Cavite State University. The study is in partial fulfillment
of the requirements in PSYC 70 (Experimental Psychology).
In regard to this, we are requesting your approval to conduct the study, and utilize selected first year BS
Education students in your college. We also would like to use two (2) rooms as venue for the simple
experiment.
Rest assured that no physical or psychological harm will be inflicted to the students. Data that we will
gather will be treated with utmost confidentiality.
We hope this request will meet your favorable consideration.
God Bless and thank you!

Very truly yours,

DIANNE GALINATO

KIMBERLY DINGLASAN

LOURIEL NOPAL

MA. PAULA RODRIGUEZ

Endorsed by:
CECILIA B. BANAAG, PhD
Professor

GIL D. RAMOS, MA
Dept. Chair, DSSH

LYNN G. PENALES, PhD

Dean, CAS

DOCUMENTATION

THE PARTICIPANTS

THE EXPERIMENTAL GROUP

THE CONTROL GROUP

THE RESEARCHERS

INSIGHTS

INSIGHTS

Experimental Psychology is one of the challenging subjects I took up this semester. This
subject really demands more patience, responsibility, understanding, and knowledge.
We had our own suggestions and ideas on how to come up on our final research. Each
one of us participated and assigned what part to take. From deciding the title, conducting the
study, and finally getting the results, required us a lot of time. This strengthens our bonding as a
group and also as friends. This activity showed us the true meaning of cooperation, teamwork,
responsibility, and good communication. And how these characteristics are a great tool in
finishing a not-so-easy task.
As a matter of fact, our group often experienced last minute preparations. But for us, this
situation helped us to be more focused and really work hard at it. I felt slight nervous on our
proposal and final defense. But I was so happy when we made it through. It was really a big
relief that our study was a success.
Of course, this research wouldnt be a successful one without the help and guidance of
our respectable professor, Dr. Cecilia Banaag. I feel truly grateful in her because she always
understands and correct us in a good way. I am also thankful to those who took part and
participated in our study. To my group mates who also did their very best for this research.
Also, let me thank God for giving us the confidence and enough knowledge in facing this
one challenge in our college/student life.
I know that what Ive learned in this subject will not stay on this subject only. From now
on, it will always be a part of my daily life and will be a great use on my ride of becoming an
upright and knowledgeable individual, and if luckily, to be a psychologist in the near future.
-

Dianne Aileen G. Galinato

BSP2-1

INSIGHTS
I have experience everything in order to finish this research study. Some were good some
were bad. But this whole experience taught me one lesson and that was to be responsible. In
everything we do, we must be responsible for it especially if that was assigned to you, you must
really put an effort to it.
Ive experienced to go home late because I and my group mates should finish the chapter
4 of this research before we separate ways. I also experienced to sleep 5 am in the morning just
to finish the RRL. It is really difficult to combine ideas and arranged it neatly but of course, I
must do it. Ive learned that in order to something great sometimes you have to sacrifice. If I
didnt sacrifice my time I wouldnt be able to finish the tasks I am asked to do.
Even our friendship became at risk because of this research. At times that we are at rush
moment, every one of us were always short tempered so as a result we would shout our voices to
each other that causes misunderstanding. But at the end of the day we would make up like little
kids and act as if nothing happened. We know that this thing shouldnt affect the kind of
relationship we had. We may finish this thing, but this thing will not finish our friendship.
All in all, I had fun doing this research although there were times that we are at our
disadvantage but we managed to get back up and do our thing.

Louriel Q. Nopal
BSP2-1

INSIGHTS
When four of us started this study, we have no idea where to go or where to start because
our personalities are so laid back and love to procrastinate but after conducting and gathering the
results, we finished it in one day without a miss.
Being in a group like this is such a wild experience. Since we do have same personality in
terms of always having a break and eating before starting or we will start for a while and leave it
because we are lazy. For example, all of our classmates were starting doing they parts but our
group doesnt. We discussed our plan for this research the day before of passing the draft of our
research. Its not something that we can be proud of but the circumstances and situations led us
to this kind of attitude.
Making a research paper was such a hard task, not only because of our personality but
theres an instruction and criteria for every chapter that we need to meet. Theres a mishaps but
weve decided to divide the work for much easier and faster production without failing the
quality.
Before conducting the study, we experienced a mishap because the teacher weve made
deal of using her students as our participants was already gone and half of the class was also
gone. But with the help of other students and the teacher next room, it became possible to gather
40 students and the experiment was success. Ive learned that your plan will always not go in
your way but I knew that it will lead to another purpose.
As we go by, the research paper became harder and harder. We cant move on at
statistical analysis because its been a year since weve taken our subject at statistics. Luckily, I

remembered some of it and thats what my part was, computing the results and giving meaning
on it.
Im glad that we have our own strength and weaknesses that helped to complete the study
and present it very well with accurate information.
Opinions do clash, personalities will be always different from each other, the situations
were somewhat find a way to challenge us, sudden plans did make a big difference,
procrastinating reached its point, groupmates have do different purpose and also roles, there were
series of unfortunate events, sleepless nights, never ending fights and mostly the bonding that
weve created in making and finishing this research paper. It created an achievement and also a
job well done for us that makes all the moments worth it.
-

Ma. Paula O. Rodriguez

BSP2-1