Perception of students and teachers on Classical Music

7/25/2019 Perception of students and teachers on Classical Music

http://slidepdf.com/reader/full/perception-of-students-and-teachers-on-classical-music 1/78

ABSTRACT

The purpose of this qualitative study was to find out the perception of

the pre-service teachers and students in learning Mathematics with an aid of

background classical music. Based from the data collected from an exhaustive

literature review, it appears that classical music affects the attention and the

ability of the pupils to complete tasks given by the pre-service teachers.

Classical music was presented to students in a classroom setting as

background music and then, their ability to complete tasks and their

attentiveness were noted and measured. Based from the observation before this

research had started, many students in the fifth grade classroom at PNU-ITL

are not attentive to learn, and do not stay on-task. In an effort to change these

pupils, an action research study was conducted that used background classical

music inside the classroom. The researchers focused on two main points: the

students’ attentiveness and their ability finish tasks. The results suggest that

the overall class met the main point of the research. The use of background

classical music in the fifth grade pupils of PNU-Institute of Teaching and

Learning has proven to be effective. Likewise, this study concluded that both

student and class attention improved, as a result of classical music being

introduced to the classroom. Classical music positively modified attention for

the benefit of the teacher and students. Implications of this research suggest

1





bring dramatic positive changes into our lives. Music provides a positive

environment that enhances student interaction and helps develop a sense of

community and cooperation.

As the importance of the classroom setting has grown and evolved over

time, teachers now have an opportunity and obligation to enrich and promote

learning further than before. There are several approaches to teaching through

which a teacher can positively affect the attentiveness and the ability to stay on

task of the students. One of the specific strategies now commonly used to

supplement and enhance student learning is the use of background music.

Research indicates that music plays an important role in culture and is a

strong influence on today’s youth. In response to this information, the focus of

this study was to incorporate classical music in the classroom to promote

student learning. Using classical music in the background of instruction or

during independent work time has proven to have many benefits in the

classroom in relation to student’s attentiveness and their ability to stay on

task.

3



STATEMENT OF THE PROBLEMS

Specifically, this study aimed to answer the following questions:

1.A. What is the perception of the pre-service teachers on how background

classical music affects the student’s attentiveness in mathematics learning?

1.B. What is the perception of the students on how background classical music

affects their attentiveness in mathematics learning?

2.A. What is the perception of the pre-service teachers on how the use of

background classical music affects the student’s ability to complete

mathematical tasks?

2.B. What is the perception of the students on how the use of background

classical music affects their ability to complete mathematical tasks?

PURPOSE OF THE STUDY

This study was undertaken to describe the perception of the pre-service

teachers and pupils in Mathematics sessions with an aid background classical

4



music. The output of this research may be used as basis for improving the

quality of mathematics instruction and learning not only in the pupils of

Philippine Normal University- Institute of Teaching and Learning but also to

other students who are experiencing difficulty in learning.

SIGNIFICANCE OF THE STUDY

The information from this study is a great value to all educators. It

provides information pertaining to a different strategy that could bring positive

results into the classroom. Implementing classical music in the classroom

helped the students and it is very effective in several different ways that lead to

positive student’s attentiveness and ability to complete tasks. It helped raise

the students’ level of attention, and keep students on-task to perform well.

To the students.It will help them realize that studying with classical music

can improve their attentiveness in math and to cope with the rigors of learning.

This will also give them information on how to develop their ability to stay on

task through music.

To the Teachers. This research will help them on how to set more

conducive learning environment to their students through the use of

background music.

5



Through this study,the administratorsmay be provided a basis as to

whether or not they will allow the teachers to have background music while

having lessons and in administering tests. They may also inspire their faculty

members to conduct similar studies in order to verify the veracity or research,

or studies or other innovative ways of enhancing the pupil’s attentiveness and

ability to stay on task.

To the future researchers. This study will help them in making

researchers related to this study. This may serve as a reference study and the

result may be used as baseline data for their work. It will also guide them

about the fundamental things they need to consider in doing their study.

SCOPE AND DELIMITATION

This study was conducted at Institute of Teaching and Learning, a

laboratory school of Philippine Normal University. This study focused on the

observation in students and pre-service teachers’ perception in learning

Mathematics with an aid of background classical music.

With respect to the number of respondents, all the students in the grade

five class which has a total number of thirty three (33) students were included.

Also, one major limitation was the amount of time to spend in the room

observing.

6



THEORETICAL FRAMEWORK

Classical Music

Classical music is art music produced or rooted in the traditions of

Western music (both liturgical and secular). It encompasses a broad period

from roughly the 11th century to the present day. The central norms of this

tradition became codified between 1550 and 1900, which is known as the

common practice period. The major time divisions of classical music are the

early music period, which includes Medieval (500-1400) and Renaissance

(1400-1600), the Common practice period, which includes the Baroque (1600-

1750), Classical (1750-1830) an Romantic (1804-1949) periods, and the

modern and contemporary period, which includes 20th century (1900-2000)

and cotemporary (1975-current).

Given the extremely broad variety of forms, styles, genres, and historical

periods generally perceived as being described by the term “classical music,” it

is difficult to list characteristics that can be attributed to all works of that type.

Vague descriptions are plentiful, such as describing classical music as

anything that “lasts a long time,” a statement made rather moot when one

considers contemporary composers who are described as classical; or music

that has certain instruments like violins, which are also found in other genres.

7



However, there are characteristics that classical music contains that few or no

other genres of music contain.

The most outstanding characteristic of classical music is that the

repertoire tends to be written down in musical notation, creating a musical

part or score. This score typically determine details of rhythm, pitch, and,

where two or more musicians (whether singers or instrumentalists) are

involved, how the various parts are coordinated. The written quality of the

music has, in addition to preserving the works, enabled a high level of

complexity within them: Bach’s fugues, for instance, achieve a remarkable

marriage boldly distinctive melodic lines weaving in counterpoint yet creating a

coherent harmonic logic that would be impossible in the heat of live

improvisation.

Along with a desire for composers to attain high technical achievement in

writing their music, performers of classical music are faced with similar goals

of technical mastery, as demonstrated by the proportionately high amount of

schooling and private study most successful classical musicians have had

when compared to “popular” genre musicians, [dubious-discuss] and the large

number of secondary schools, including conservatories, dedicated to the study

of classical music.

8



The function of background classical music varies with the individual

listener and with the nature of the task or activity the listener is involved. Such

a task or activity could be studying or other academic preparation. Students of

all ages claimed that they can study and learn affectively while listening to

classical music. Indeed some researchers have explored the possible transfer of

cognitive abilities to other curricular areas by theorizing that exposure to

music, through participation and formal instruction can facilitate non-musical

learning (Madsen, 1998, Radocy & Boyle, 1988).

Another research may support this. Collet (2002), says: “Listening to

classical music as background can help people when they are thinking,

learning, or working, but the music needs to be implemented correctly.” In this

we can say that classical music somehow can affect the thinking capacity of an

individual.

One material that a teacher may use to stimulate learning is music.

Peterson (1999), as cited by Santos (2000), claims that playing music while

listening can increase spatial-temporal reasoning. It increases person’s ability

to make plans, manage ultimately deal with one’s environment more efficiently.

This is confirmed by Manthei and Kelly (1995) who cited that pupils claimed to

study more affectively while listening to music.

9



Olson (2000) said that by simply listening to pleasant music in the

background while doing task can make it seem so much easier, or in some

cases, music may not increase positive attitude, but will ease to strain of as

creativity. He further advocated that music could have very interesting and

beneficial effects on the mind.

Attention

Background music could also help with the students that have Attention-

Deficit Disorder (ADD). These students are distracted very easily. With the use

of classical background music the students that have ADD could concentrate

more on their studies, thus improving their productivity. “[For those students]

with attention-deficit disorder, who is constantly seeking stimulation, some

distraction might be what they need to concentrate on their studies”

(Ghassemi, 2006).

All students, including the mentally impaired and learning disabled also

gain positive results from classical background music. These students need

music and repetition in order to increase attentiveness. “Without music, these

students normally made slow gains in achievement” (Bryant-Jones, Shimmins,

& Vega, 2003). Music unlocks the mind and allows for growth of all students,

even in the most disadvantaged and learning-disabled children.

10



The use of music has been shown to increase the attentiveness of

students. Using music will help the students feel comfortable, increase

concentration, minimize distractions, and help keep them calm. “Music pulls

the listener into the setting, stimulating interest, creativity, and more complex

thinking”(Davies, 2000). All of these factors contribute to the students’

attentiveness, leading to improved grades and performance in class.

The response to the music was dramatic as the pupils became calm and

cooperative within minutes of entering the room (Lawrence, 2001). Beginning

the day on a positive note could increase the students’ motivation, which could

lead to an overall willingness to learn and work, make good grades, be

attentive, and stay on task.

A welcoming atmosphere is important for the students and one way it

could be provided is through background music. Music could be used in

multiple ways to make the school day more stimulating to students (McGovern,

2000). Stimulating music could lead to increasing a student’s arousal that

could produce positive moods and increase the students’ attention to complete

assigned tasks (Hallam, Price, & Katsarou, 2002). Creating an inviting

atmosphere could help students feel welcomed to participate in the learning

experience, which leads to great attitudes, increased arousal and some

tremendous attentiveness to learn.

11



Task Completion

There are several factors of the classroom environment that influence

classroom management to some degree; one such factor is background music.

It has the ability to calm the body and alter one’s mood, thus leaving the brain

more receptive to receiving and processing information. According to one

survey, fifty-nine percent of fifty-four students felt playing soft music leads to

more on-task behavior, though the researcher suggests that the actual number

is likely higher (Dinsmore, 2003). The background classical music in the

classroom helps create a significant correlation between on-task behavior and a

comfortable atmosphere. “Teachers are finding that classical music can help to

create a positive emotional environment that is conducive to learning”

(Anderson, Henke, McLaughlin, Ripp, & Tuffs, 2000). This makes learning more

focused, affective, memorable, and enjoyable to students.

Music is one way in which teachers can influence their classroom

environment to have a positive impact on classroom management (Dinsmore,

2003). A positive environment that enhances student interaction, as well as

helps develop a sense of community and cooperation, can all be provided

through the use of music. This benefits the students tremendously. It

contributes to maintaining positive behavior within the classroom, which in

turn cuts down on interruptions and allows students to learn and be more

attentive to the teacher.

12



Some teachers at Brookewood Elementary School in Grovetown, Georgia

used background classical music in their classrooms. They commented that

the background classical music was “Very effective in helping children settle

down quietly. More effective on the teacher... During work time, the children

were more attentive and quieter… The students have to work quietly to hear the

music, so the music helps to remind them to work and not talk” (Lawrence,

2001). Playing background classical music not only benefits the students, but

the teacher as well. It plays a huge part in managing and controlling the

ambiance in the classroom. This relieves pressure from the teacher, allowing

her to relax and become more affective in the classroom. Having a classroom

full of students staying on task, remaining quiet while working and staying

calm is all part of having a class with good classroom management.

Background classical music affects the ability of the students to stay on

task in several different ways. One such improvement is inspiration: “music

suggested ideas for them to talk or write about significantly more often than

those in silence” (Jensen, 2001). Music produces a mood, aids relaxation, and

inspires artistic endeavors. Using background music is especially important for

those who have a tough time dealing with upsetting experiences.

Having classical background music in special education, for the most

part, has the same effects as a “regular” classroom. The students display

greater concentration levels and improved behavior. “Studies of children with

13



special educational needs have also shown…[music in] the classroom setting

has a calming influence on hyperactive children” (Hallam, Price, & Katsarou,

2002). Music has a similar effect on children with “emotional and behavioral

difficulties” (Hallam, Price, & Katsarou, 2002).

Background music can also be encouraged at home and it is the job of

educators to “let parents know that music offers a sense of comfort and

security to young children in this confusing world and creates a bond among

members of the entire family” (Scholastic, 2000). This same kind of feeling is

what helps the child learn. The student can also obtain this same feeling in the

classroom with the help of music. Background music is very beneficial for a

classroom. Using music can help the students relax, increase their motivation

to learn, and help them stay on-task.

Students that are more relaxed and focused stay on task better. The

classical music not only helps eliminate “white noises” but also creates a

sustained supportive ambiance. As a result, it could reduce the students’

frustration levels enough to perform tasks effectively and efficiently. The more

relaxed and focused the students are, the more they will stay on task and

complete the assignment, which in turn improves grades. Staying calm not only

helps the students stay on task and be productive with their school work, but

it could also help them stay out of trouble. Ninety-three percent of students

14



interviewed in one study said music relaxed them and helped them stay on-

task

Classical music is used to create desired moods, foster enjoyment of

movement and dance, boost energy, increase happiness, bring back powerful

memories, and help relaxation and focus. Students revealed that “soft music

makes them feel comfortable, focused, and relaxed” (Dinsmore, 2003). One

student stated, “It makes me feel good…. It was relaxing…. It helped me with

my Journal” (McGovern, 2000). Teachers agree that playing classical music in

their classrooms increases the ability of the students to stay on task by

creating a calming atmosphere: “I can see that the students are more relaxed

when…there is soft music playing in the background” (Dinsmore, 2003,). Kay

Gardner, a fifth grade teacher in a small rural school, used classical

background music and noticed that with the music on, her students settled

down quickly, stayed on task, and went about their schoolwork in a calm and

relaxed manner (Black, 1997). Susan Cromer said, “It just kind of calms the

children and helps them focus” (Keeler, 2003).

This shows that using classical music can positively influence the

likelihood of on-task behavior, which prevents the student from doing other

things that are not relevant to the school work, for example, talking, playing,

etc. (Dinsmore, 2003).

15



“When music is played during learning experiences there is more

retention of the material” (Lewis, 2002). The increase of retention could lead to

better grades, completion of task and/or assignments, and increased

participation in class.

CONCEPTUAL FRAMEWORK

Figure 1. Conceptual Framework

16

Task Completion

- The pupils focus on the activities given to them.

- The pupils finish the task the teaches gave them.

Use of Background

Classical Music in the

Mathematics Session

Attention

- The pupils activel! paticipate in the class

"iscussions.

- The pupils listen attentivel! in the class.



The paradigm shows that the use of background classical music can affect the

pupils’ attentiveness and ability to stay on task during the mathematics

sessions. This conceptual framework is based on the learning theory which is

behaviorism. Behaviorism is a worldview that operates on a principle of

“stimulus-response”. This also views learners to be passive, responding to

external stimuli. Behaviorism is primarily concerned with observable behavior,

as opposed to internal events like thinking and emotion. Observable (i.e.

external) behavior can be objectively and scientifically measured. Internal

events, such as thinking should be explained through behavioral terms. The

background classical music inside the classroom is thestimulus and the

attention and task completion are theresponses which are observable and

overt.

DEFINITION OF TERMS

The following terms used in this research are defined operationally for

clearer understanding of the study.

Pre-service Teachers. They are the graduating students who went to

their practice teaching outside the campus. In this study, only the mathematics

major practice teachers participated.

Classical Music. It is an art music produced or rooted in the traditions

of Western music both liturgical and secular. It encompasses a broad period

17



from roughly the 11th century to the present day. This music included opera,

chamber music, choral pieces, and music requiring a full orchestra. It is used

in this research as a contributory factor to influence student’s attention to the

completion of Mathematics tasks.

Attention. It is measured on how the students were able to participate

actively and attentively during the class observation while the background

classical music is playing.

Task Completion. It is measured on how the students were able to focus

and finish the task on time and getting good results while the background

classical music were played. In this study, the completion of task was

measured

Chapter II

REVIEW OF RELATED LITERATURE

According to various researches, (Justin Anders, 2011) listening to

classical music for relaxation is common among students to counter the effects

of stress or anxiety while completing difficult academic tasks. Some studies

supporting this technique have shown that background classical music

18



promotes cognitive performance while other studies have shown that listening

to classical music while engaged in complex cognitive tasks can impair

performance.

Also, many students listen to classical music to alleviate the emotional

effects of stress and anxiety when engaged in complex cognitive processing,

such as studying for a test, completing homework assignments, or while

reading and writing. This practice is so common that it would be beneficial for

college students to understand the role that classical music plays on cognitive

performance. Research demonstrating the effects of music on performance is

well documented, but has shown ambiguous evidence on this matter.

Hall (1952), exploring the possible uses of classical music in schools

found that performance on reading comprehension tests was significantly

improved when background music was playing. 58% of the 245 8th and 9th

graders taking part in the study showed an increase in scores on the Nelson

Silent Reading Tests. There were also ‘settling down periods’ at the beginning of

the morning and afternoon sessions and a mid-afternoon fatigue period when

music was of greatest assistance. Her study also suggested that the major

portion of the aid given by background classical music was an increase in

accuracy and that those students who were ‘below average in intelligence and

achievement’ benefitted more from the presence of background classical music

19



than those above average, suggesting that this could be because these students

were more in need of an aid to concentration.

In a smaller scale study of four hyperactive pupils, Scott (1970) found

that the introduction of background classical music into the classroom setting

had a calming influence. Comparison of performance on an arithmetic task

across four conditions, the normal classroom environment, the introduction of

background music into the normal classroom, children sitting in three sided

booths and children sitting in the booths with background music revealed that

the children were most productive when background classical music was

introduced into the normal classroom setting.

These studies suggest that the use of classical music in the classroom

may be beneficial to pupils’ performance. Giles (1991) also suggests that most

pupils function very well with classical music in the background and the right

music at the right time can make them less stressed, more relaxed, happier

and more productive. She found that the most effective music for improving

children’s performance was what they liked, providing that it did not overly

excite them.

Radocy and Boyle (1988), background music can be defined as any

music played while the listener’s attention is focused primarily on a task or

activity other than listening to the music. The function of background music

20



varies with the individual listener and with the nature of the task or activity in

which the listener is involved. Such a task or activity could be studying or other

academic preparation. Students of all ages have often claimed that they can

study and learn more effectively while listening to music.

Chris Brewer (2004), founder of LifeSounds Educational Services and

author of the new book Soundtracks for Learning, says that sounds can help to

hold or attention, evoke emotions, and stimulate visual images. He also

suggests that various styles of music are appropriate for different types of

activities.

We all know how greatly music affects our feelings and energy levels.

Without even thinking about it, we listen to music to show our feeling, to make

us happy, to enjoyment, to energize, to bring back memories, to help us relax

and focus. Music is important in our personal life. It will set the scene for

important experiences and it expresses our feelings.

Throughout time, people have recognized and intentionally used the

powerful effects of sound. In the 20th century the western scientific

communities has conducted research to validtate and expand our analytical

knowledge of music. This research supports what we know from personal

experience: music greatly affects and enhances our learning and living.

21



Research continues to be conducted to provide helpful guidelines for our

intentional use of music, especially in the classroom. For us to make a clearer

understanding how does music affects learning to students̀

Brewer (2004), says that music can be used to help us remember

learning experiences and information. In active learning experiences music

creates a soundtrack for a learning activity. The soundtrack increases interest

and activates the information mentally, physically, or emotionally. Music can

also create a highly focused learning state in which vocabulary and reading

material is absorbed at a great rate. When information is put to rhythm and

rhyme these musical elements will provide a hook for recall.

Though not often integrated into the classroom, music can serve a vital

role in the education of all students. Will Earhart, president of the Music

Educators National Conference, stated, “Music enhances knowledge in the

areas of mathematics, science, geography, history, foreign language, physical

education and vocational training” (as cited in Morrison, 1994, p. 33). Clearly,

the benefits of adding background classical music during learning are

numerous and apply to more than just musical intelligence: “The

implementation of the arts, specifically music, would help students raise

mathematical achievement scores as well as enhance overall intelligence”

(Bryant-Jones, Shimmins, & Vega, 2003, p. 28). Though music classes are not

as valued as core subjects, the inclusion of music in all classroom settings is

22



slowly becoming more widespread. “Music is also universal and can open

wonderful doors to the education of children” (Behar, 2000, p. 26).

According to Dr. Emma Gray (2013), a clinical psychologist in Britain

who specializes in cognitive behavioural therapy, says “Classical music can put

you in a better frame of mind to learn. Indeed, students who listen to music

can actually do better than those who don’t.” It stated in the literature that

music have a great effect on human’s mind since a person who listens to music

while working is better than the one who don’t.

Researchers suggest that incorporating background classical music into

the learning environment may help to improve students’ academic performance

and create a positive effect on cognitive development. In schools today,

educators are realizing that they need to use various strategies and resources

to enhance the curriculum and learning of the students (Lewis, 2002, p. 3).

One way to accomplish this is by “tapping” into the powerful link between

music and learning easily than the controls” (Strickland, 2001, p.101). The

study shows that music may indirectly enhance the learning and ability of a

child, depending on which internal state is evoked (right or left lobe).

(Ketcheson, 2004) Integrating classical music in the classroom can

greatly affect the students’ productivity. The increase of their productivity could

result in many beneficial aspects, such as staying on task, increasing retention

23



of material, improving grades/performance, increasing concentration levels,

and accelerating learning. “In recent years many studies have been conducted

on the effects of classical music on learning. The results of these studies are

interesting and varied: increased I. Q., accelerated learning, greater retention of

material learned, high test scores, and reduced stress and tension, to name a

few”.

(Lewis, 2002). Adding background music in the classroom also

contributes to decreasing distractions, and increasing concentration levels. For

some students, background music helps cover up any distractions that they

may have in the classroom, such as clocks ticking, pencils tapping, and

chairs/desks moving. Ghassemi reports that “music functions like white noise,

drowning out distractions” (Ghassemi, 2006). Drowning out distractions could

increase the students’ concentration levels. A third grade teacher said, in

regards to the increasing concentration levels: “Calming, students more

focused, appears to be more concentration, room quieter” (Lawrence, 2001).

When the students concentrate on their schoolwork it helps them to stay on

task, complete assignments, improve grades, and accelerate their learning. It

also makes the classroom a quiet place for all students to concentrate and

learn. Behar stated, “Music has been shown to increase both concentration and

comprehension.”

24



(Lewis, 2002) Classical music does not simply encourage passive learning

in students; it also motivates them to become attentive, engaged, and

productive. Increasing the students’ motivation in the classroom through music

is extremely important, particularly for at-risk populations. Playing classical

background music in a classroom helps positively enhance the classroom

climate. This helps motivate the students to learn, gets students on-task

quicker, and helps improve their concentration. “Classical music played in the

classroom has been used to create a better classroom environment to motivate

learning and improve concentration.”

Background classical music can be used to manage behavior. It has

direct access to the state of the student: “It affects the heart rate, the posture,

and mental images of the listener” (Ohlhaver, 1998).

Recent research by Savan (1998) demonstrated improved behaviour and a

greater concentration on school work when background classical music was

played during the science lessons of 10 children with learning and emotional

and behavioural difficulties. Savan hypothesised that many of their problems

stemmed from poor physical co-ordination and that stimulation of the brain

with sounds of particular frequencies could improve this.

A Brigham Young University Study showed that 5-month-old babies can

recognize up beat songs. The study furthers that babies 9-months-old can

25





The aspect of environmental control was reinforced by Love and Burns

(2007), in a study conducted where music could be indicated for control of the

environment. The results showed that in the classroom where the music was

played there was more sustained play. In addition, more dyadic (two-part

activity) play occurred when slower music was played in the background. This

study also showed that music in the environment affected the participants’

behavior and promoted sustained activity. The participants were more focused,

and their attention span was longer in the room where the music was played

(Love & Burns). The Love and Burns study showed that students found they

are more focused when they listened to music or when it was played in the

background.

Binkiewicz (2006), a history teacher, used music to teach concepts and to

aid the learner in retaining the concepts taught. Binkiewicz discussed the fact

that she had experienced a positive learning outcome when she used music as

a “pedagogical tool”. She reported that seeing her students use iPods frequently

and even coming to her class with them attached to the ear inspired her

tobegin to use music in her classroom. She noted that music in the

environment; that is, listening to music, not only got the student’s attention as

a positive personal factor but it also involved the student. Consequently, the

students perceived they retained the concept to be learned more easily when

taught with music (Binkiewicz, 2006).

27



Students who listen to music from the MP3 player during quiet time in

class have been noted to stay focused during class and further, to observe quiet

time before and during class. This affords quiet to other students who require

an environment free of noise (Stiler, 2007). It could be concluded here that

music is providing relaxation to the student and the student can focus better

as a result of listening to the music on the MP3 player.

With today’s student who is busy with classes, a job and family,

delivering lecture content via music (to be listened to at the leisureof the

student) is a compelling thought. Having a student keep a concept learned from

the lecture content in his or her head via musical lyrics potentially could

increase content retention. Some students will say they keep songs in their

heads. Some students will continually sing a song as a way of making a

statement generic to an issue they might be working through. Some students

find music as a wayto express themselves. Students are the center of

education. Quality education is discussed on the forefront repeatedly. Meeting

the students needs, making education an engaged venture, involving the

students and ultimately matching the students learning preferences is the

dream studied by scholars and chased by educators (Campus Health Services,

2010). In almost every case, because the dream is becoming increasingly

difficult to bring to fruition, it is dismissed by many as a fable.

28



Teachers’ perception of their teaching and how they teach is of great

importance in measuring the effectiveness of mathematics teaching and

learning and it also reinforces teacher’s decision making (Ahmed and Aziz

2009).

Researching into teacher’s beliefs and perceptions of their teaching

has therefore been receiving considerable attention for some time now

and this is broadly documented in the literature. However, Ahmed and

Aziz (2009) argued that collecting data from students regarding their

teachers’ teaching provides meaningful data of what their teacher does. Ahmed

and Aziz further argued that collecting data from students about their teachers’

teaching is a valuable as their perceptions are “coloured by challenging and

interesting experiences that allow them to observe learning and teaching

behaviours more intimately than their teachers” (p.19). That is, students

perception of their teacher’s teaching contribute very much in improving the

teaching and learning of the subject as it provides valuable suggestions and

directions for the teacher’s future improvement (Ahmed and Aziz 2009).

Ahmed and Aziz (ibid) also found out that when students develop

conceptual understanding of the concept presented when they perceive

their teachers’ classroom environment as cooperative rather than competitive.

In describing students perception regarding their mathematics teachers’

teaching, Rawnsley (1997) established that students develop a more

29



positive attitude toward their mathematics lessons where the teacher is

considered to be highly supportive and gives the students the chance to play an

integral role in the teaching-learning process.

Previous research is mixed regarding students perceptions of the

traditional lecture method as compared to teaching methods that require

students to learn actively (Machemer& Crawford, 2007). On the one hand,

many students report a preference for the lecture approach. For

example, in one study, students in introductory economics classes preferred

the lecture method compared to active learning and believedthey learned more

through lectures (Leeds, Stull, & Westbrook, 1998). Additionally, on

student evaluations, these students negatively evaluated teachers who

required more work, as with active methods, and positively evaluated lecture-

style teachers.

Researchers have found that students prefer the lecture approach

for many of the reasons that education experts believe it to be weak: it

"enables them to listen passively," "organizes the subject matter for them," and

"prepares them well for tests" (McKeachie, 1997,). Research conducted by

Felder and Brent (1996), noted that students who are faced with a teacher's

demands that they be active and take responsibility for their learning "may

become sullen or hostile:" they complain "that they are paying tuition to be

30



taught, not to teach themselves". Struyven, Dochy, and Janssen’s (2008)

found students' evaluations of the lecture method to be mostly positive.

A study by Qualters (2001) suggests that students do not favour active

learning methods because oftheinclass time taken by the activities, fear of not

covering all of the material in the course, and anxiety about changing from

traditional classroom expectations to the active structure. Casado (2000)

examined students’ perceptions across six teaching methods:

lecture/discussion, lab work, in-class exercises, guest speakers, applied

projects, and oral presentations. Students most preferred the

lecture/discussion method.

A study conducted by Benson, etal (n.d.).provides evidence that

students place greater emphasis on lecture. Most of the students rated

lecture method as the best teaching method. Reasons given by the

students included; teacher provides all knowledge related to the topic, it is a

time saving method and students listen to the lecture attentively and take

notes.

Scientists at the University of Southern California, compared changes in

blood pressure among individuals listening to classical, jazz or pop music.

Those listening to classical had significantly lower systolic blood pressure when

compared to those listening to other musical genres or no music at all (Engel,

31



2014). The researchers stated that the music put students in a heightened

emotional state, making them more receptive to information

Music is a powerful tool for our personal expression within our daily

lives-- it helps "set the scene" for many important experiences (Brewer, 1995).

So, the researches make sure than the music they will hear will be their

preferred background music from the given list (See Table 1) not just any

randomly selected music from the list.

32



Chapter III

THE RESEARCH DESIGN AND METHODOLOGY

In this study, the qualitative type of research was employed. The strength

of qualitative research is its ability to provide complex descriptions of how

people experience a given research issue. It provides information about the

human side of an issue that is, the often contradictory behaviors, belief,

opinions, emotions, and relationships of individuals. Researchers use the two

most common qualitative methods such as the participant observation and in-

depth interviews.

Participant observation method is appropriate for collecting data on

naturally occurring behaviors in their usual contexts while in-depth interviews

are optimal for collecting data on individuals’ personal histories, perspectives,

and experiences, particularly when sensitive topics are being explored. The

types of data these two methods generate are field notes, audio recordings or

sometimes video, and transcripts.

SUBJECTS/RESPONDENTS OF THE STUDY

33



The respondents of the study were the grade five pupils of Philippine

Normal University-Institute of Teaching and Learning (School Year 2014-2015).

The class is composed of sixteen (16) females and seventeen (17) males, making

a total of thirty three (33) respondents. All the students’ ages range between

from 11-12 years old.

The respondents of the study were selected because grade five pupils

have a prior knowledge regarding Classical Music, where in the participants are

relevant to the research question. Since the objective of this study is limited to

the fifth graders, all students in the class of grade five in PNU-ITL were

included.

RESEARCH INSTRUMENT

A pre-observational survey (appendix A) and a post-observational survey

(appendix B) that describe the perception of the students’ attention and their

ability to stay on task towards classical music were administered to their

mathematics subject. There is also a questionnaire on the pre-service teachers’

classroom observations (Appendix C). The pre-service teachers or one of the

researchers kept observation notes or the anecdotal notes (appendix G)

regarding the background classical music in the classroom. The notes reflected

the perception of the pre-service teachers toward the students’ attention, ability

34



to stay on-task, how they worked independently, and also their little comments

and sharing of thoughts in the day of their demonstration teaching.

Other materials used to gather and interpret data for this study

included: informal and formal interviews (appendix D, E, F) with individual

students and small groups. Also, there is a questionnaire for all pre-service

teachers, including the researchers since they are also pre-service teachers,

which used classical music as their background music while teaching,

answering the pre-service observational survey form (Appendix H).

Lastly, researchers took photos and videos for every mathematics

session. The evidences helped the researchers clearly describe the perception of

the demo-teachers and students in the attention and the student’s ability to

stay on task if there is a classical background music played in class.

DATA GATHERING PROCEDURE

At the beginning of this qualitative study, the researchers discussed to

the Mathematics teacher the purpose of this study and asked for their

assistance and cooperation in helping to make the study become possible. The

researchers were taking their Field Study in PNU-ITL and their instructor is the

Mathematics teacher. Since the researchers specialized on teacher education,

they came up into the realization on how they will get the attention and help

the students to stay on task during Mathematics sessions. It is undeniable that

the students are afraid when they hear the word Mathematics. It is evident to

the students that they show anxiousness during Mathematics session. They

find it boring and hard to understand. Music can help individual enjoy what

35



they are doing so researchers combined the use of background music while

having the Mathematics sessions.

They informed the teacher that during their demonstration teaching,

they will administer a new approach in teaching, and that is using background

classical music. Classical music is taught from grade four to grade six pupils.

Researchers decided to administer the study to grade five pupils because they

are familiar to classical music and they have prior knowledge about it. And

also, upon observing the classroom setting, it is small to occupy all the

students, the noise outside will be easily heard inside the room that makes the

students be easily disturbed. The electric fans and the air conditioners are not

enough to make the students comfortable in their seats. The classroom of the

5th graders is not conducive for learning.

Before the actual observation and gathering of data, the pilot testing was

administered, and the researchers let the students choose their preferred

classical music. The result of the pilot testing follows:

Table 1: Data from the student’s preferred classical music.

Classical Music Ranking

1. Overture to William Tell-Gioachino Rossini 6th

2. Minuet in G Major-Christian Petzold 3rd

3. Dawn from Thus Spake Zarathustra-Richard

Strauss

4th

4. Ode to Joy-Ludwig van Beethoven 10th

36



5. Eine Kleine Nachtmusik-Wolfgang A. Mozart 5th

6. Toccata in d minor-Johann S. Bach 2nd

7. Ride of the Valkyries-Richard Wagner 8th

8. Hallelujah Chorus-George F. Hande 9th

9. Here Comes the Bride-Richard Wagner 7th

10. Symphony #5-Ludwig van Beethoven 1st

From the data gathered, Symphony #5 by Ludwig van Beethoven, Toccata in d

minor by Johann S. Bach and Minuet in G Major by Christian Petzold, obtained

the top three spot for the most preferred classical music to be played as

background music inside the classroom.

In the actual study, all of the respondents filled out a pre-observational survey

of the knowledge they held about classical music. Throughout the study, the students were closely observed in the span of

fifteen days. The researchers recorded classroom observations regarding the

attention and the student’s ability to stay on task in the mathematics session

with the aid of background classical music. The students’ attention and ability

to stay on task in the classroom were all noted throughout the study.

The study also included interviews, which consisted of a series of

questions regarding what the students thought about background classical

music and how it affected their attention and staying on task in the classroom

activities. The interviews were held both individually and in small groups. The

interviews lasted no more than ten minutes.

37



During the course of the study the researchers also gave questionnaires

to those pre-service teachers at PNU-ITL who used music in their classes. The

questionnaires explored questions regarding the perception of the pre-service

teachers in the attention and the ability to stay on task of their students if

background classical music is played.

At the end of the study, another survey was administered in their math

subject to over-all describe the perception of the pre-service teachers and

students in the attention and ability to stay on task of the students if there is a

background classical music during Mathematics Session. The survey was

administered in able to answer the perception to the attention and the ability to

stay on task of the students in the mathematics session with the aid of

background classical music, the researchers gathered evidences through taken

photos and videos in every session in this study. Also questionnaires on pre-

service teachers’ classroom observation, student interviews, and the students’

post-observational survey, are being used to align the analysis in the taken

photos and videos.

38



Chapter IV

PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter shows the result of the study on what is the perception of

pre-service teachers and students on the attention and ability to stay on task of

fifth grade pupils during mathematics sessions with an aid of background

classical music. The pictures and tables presented are in accordance with the

order being stated in the statement of the problem. In this presentation of data,

you will see the perception of the pre-service teachers and students on the

39



attention and the ability to stay on task of fifth grade pupils regarding having

classical music as background music in their day to day mathematics sessions.

The researchers designed a pre-observational survey (Appendix B) for

the fifth grade class to complete. This survey assessed if majority of the

students preferred to have background classical music while studying.

Table 2: Data from the students’ pre-observational survey

QUESTION YES NO

1.Would you like to listen to

classical music while doing

school work? Why?

32 1

2.Have you heard classical

music before? If yes, give at

least one that you

remembered.

29 4

3.Do you think a background

classical music inside theclassroom could help you

learn?

31 2

Table 2 shows the responses to the three questions with the total number

of students’ responses. In the first question, 32 out of 33 students said that

they would like to listen to classical music while doing their school work. The

only one who answered “no” explained that“classical music is not my genre of

music, and that might disturb me while studying.”

In the second question, only 29 out of the total respondents heard

classical music before. Take note that the pre-test survey has been

40



accomplished first before the pilot testing, so the answers are based only on

their personal prior knowledge regarding this matter. From those who

answered yes, 17 respondents heardSymphony#5 by Ludwig van Beethoven, 7

respondents forOde to Joy by Ludwig van Beethoven,3 respondents for Tocatta

by Johann Bach, and 1 respondent each forHere Comes The Bride by Richard

Wagner andMinuet in G Major by Christian Petzold.

In the third question, 31 respondents believed that background classical

music inside the classroom can help them learn more. Since there were about

94% of the class who are in favor of the use of this new technique to deliver

mathematics lessons inside the classroom, the researchers firmly believed that

this study will clearly yield positive perceptions from demo-teacher and

students.

1.A. What is the perception of the pre-service teachers on how

background classical music affects the student’s attentiveness in

mathematics learning?

41



Photo 1 Photo 2

These two photos were taken in separate days. The classroom

discussions for each were also different. Looking at Photo 1, the male student

from the leftmost side of the picture isattentively listening. The girl and boy

pupils who seemed like talking were interviewed by the observers. They told the

researchers that the boy was asking the girl regarding the lesson and the girl

immediately answered the question of the boy since she already understood the

lesson well. From this evidence, it seemed that the pupils in this instance are

interactively thinking and participating on what is going on in the discussion.

In Photo 2, the girl pupil standing upparticipated in the lesson wellduring

recitation. After the discussion that day, the researchers asked her why she

was active during the discussion. The girl replied,“The background music,

which is classical music, helped me to concentrate on what is being discussed by

our demo-teacher... And actually, that made me active all throughout the

session.”

42



Table 3: Data collected from pre-service teacher’s classroom observation.

QUESTION YES NO

1.Are the students listening

attentively to the lesson? Givea situation for instance.

15 0

2.Are the students actively

participating in the lesson?

Give a situation for instance.

15 0


classical music inside the

classroom help the pupils

becomes attentive? Why?

15 0

The survey questions shown in Table 3 were answered by the pre-

serviceteachers. Table 3 is outlined in the “Yes/No” column with a space

provided for the comments and answers for the included questions. The highest

number of response was fifteen (15), which was the total number of days that

the study lasted. The least would be zero (0), which means during the three-

week study the student did not meet what was being sought; it did not happen

at all.

Based from the pre-service teachers’ classroom observations, there were three

questions to know the perception of the demo-teachers regarding pupil’s

attention. The first one is if the students are listening attentively to the

teachers’ lesson. All of the demo-teachers observed that during the

mathematics session inside the classroom. The most common example on how

43



the demo-teachers said that the pupils were listening attentively was that,

“when the students are looking at the teacher which seems like that they are

paying attention to everything that the teachers said, and then when the teacher

asked the student a question he/she gave a right answer… that shows that the

students are mindful on what is going on… that shows an attentive listener”

All pre-service teachers also said that the students were actively participating

in the discussions. One of the comments was,“it is glad to see how these fifth

grade students are being able to behave nicely and positively since this study

have started… the students show changes from who they really are before.” As

the researchers informally interviewed one of the demo teachers, who just said,

“I can’t believe that they would participate actively in my discussion all

throughout… I really didn’t expect that to happen.”

Furthermore, a hundred percent of the pre-service teachers said that

background classical music inside the classroom truly helped the pupils

express positive behaviors. One of the comments was “I thought it is just the fact

that the pupils know that they are aware in the on-going study so that’s why

they act nicely… but I can see that they are not just acting… If so… then they

can’t possibly answer my questions to them.”

44



The researchers provided notes and comments in every mathematics session

throughout the study. The comments and notes were answered by the assigned

researcher during the day.

Table 4: Data collected from the anecdotal notes of the researchers.

OBSERVATION

DATES

COMMENTS/NOTES

January 8, 2015 The students seemed like they wanted to get their work

done correctly.

The students were saying nice things to each other.

They seemed to all be on-task. They were trying to get it

completed.

The students were offering to help one another and were

going from one task to another.

January 9, 2015 The students entered the classroom silently and got to

work.

The students continued to work and as they finished one

task they moved to the next one.

The students helped one another.

Students behaved nicely and positively.

January 12, 2015 The students came in talking but then got to work and

hummed along with the classical music.

Some students had to be reminded to get back on-task.

45



The students show changes from who they are before.

January 13, 2015 The students completed many tasks today.

The students came in talking and had to be reminded

what the procedures were. Then they got to work.

Some students encouraged others do their work.

Some students are being disturbed by the background

classical music wherein one student put his hands in his

ears.

January 20, 2015 The students were saying nice things.

The students seemed like they wanted to do a good job.

The class seemed happy while working.

The students were working non-stop.

January 22, 2015 The students entered the class quietly.

The classical music makes the class feel relaxed and

calm.

The children were staying on task as well as kept their

voices down.

January 26, 2015 The students entered talking, but once they heard the

background classical music they calmed down and began

working.

The students showed willingness in doing the tasks.

January 27, 2015 The students were very motivated. Once they finished one

task they moved to the next.

The students were relaxed. They worked quietly and not

in a hurry.

They entered the classroom quietly and started their

morning work.

January 29, 2015 While doing the activity independently two guys sat

beside each other in the classroom and one male put his

46



arm around the other while they sat and do the task.

January 30, 2015 The students did everything correctly. Good day!

February 2, 2015 Great day! The students did everything they needed to

do, and did it correctly

February 5, 2015 Great day! The relaxing classical music really keeps the

mood of the class motivated and calm.

Some students gave compliments to others when they do

a good job.

Hardworking students!

February 9, 2015 The students speak very kindly to each other while

working. The classical music makes the environment veryrelaxing and the children seem to be happy making the

work more pleasant even when it is hard or the children

get things incorrect. Awesome day!

February 12, 2015 The students are excited to see each other in the

mornings and need a reminder to get quiet.

Once the students get on task they stay that way.

The students’ help each other unpack.

They say “Good job” when someone does something well.

“It’s tremendous to see how the class has changed in

such a positive way!”- classroom math teacher

February 13, 2015 As these past three weeks have progressed the students

progressed in their ability to stay on task and work

independently.

The classical music really helps motivate the children to

be calm and relaxed. It’s been an awesome three weeks!”-classroom math teacher

The observations were made each day during the course of the three-

week study. The data collected from these observations are the responses,

47



notes and comments that the researchers made during the study by the

researchers.

In Table 4, the day to day happenings of having background classical

music in the classroom could be seen. More specifically, paying close attention

to the dates when looking at the comments and notes revealed that the study

came to an end, the comments were overwhelming. Each day, the students

were accustomed to the music and the more positive comments and

perceptions coming from the demo-teachers and students are recorded.

Each student in the study participated in three different individual

and/or small group semi-structured interviews. The interviews were held for

the researcher to get a better understanding of how the student felt and

thought about background music in the classroom. In the first student

interview (Appendix D) there were two questions the researcher was asked. The

first question asked “Do you think background classical music helps you

complete your school work/ assignments? Why? How so?” One student said,

“Yes! It’s peaceful because it has all sorts of instruments playing in it. It also

seems relaxing because you just feel like you’re at a special place!” Another

student said,“Yes, because it helps me complete my work carefully. It helps me

make a good grade on my work. It helps me concentrate.” Overall the data

demonstrated that the students perceived this background classical music

positively.

48



In the second student interview (read Appendix E) there were two more

questions the researcher asked. The second question, “Did the background

classical music help you learn? If so, how? If not, Why?” One student said,

“Yes. It helps me concentrate on what I’m doing. It helps me write. It helps me

stay calm and focused.” Another student said,“Yes. It makes me calm down. It

helps me focus on what I’m supposed to learn.” One other student said,“Yes. It

keeps sounds in the classroom from getting to me. It helps me understand.” There

was only one student out of all of the participants who answered the question

with a “no.” That student’s response was,“No. Because it’s not educational, and

I don’t like the music being played.” These results explain that a big majority of

the students consider the background classical music as a help.

In the third student interview (Appendix F) there were three questions

asked. These questions probed whether the student listened to classical music

outside of the school setting and if so, Why? Where? When? The majority of

students listened to classical music (or would if provided) while doing

homework. Some of the reasons provided were: because it helps them focus

and do the school work faster, it’s relaxing, helps their concentration, enjoys

the way it sounds, and it would help them learn.

The student interviews discussed revealed their perception in having

background music in mathematics sessions. Meeting each student one-on-one

49



and/or in small groups allowed the students and researchers to form a

relationship.

It appeared that there is a congruency of findings with the study made

by Dinsmore (2003), who said that classical music is an advantage because it

permits students to accomplish numerous assignments, allows other students

to concentrate, reduces stress levels for students and teachers, and helps

provide a quiet classroom to learn in. In these ways, students can be attentive

and make him or her finish a task.

1.B. What is the perception of the students on how background classical

music affects their attentiveness in mathematics learning?

Table 5: Data collected from students’ post-observational survey.

QUESTION YES NO

1.Do you think background

classical music helped you to

listen attentively and

participate actively in thediscussion? Why or why not?

31 2



classroom helped you to

become attentive?

31 2

50



The survey questions shown in Table 5 were answered by the students. Table 5

is outlined in the “Yes/No” column wherein the highest number of response

was thirty three (33), which is the total number of respondents that the study

has. The least would be zero (0), which means during the three-week study the

students did not meet what was being sought; it did not happen at all. Also,

there is a space provided in the survey for some of the reasons and comments

of the students regarding the questions.

It was clearly shown in Table 5 that even students express a positive

perception in having background classical music. 94% of the respondents, said

“yes” for both number 1 and 2 questions in the survey. The two students who

answered “no” have different comments. The first student said that,“I don’t

mind if there’s background music or not…Because I can perform well even there’s

no music,”and the second student commented that,“I hate classical music it is

not my genre of music, and actually, that really disturbed me while studying…

Though, I can manage to perform well, just pretending that there is no

background music surrounding me.”

The complete reactions and comments of the students are given as

follows:

Table 6: Comments collected from students’ post-observational survey.

WHY? WHY NOT?

1.“The music signals me that the

lesson is already starting”

1.“I am distracted when

studying music, my attention

51



is divided into two”

2.“it makes me feel like the music is

a go-signal for me to stop whatever

I’m doing and pay attention to theteacher”

2. It doesn’t seem right.

Music is just relaxation for

me, not in discussions”

3.“I just get used to it, when I’m at

home; I always listen to music

when I’m studying. It makes me

feel like I’m at home.

4.”The music is so relaxing. It

creates a mood which cues me to

listen attentively”

5.“it has been a favourite part oflearning. Learning with music. It

is creating my own comfort zone.

So having music as a background

is so comforting.”

6.“I just like music when learning,

that’s it”

7.“I love the beats and harmony, it

energizes me”

8.I think creating an environment

which is really in favour for us is

important. If we don’t like the

setting or the mood we just want

to make noise and do our own

task”

9.“I feel happy whenever I hear

music, I feel hyper and focused”

10. “Even though I only know

little about classical music, I then

discover that I learn better withmusic on. I have found a new

tactic to learn”

11. “I can’t hear the noise

outside, therefore I only hear the

background music and the teacher

talking, It helps me to focus more”

12. “I really want to play music

when I learn, it makes me feel

52



happy. And when I’m happy, I’m in

a good mood. If I’m in a good

mood, I’m always on the go.”

13. “I think it’s a powerful tool to

capture out attention. Knowing my

classmates that are so naughty,

they behave when there is music”

14. “I understood the lesson well

when the music is played”

15. “I want to learn while having

fun. Music is how you define fun”

16. “math classes are not so

boring as I thought it would be.

Good job because for the first time,

I understand the lesson well without the help of my classmates.

It is because I am listening”

17. “I can easily focus well and

not get distracted easily”

18. “I just looked at the board

and figure out the answer.

Because of the music, it reminds

me that this is a math class.

That’s why I have to pay attention”19. “I’m having fun when I’m

listening to the music”

20. “it’s really enjoyable when it

is combined to learning, it makes

the class a little-less boring”

21. “I listen properly and behave

well”

22. “I respond to questions when

I know the answer”

23. “having music as a

background makes the class not

so serious, that’s why I am not

afraid to ask questions when I

don’t understand “

24. “I feel so energized to learn”

25. “sometimes, when I raise my

hand, I was in slow dancing mode,

53



the music is so fun to listen with”

26. “I become active in

participating”

27. “I appreciate it when the

teacher puts an effort to make

learning fun. And putting up

music is fun. It allows me to focus

more on the lesson”

28. “Being attentive is not an

easy task for me. But with music, I

learn better”

29. “I only listen to music when

I got noting else to do, but, I then

realized that having music as a

background music while learning,makes a difference after all. “

30. “I love it when the music

makes me dance when learning”

31. “I understood the lesson well

and I am not bored with the

session. Unlike before that I just

want to eat recess all the time”

As for the data of the students’ post observational survey shown in Table

5, it was aligned with the students’ pre-observational survey shown in Table 2.

There were an equal number of students who thought that the background

classical music would help them understand mathematics lessons and those

who already said that background classical music help them be more attentive.

The photos taken and data collected from the pre-service teachers’

classroom observations, students’ post-observational survey and the interviews

made therefore showed that it was evident that both pre-service teachers and

students have positive perception on the attention of the respondents in having

54



background classical music in mathematics sessions.

It appeared that the result of this problem is congruent to the study

made by Lewis (2002), he said that, “It has been shown that classical music

can calm the behavior of children. Calm students are not likely to disrupt

teaching or distract fellow students. Thus, a classroom full of calm students

should enhance learning, reduce stress, and inspire high levels of creativity.”

Also, according to him, classical music creates the mood and helps make

learning more focused and effective by producing positive behaviors, which in

turn lead to better performance on tasks.

2.A. What is the perception of the pre-service teachers on how the use of

background classical music affects the student’s ability to complete

mathematical tasks?

Photo 3 Photo 4

55



The two photos were taken in separate days. The classroom discussions

for each were different. Looking at Photo 3, the two male students werefocused

in doing the activity that their demo-teacher asked them to do. In Photo 4,

the group of students played game. During this activity each of the groups

inside the classroom were competitive and wanted tofinish the task first.

Afterwards, the researchers interviewed the two boys in photo 3. They

said that,“it is good having a background classical music in our mathematics

sessions because we don’t have time to make noise with each other… actually,

every math subject we keep on talking… but the soft background music that is

playing… helped us become more focused and determined to finish my work.”

In the same manner, the students seen in Photo 4 were asked and

interviewed.“Actually, we are used to shouting each other whenever there is a

game inside the room, but I think… the background classical music helped us to

be calm and just finished the task with no pressure” one of the students in the

group said.

Table 7: Data collected from pre-service teachers’ classroom observation.

QUESTION YES NO

1.Are the students focused to

the activities given to them?


13 2

2.Are each student finished the

task given, on the time

12 3

56



provided? Give a situation for

instance.



classroom help the pupilsincreases their performance?

13 2

The survey questions shown in Table 7 were answered by the pre-service

teachers. Table 7 is outlined in the “Yes/No” column with a space provided for

the comments and answers for the included questions. The highest number of

response was fifteen (15), which was the total number of days that the study

lasted. The least would be zero (0), which means during the three-week study

the student did not meet what was being sought; it did not happen at all.

Based on the classroom observations result, pre-service teachers have a

positive perception in having background classical music. In the questionnaire,

there were three items to know the perception of the pre-service teachers.

In question number 4, 13% from the pre-service teachers said that

students are not focused on the activities given to them. One of the two

commented that,“some are being disturbed by the background classical music…

I saw one student wherein he put his hands in his ears just to avoid the music

that is playing.”

On the other hand, most of those who said “yes” commented that,“just

like the students, we enjoy the existence of the background classical music inside

the room… it’s more fun doing our work.”

57



While 87% of the pre-service teachers observed that students were able

to finish their task in the given working time. The researchers interviewed one

of the demo-teachers who rated for “yes”, and asked why he/she thinks that

the students were able to accomplish the task given to them. He/she replied,

“the only thing I observed when they are doing their task was… most of them

were focused, they seem calm and relaxed while working… though I can see that

a few are being irritated… but still, they were able to finished the activity in my

time of demonstration teaching. I’m so glad, that, for some point, I believe that

this background classical music has an effect for each of them, even good or

bad.” In contrast, one of the three (3) demo-teachers who answered “no” said

that,“not all can finished the task right away because there are two students

who were not able to accomplished the assigned task given to them… and they

told me that they doesn’t like the background music being played… Also, they

asked me if they can pass the activity to me later on… meaning they can’t even

focus on the activity during that time.”

Also there are 87% of pre-service teachers who believed that background

classical music inside the classroom helped the pupils increase their

performance in mathematics session. It was clearly shown in their

observations and comments that the pupils show indicators in completing their

tasks. The way on how they do their work or task were mindfully defined. The

focus or concentration of the students to finish the given task right away have

58



been observed since day one up to the last day of the study.

Table 8: Data collected from the demo-teachers post-observational survey.

YES NO UNDECIDED

1.The use of background classical

music in the morning helps “wake-

up” students.

10 1 4

2. Background classical music helps

complete the tasks

15 0 0

3.Background classical music helps

the students to stay on task

13 1 1

4. The use of background classical

music helps the students to become

attentive

15 0 0

5.Background classical music helps

students to perform better in class.

13 1 1

There were fifteen (15) demo-teachers who answered the survey. The

highest number each question could receive is fifteen and zero being none. In

table 8, it is outlined in a Yes/No column including the undecided column

(Undecided means the teacher did not choose from yes or no).

The results in Table 8, demonstrated how the pre-service teachers agreed

with the students in the study. As the data have shown, majority of the demo-

teachers who participated in the study reacted positively on the results of

having background classical music. The responses of the demo teachers in

their post-observational survey were aligned with their own observations in the

59



day of their demonstration teaching. Even at the last encounter of answering

the survey, pre-service teachers has a positive perception in having background

classical music. In the last question, all demo teachers firmly believed that

background classical music help the students to perform better in class.

It was evident that both pre-service teachers as well as students has a positive

perception in having background classical music which is beneficial in teaching

learning situation, based from the collected data in anecdotes of the

researchers, the student interviews and also the demo-teachers exit survey.

It appeared that the findings showed a congruency with the stydu made

by Giles (2000), who said that the use of classical music in the classroom may

be beneficial to teaching learning situation. Most pupils also function very well

with classical music in the background and the right music at the right time

can make them less stressed, more relaxed, happier and more productive. She

found that the most effective music for improving children’s performance was

the music that will make them focus and concentrate.

These results allow one to see that background classical music in the

classroom is not only for fifth grade students at PNU-ITL but for other students

as well.

60



2.B. What is the perception of the students on how the use of background

classical music affects their ability to complete mathematical tasks?

Table 9: Data collected from students’ post-observational survey.

QUESTION YES NO


classical music helped you to

focus so that you can finish

the task given? Why or why

not?

30 3



classroom helped you increase

your performance?

31 2

The survey questions shown in Table 9 were answered by the students. Table 9

is outlined in the “Yes/No” column wherein the highest number of response

was thirty three (33), which is the total number of respondents that the study

has. The least would be zero (0), which means during the three-week study the

students did not meet what was being sought; it did not happen at all. Also,

there is a space provided in the survey for some of the reasons and comments

of the students regarding the questions.

It is clearly shown in table 9 that students commented positively on the study.

Almost 91% of the total respondents believed that through the help of

background classical music, they can finish the task easily because they are

61



more focused and concentrated in the activity or work that they are doing. One

student said that,“The background classical music makes me feel relaxed and

comfortable… I actually don’t feel any pressure and fear learning mathematics

lessons… I am more focused to stay on task because I don’t even mind my

classmates if they are trying to talk to me… I just want to concentrate on the

discussion.”

Also, there is almost 94% that said “yes” for number 4 question in the

survey. Just like in the survey for positive comments, two students answered

“no” having two different firm opinions again. The first student said that,“I just

want to put cotton in my ears every time I heard that classical music. It does not

make me focus on what I’m doing… I guess what makes me stay on task is the

fact that I have to finish it because it is a requirement,”and the second student

commented that,“I don’t like classical music it disturbed me doing my works.”

As for the data of the students’ post-observational survey shown in Table

9, it showed that the result for this problem is being aligned in the students’

pre-observational survey shown in table 2. There are an equal number of

students who perceived that the background classical music positively still has

a positive perception after the study.

Therefore, the photos taken and data collected from the pre-service

teachers’ classroom observations, students’ post-observational survey and the

interviews made, shows that it is evident that both pre-service teachers and

62



students has a positive perception in having background classical music in

mathematics sessions.

It appeared that the result of this study was aligned in the study made

by Dinsmore (2003), who said that teachers agree that playing classical music

in their classrooms increases performance by creating a calming atmosphere:

“I can see that the students are more relaxed when…there is soft music playing

in the background”

Also, Kay Gardner (1997), finds out that a fifth grade teacher in a small

rural school, used classical background music and noticed that with the music

on, her students settled down quickly, stayed on task, and went about their

schoolwork in a calm and relaxed manner.

Addition to this, Keeler (2003) said, “It just kind of calms the children

and helps them focus” This shows that using classical music can positively

influence the likelihood of on-task behavior, which prevents the student from

doing other things that are not relevant to the school work, for example,

talking, playing.

Chapter V

63



SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the different significant and essential details

obtained, after dealing with the collected data and its corresponding analysis

and interpretation. The sections that follow discuss the summary of the study,

conclusions, and the recommendations drawn.

Summary of Findings

Each individual has their own way on how to understand and learn a

specific topic or lesson, and everyone knows that music is truly a part of

everyday lives of the people. It is not impossible that for some reason, music

can be integrated in studying or even learning inside the classroom. Some

studies found that most of the students nowadays learn easily by putting

background music while they are studying. This is one of the reasons why the

researchers developed a study on knowing the perception of the students and

pre-service teachers in the mathematics sessions with the aid of background

classical music. The researchers aimed to know how attentive the students are

and how the students complete a task given by the practice teachers.

Throughout the study, the researchers found out that based from the

perception and observation of the students and pre-service teachers, adding

background classical music in the classroom, contributed to a decreasing

distractions and an increase in the concentration levels of the pupils. It shows

64



that the attention and task completion of the students shows a positive

change. Analysis of data showed that majority of the students found

background classical music as a way to cover up any distractions that they

may have in the classroom, such as clocks ticking, pencils tapping, and

chairs/desks moving.

The researchers found that implementing background classical music in

the classroom was very effective. Data showed that it was strongly linked to

how the students complete the task and increased the pupils’ attention in

learning. Indeed, after implementing the use of classical music as background

music, the perception of the students and the demo teachers in the classroom

was completely different. Researchers showed in the gathered data that

classical music created an inviting, calm, and comfortable atmosphere that

promoted a new way of learning and teaching.

Conclusions

This evaluation of implementing background classical music in a fifth

grade classroom, conducted by the researchers, revealed a detailed review of

the impact of background classical music in the perception of the students and

demo teachers in the attention and task completion of the respondents. The

results suggest that background classical music in the classroom has a

positive perception not just for the individual, but for the class as a whole.

65



Based on the findings of the study, the following conclusions were drawn:

1.A. It was evident that pre-service teachers have positive perception on

the attention of the respondents in having background classical music in

mathematics sessions.

1.B. It was evident that students have positive perception on their

attention in having background classical music in mathematics sessions.

2.A. It was evident that pre-service teacher have positive perception on

the task completion of the respondents in having background classical music

in mathematics sessions.

2.A. It was evident that students have positive perception on their task

completion in having background classical music in mathematics sessions.

Recommendations

One weakness in this research that should be addressed in a future

study would be to consider the students test scores. The idea that background

classical music is very effective for the student to stay on-task and be attentive

in learning mathematics but to see if their test scores rise would be something

of interest. Also, adding quantitative analysis in the future and showing

stronger evidence of improved positive result must be considered as well.

66



REFERENCES

Anderson, S., Henke, J., McLaughlin, M., Ripp, M., & Tuffs, P. (2000).

Using background music to enhance memory and improve learning.

Clearinghouse, 1-30.

Behar, C. (2005). The effects of classical music on listening

comprehension. Clearinghouse, 1-20.

Black, S. (1997). The Musical Mind. The American School Board Journal,

21. Bryant-Jones, M., Shimmins, K., & Vega, J. (2003). Increasing math

achievement through use of music. Clearinghouse, 1-41.

Chalmers, L., Olson, M., & Zurkowski, J. (1999). Music as a classroom

tool. Intervention in School and Clinic, 35(1), 43-48.

Collett, M. J. (1991). Read between the lines: Music as a basis for

learning. Music Educators Journal, 42.

Davies, M. (2000). Learning…the beat goes on. Childhood Education,

76(3), 148-53.

Dinsmore, T. S. (2003). Classroom Management. Clearinghouse, 1-30

Elliot, I. (1998). Music, dance, drama and learning. Teaching Pre-K-8, 36.

67



Ghassemi, J. (2006, September 17). Science suggests kids can’t study

and groove at same time; regions of the brain please listen: It helps background

music. Lancaster Newspaper, 3.

Giles, M. M. ( 19 91). A little background music, please. Principal, 71(2),

41-44.

Hallam, S. & Price, J. (1998). Can the use of background music improve

the behavior and academic performance of children with emotional and

behavioral difficulties. British Journal of Special Education, 25(2), 88-91.

Hallam, S., Price, J. & Katsarou, G. (2002). The effects of background

music on primary school pupils’ task performance. Educational Studies, 28(2),

111-21.

Jensen, E. (2005). Teaching with the brain in mind. Physical

Environments for Learning, 2nd ed., 81-93

Jensen, K. (2001). The effects of selected classical music on self-

disclosure. The Journal of Music Therapy, 38(1), 2-27.

Keeler, S. (2003, May 28). Susan Cromer enjoys teaching road less

traveled. Greenville News.

Kelstrom, J. M. (1998). The Untapped power of music: Its role in the

curriculum and its effect on academic achievement. Bulletin, 39.

Kolb, G. (1996). Read with a beat: Developing literacy through music and

song. The Reading Teacher, 50, 76.

Koppelman, D. & Imig, S. (1995). The effects of music on children’s

writing content. Clearinghouse, 1-21.

68



Langfit, D. (1994). Integrating music, reading and writing at the primary

level. The Reading Teacher, 47, 430.

Lawrence, D. L. (2001). Using music in the classroom. Advanced Brain

Technologies.

Lewis, E. (2002). The relationship of listening to classical music on first

graders’ ability to retain information. Clearinghouse, 1-30.

McGovern, A. M. (2000). Working in harmony: Some effects of music in

the classroom. Clearinghouse, 1-45.

Milner, J., & Milner, L. (2003). Bridging English (3rd ed.). Columbus, OH:

Prentice Hall.

Morrison, S. J. (1994). Music students and academic growth. Music

Educators Journal

Ohlhaver, D. (1998). Learning with music in the classroom: What

research says. Montessori Life, 10(4), 32-33.

Strickland, S. (2001). Music and the brain in childhood development.

Review of research. Childhood Education, 78(2), 100-03.

Woody, R. (2001, April). Reflective classroom management. Teaching

Music, 46-50.

69



APPENDICES

APPENDIX A

Pre-Observational Survey

(To be accomplished by the students/respondents before the study)

QUESTION YES NO

1.Would you like to listen to classical

music while doing school work? Why?

2.Have you heard a classical music? If

yes, give at least one that you

remembered.

3.Do you think a background classical

music inside the classroom could help

you learn?

70



APPENDIX B

Post-Observational Survey

(To be accomplished by the students/respondents after the study)

QUESTION YES NO

1.Do you think background classical music helped

you to listen attentively and participate actively

in the discussion? Why or why not?

2.Do you think a background classical music

inside the classroom helped you to express

positive behaviours? Why or why not?

3.Do you think background classical music helped

you to focus so that you can finish the task

given? Why or why not?


inside the classroom helped you increase your

productivity? Why or why not?


inside the classroom motivates you to do your

school works? Why or why not?

APPENDIX C

71



Demo-Teachers Classroom Observation

(To be accomplished by the demo-teachers during the study)

QUESTION YES NO

1.Are the students listening attentively to the lesson? Give a

situation for instance.

2.Are the students actively participating in the lesson? Give

a situation for instance.

3.Do you think a background classical music inside the

classroom help the pupils to express positive behaviors?

Why?

4.Are the students focused to the activities given to them?


5.Are each student finished the task given, on the time

provided? Give a situation for instance.


classroom help the pupils increases their productivity?

Why?

7.Are the students showed willingness in doing their school

tasks? Give a situation for instance.

8.Are the students showed eagerness in finishing their

assigned task? Give a situation for instance.


classroom motivates the pupils in doing their school

works? Why?

APPENDIX D

Student Interview #1

72



(To be accomplished by the researchers after the study)

1. Do you think background classical music helps youcomplete your school work/ assignments? Why? How so?

2. What do you think about having background classical music

playing while you do your school work? Explain.

APPENDIX E

73





1. Did the background classical music motivate you to do your

school work? If so, how? If not, why?

2. Did the background classical music help you learn? If so,

how? If not, Why?

74



APPENDIX F



1. Do you listen to music while doing Homework? If so, why? If

not, would you if it was provided or if you were able to? Why?

2. Where are some places you listen to music? In the car, at

home, in your bedroom, in the kitchen, etc. Why?

3. When do you listen to music? When you are with your

friends, going to bed, while you eat, while you play, etc. Why?

75



APPENDIX G

Anecdotal Notes

(To be accomplished by the researchers during the study)

Notes: Comments from Students about the effects of the Background

Classical Music inside the classroom. (Anecdotal Notes)

76



APPENDIX H

Pre-service teachers Post-Observational Survey

(To be accomplished by the demo-teachers after the study)

YES NO

6.The use of background classical music in the morning helps

“wake-up” students.

7. Background classical music helps complete the tasks

8.Background classical music helps the students to stay on

task

9. The use of background classical music helps the students to

become attentive

10. Background classical music helps students to perform

better in class.

77



APPENDIX I

Preferred Classical Music Survey

(To be accomplished by the students/respondents before the study)

Name (optional):______________________

Listen to the following classical music to be played by the researchers

and rate the following music. Write ten for the most preferred music and

1 be the least preferred music.

Music Ranking

1. Overture to William Tell-Gioachino Rossini

2. Minuet in G Major-Christian Petzold

3. Dawn from Thus Spake Zarathustra-Richard

Strauss

4. Ode to Joy-Ludwig van Beethoven

5. Eine Kleine Nachtmusik-Wolfgang A. Mozart

6. Toccata in d minor-Johann S. Bach

7. Ride of the Valkyries-Richard Wagner

8. Hallelujah Chorus-George F. Hande

9. Here Comes the Bride-Richard Wagner

10. Symphony #5-Ludwig van Beethoven

Documents

Perception of students and teachers on Classical Music