The Negative Effect of Listening to Music While Learning - Essay Example

Negative Effects of Listening To Music While Studying and al Affiliation Negative Effects of Listening To Music While Studying Chapter 1: Introduction Brief overview of Purpose of the Study …………………………………………. Chapter 2: Plan of analysis Statistical Analysis of the Data…………………………………………………… Chapter 3: Results Results presumptions statement…………………………………………………… Presumptions of the study………………………………………………………… Chapter 4: Discussion Results Finding Restatement ……………………………………………………… Limitations of the study…………………………………………………………… Chapter 5: Conclusion How the supported Hypothesis can serve as a Psychological Template…………. Chapter 6: References Research Bibliography………………………………………………………… Chapter 7: Appendix The proposed Questionnaire form………………………………………………….. Copy of informed consent form……………………………………………………. INTRODUCTION Brief overview of Purpose of the Study The main focus of this research study is to probe and analyze via deep scrutiny the contingency of the negative implications on learners with the divergent conduct of listening to background music while studying. A keen research analysis of the subject matter unravels that the availability of wide range of advanced technology gadgets and different music genres prompt learners to listen to music while studying void of the repercussions accrued from much conduct. A well elaborate example is evident on those learners who read in the libraries with their headsets on owing to the belief that background music elevates learning concentration. It is consequently clear that this habit robs leaners of their overall focus which is an essential part of their learning process. PLAN OF ANALYSIS Statistical Analysis of the Data Hypothesis Testing To begin with, the researcher is testing the effect of music on learners by inducing music background to 5 learners and subjecting each learner to a neurological stimulus from the music then recording the impacts to the learners on a given specified duration. The researcher can opt to give each learner a standardized test to weigh the overall concentration and determine whether they understood what they learned under the influence of music. The researcher can then determine the mean response time of the learners to music and compare this result to a control sample of 5 students studying void of neurological music stimuli. The researcher can give similar standardized tests to the control sample learners as well and compare the performance of the students. The researcher can then calculate the mean of the degree of music response and draw a standard deviation from this data to determine whether the music had any impact on the learners. To effectively analyze the Hypothesis Testing, the researcher can draw two hypothesis. First, he can draw a null hypothesis (Ho Hypothesis) that the music had no effect. This implies that the mean of the music impact on the students is still going to remain the same even in the presence of the music. However, the researcher can pick the alternative hypothesis (H1 Hypothesis) to imply that the music has an impact on learning. To pick the correct hypothesis, the researcher can draw the null hypothesis and assume it’s true, then calculate the probability that he would have got the same results with the sample. If the probability obtained is extremely small, then the null hypothesis is evidently probably not true. The researcher would then reject the null hypothesis and deduce that music has a tremendous impact on learning. Descriptive Analysis This research aims at conducting a correlational study research design where the researchers will be aiming at evaluating the relationship between several variables and their relationship to the habit of listening background music while studying. Some of these variables include age, gender, IQ and the level of education of the participants. The researcher can determine the variance, mean and standard deviation of the age and the IQ of the participants. This results can stipulate a certain correlation which can unravel to the researcher which level of Intelligence Quotient and corresponding age which listens to music while studying music. Statistical tests To test the hypothesis, the researcher can calculate the p-value (probability value) and the α (alpha value) which are both levels of significance. The p-value is the smallest level of significance in which the null hypothesis can be rejected. In this case, the researcher can compare the p-value to the α value chosen. If the chosen α > p, the researcher may reject the null hypothesis. If the p-value is significantly small, the results will prove that the null hypothesis is false. This implies that the background music affected learning process. RESULTS According to the aforementioned hypothetical testing, descriptive analysis, and statistical analysis, the presumptuous response would indicate that music had an impact on learners and that learner’s focus and concentration was negatively affected as a result of having music on the learning background. However, these results are based on recognition of various assumptions. First, the study has an assumption that genre of music on the background of the learners of the study does not vary and that learners are exposed to the music on the same amount of time. The research also presumes that learners are restricted from external distractors such as hooting of vehicles and so forth. Lastly, the research also presumes that gender and age of the participants do not impair with the results obtained. DISCUSSION The p-value is denoted as the observed significance level. The researcher can analyze the p-value obtained and upon the awareness that the chosen α > p, the researcher may reject the null hypothesis. In summary, when the null hypothesis is rejected on the basis of low p-value significance, then the researcher infers that the music had an impact on the learners. Limitations of the study Part of the constraints of the study include threats to both external and internal validity of this analysis. Threats to internal validity distort our confidence by affirming that there is a tangible relationship between independent and dependent variables. On the other hand, threats to external validity allude to the fact that the conclusions or results from the study are applicable to other study group as well. One of the prime threat to internal validity in this research is the history in which an abrupt event occurred while the experiment was in progress. An unanticipated event such as a storm or abrupt power failure can distort with the timed experiment. This can be evaded in a future analysis by disaster preparation plans such as having spare generators to use incase power goes off. An additional threat to internal validity is the experimental mortality where some of the participants may drop out of the study by claiming that the study is affecting with their schedules. This predicament can be evaded in a future analysis by scrutinizing participants before selecting them. This prior scrutiny can probe on their schedules to ensure that the experimental study does not interfere with their learning schedules. This will motivate them to adhere till the end of the study. One of the threats to external validity includes the multiple treatment interference where participants under the study receive more than one treatment or test in a concurrent manner, and hence this results to a carry-over effect which nullifies the probability of using a generalized data from such analysis. This predicament can be reduced or eliminated in future studies by using a single test on subjects under a particular study. CONCLUSION In conclusion, if the aforementioned hypothesis would be accepted and supported, the field of psychology would deduce the implications of music on learning. Researchers can hence advance the study by performing similar tests in different settings to prove or rectify few aspects. Learners can use the research to selectively choose the type of genres to select as their background study music in case they have to listen to music when studying. The proposal concludes that music has adverse effects on learners and hence students should evade such conduct if their core objective is to maximize their time, improve their grades and ultimately excel in their exams. REFERENCES Bobel, Eric. "The Effect of Music on Concentration, Heart Rate, Blood Pressure and Respiratory Rate." Journal of Research in Music Education1 19.32 (2013): 33-39. Web.. Dalton, Brian H. "Effects of noise and music on human and task performance: A systematic review." Journal of Human Kinetics and Recreation, 44.19 (2011): 221-226. Web. Hetland, L. (2000). Listening to music enhances spatial-temporal reasoning: Evidence for the “Mozart-Effect. The Journal of Aesthetic Education, 34: 105-148. Huang, R. H. (2011). Effects of background music on concentration of workers. Journal of Psychology 312 (12): 383-398 Huang, Rong H. "Effects of background music on concentration of workers." Journal of f Psychology 381.12 (2011): 383-398. Web.. Lehmann, E. L., & Romano, J. P. (2005). Testing statistical hypotheses. New York: Perham, N. a. (2011). Can preference for background music mediate the irrelevant sound effect? Appl. Cognit. Psychol., 25: 625–631. Schellenberg, E. Glenn. "Music and Cognitive Abilities." Journal of Research in Music Education 192.22 (2012): 121-127. Web. . Springer.Dooley, D. (1984). Social research methods. Englewood Cliffs, N.J: Prentice-Hall. Who.int,. (2015). WHO | Informed Consent Form Templates. Retrieved 4 December 2015, from http://www.who.int/rpc/research_ethics/informed_consent/en/ APPENDIX I. PROPOSED QUESTIONNAIRE The measure in this case aims at collecting demographic data of the participants so as to com pare the correlation of the dependent and the independent variables. The questionnaire response options can include the following proposed format: Open and closed ended questions 1. Kindly fill in your name (optional)………………… 2. Kindly fill in your age (important)………………….. 3. Kindly fill in your gender (tick where appropriate) Male…..Female…… 4. What is your level of education? (tick where appropriate) High school...Bachelor’s degree…. Masters level…PhD level….. 5. Do you own a digital mobile phone or any digital device (Tick where appropriate) Yes…No… 6. Do you listen to music as you study (Tick where appropriate) Yes….No…. 7. What is your overall performance in the last one year (Tick where appropriate) Excellent (90-100 scores)…Average (70-90 score)….Poor (50-70 score)….extremely poor (below 50 score)…. 8. Do you feel that there is an influence of music on your performance? Why or why not? .............................................................................. II. COPY OF INFORMED CONSENT FORM Kindly read the consent declaration form below and sign against your name. [Informed Consent Form for _____________________] This informed consent form is for learners participating in the research titled. "Negative effects of listening to music while studying” [Name of Principle Investigator] [Name of Organization] [Name of Sponsor] [Name of Project and Version] This Informed Consent Form has two parts: • Information Sheet (to share information about the study with you) • Certificate of Consent (for signatures if you agree that you or your child may participate) You will be given a copy of the full Informed Consent Form Part I: Information Sheet Introduction I am Mr/Miss/Mrs………….. and I work at Y organization in _____. I am doing some research which might help the educational system develop more strategic approaches and also help learner to improve their learning concentration levels and their overall performance. In our research we will talk to many students, both girls and boys, and ask them a number of questions. Whenever researchers study children, we talk to the parents and ask them for their permission. After you have heard more about the study, and if you agree, then the next thing I will do is ask your daughter/son for their agreement as well. Both of you have to agree independently before I can begin. P.S: You do not have to decide today whether or not you agree to have your child participate in this research. Before you decide, you can talk to anyone you feel comfortable with. P.S.S: There may be some words that you do not understand. Please ask me to stop as we go through the information and I will take time to explain. If you have questions later, you can ask them of me or of another researcher.) Purpose It is possible that the overall performance and concentration of learners is impacted by their adoption to listening background music and their unawareness that this activity has on their performance. In this study we will talk to students both girls and boys about what they know about listening to background music. We will invite them to share their knowledge and understanding with us so that we can find ways of recommending better approaches to learning Selection of Participants We want to talk to many teenagers about their experiences with background music and their personal correlated performance based on the statistics and the duration this music aspect was introduced into their learning shedules. We would like to ask you or your daughter/son to participate because she/he is a teenager and lives in this region.) Voluntary Participation You do not have to agree that you or your daughter/son can talk to us. You can choose to say no and any services that you and your family receive from any educational aspect will not change. We know that the decision can be difficult when it involves you or your children. And it can be especially hard when the research includes sensitive topics like personal details and performance. You can ask as many questions as you like and we take the time to answer them. You dont have to decide today. You can think about it and tell me what you decide later.) Confidentiality: We will not be sharing information about yourself or your son or daughter outside of the research team. The information that we collect from this research project will be kept confidential. Information about you or your child that will be collected from the research will be put away and no-one but the researchers will be able to see it. Any information about you or your child will have a number on it instead of his/her name. Only the researchers will know what his/her number is and we will lock that information up with a lock and key. It will not be shared with or given to anyone. PART II: Certificate of Consent I have been asked to give consent for my daughter/son or at a personal level to participate in this research study which will involve I/ him/her completing one interview and one questionnaire I have read the foregoing information, or it has been read to me. I have had the opportunity to ask questions about it and any questions that I have asked have been answered to my satisfaction. I consent voluntarily for my child/ or myself to participate as a participant in this study. Name of Parent or Guardian __________________ Signature of Parent of Guardian___________________ Date ___________________________ Day/month/year Read More