CHAPTER II

REVIEW OF RELATED LITERATURE

Introduction

This chapter shows the Review Literature and Studies after being

deliberately analyzed and considered by the researchers, which helped to

determine the negative effects of music in cognitive system towards academic

performances of selected grade 11 students. The collected information in this

chapter can help to readers and future researchers to know the negative effects of

music in cognitive system towards academic performance and can give them

prior knowledge about the topic.

Foreign Literature.
The effect of listening to loud music in the

performance of three higher-level cognitive

functions (Villamizar et al. (2020))

For some people, listening to music can be a pleasant collateral activity during

working hours. Occasionally considered to be an important stress reducing strategy in

situations when planning, and decision making are required. For that reason, in this work

we seek to assess the effect of listening to music at sound pressure levels Leq of 74 to 78

dB-A, in three higher-level cognitive functions: planning, inhibition and visuospatial

working memory, in a group of 22 young adults 22 to 39 years old from Mexico City

using a two-phase quasi experimental design. During phase 1, all participants were

screened for good hearing health through a standard pure-tone audiometry, and then

performed four neuropsychological tests while listening to loud music. During phase 2,

participants performed the same neuropsychological tests applied during phase 1, but

without presenting the musical stimulus in a quiet laboratory environment with a

background noise level Leq of 24 to 30 dB-A. In both phases participants were also

physiologically tested for possible stress markers. The results demonstrate that listening

to loud music might negatively affects daily life cognitive abilities like planning,

inhibition, and visuospatial working memory

“During phase 1, all participants were screened for good hearing health through a

standard pure-tone audiometry, and then performed four neuropsychological tests while
listening to loud music.” (Villamizar et al., 2020)

Does Listening to Music Regulate Negative Affect in a Stressful Situation?

Examining the Effects of Self‐Selected and Researcher‐Selected Music Using Both Silent

and Active Controls (Groarke et al., 2019)

Stress and anxiety are increasingly common among young people. The current

research describes two studies comparing the effects of self-selected and researcher-

selected music on induced negative affect (state anxiety and physiological arousal), and

state mindfulness. Method: In Study 1, 70 undergraduates were randomly assigned to one

of three conditions: researcher-selected music, self-selected music, or a silent control

condition. In Study 2, with 75 undergraduates, effects of music were compared to an

active control (listening to a radio show). Negative affect was induced using a speech

preparation and arithmetic task, followed by music listening or control. Self-reported

anxiety and blood pressure were measured at baseline, post-induction, and post-

intervention. Study 2 included state mindfulness as a dependent measure. Results: Study

1 indicated that participants who listened to music (self-selected and researcher-selected)

reported significantly greater anxiety reduction than participants in the silent control

condition. Music did not reduce anxiety compared to an active control in Study 2.

However, music listening significantly increased levels of state mindfulness, which

predicted lower anxiety after self-selected music listening. Conclusions: Music may

provide regulation in preparation for stressful events. Yet, the results of Study 2 indicate
that other activities have similar benefits, and shows, for the first time, that music

listening increases mindfulness following a stressor. Groarke et al. (2019)

The Effect of Music on Brand Attitudes: Affect- or Belief-Based Change? (Middlestadt et

al., 2019)

Attention, attitude, and affect in response to advertising, 149-168, 2019

Belief-based theories have played a major role in research on attitude formation and

change. According to the expectancy-value model proposed by M. Fishbein, attitude

toward a behavior ultimately is changed by changing the evaluative implication of the

underlying determinants. According to a belief-based explanation of the attitude change

produced by the music, the change in the underlying cognitive structure caused the

change in the attitude toward using the brand. The change in attitude toward the ad was

secondary, reflecting the often found positive relationship between attitude toward the

brand and attitude toward an ad for the brand. It is important to note that the

measurement of cognitive structure with the open-ended procedure preceded the

assessment of the global attitude toward the behavior and allowed ample opportunity for

respondents to indicate no advantages or no disadvantages. (Middlestadt et al., 2019)

Foreign Studies
 The impact of music in memory

(Musliu et al., 2017b)

A lot of research has been done on the effects of music and sounds on

performance in many areas of study. However, there have been mixed results about what

kind of effects music can have. Musical pleasure was able to influence task performance,

and the shape of this effect depended on group and individual factor (Gold B., et al.

2013). According to Fassbender (2012), music does have an effect on memory, music

during a study or learning phase hindered memory but increased mood and sports

performance. The objective of this experiment is to find if music can help memorize

different tests like nonsense syllables, numbers and poems with rhyme. Students were

from different faculties, N= 74 (75 percent females) between age 17-22, participating in

this experiment. Experiment had 4 different tests, self-created according to the

experiment of nonsense syllables from (Ebbinghaus 1885). First test had 50 nonsense

syllables to lead to the next phase of experiment. Students were separated in 3 groups

with almost the same numbers of correct nonsense syllables from the first test. First

group was taking the tests without music at all and in silent, second group was doing the

test with lyrics music and the third group with relaxing music. All three groups had 5

minutes for each 3 different tests to memorize 50 other nonsense syllables (including 3

same syllables), 12 lines from poems and 50 different orders of numbers, then to write

down how much they memorized. The music was the same during memorizing phase and

was repeated during writing phase with same volume and with headphones on. Result

showed that there are significant differences memorizing lines from poems and the same

syllables between students without music and them with music. T-test for each group also
showed the significant differences between these two groups. Regression analyses

explain 33 percent of variance factors for memorizing the lines and 50 percent of

variance factors for memorizing the same syllables, groups have the most impact on

regression. Conclusions of this research are that music affects memory negatively

resulting that students are able to memorize better without music. This research also

concludes that silent is a key factor to recognize the same nonsense syllables. When it

comes to memorizing better keep the music down! (Musliu et al., 2017)

Behavioral, Affective, and Cognitive Engagement of High School Music Students:

Relation to Academic Achievement and Ensemble Performance Ratings (Pagán, 2018)

The purpose of the study was to determine the relation between student

engagement, academic achievement, and music ensemble performance ratings. The study

was guided by two research questions: how do students’ varying degrees of student

engagement relate to their academic achievement and their ensemble’s performance

rating, and to what extent do behavioral, affective, and cognitive engagement predict

ensemble performance ratings? Participants were 259 high school band students who

completed the Classroom Engagement Inventory in Music. They were also asked to

report their GPA, and the researcher recorded their ensemble’s performance rating.

Results suggested that higher levels of student engagement were associated with higher

levels of ensemble performance ratings (superior and excellent versus good), with a clear

demarcation found between lower rated and higher rated ensembles. Although no

significant correlation was found between academic achievement and student

engagement, affective engagement was found to predict overall music performance

outcomes. (Pagán, 2018)

The impact of music on the academic performance of undergraduate students

(Rajab and Pitman, 2019)

Key digested message A two-part study was conducted with undergraduates

registered at South African universities to gauge their music usage behaviors. Results

show that, although there is no significant difference in working memory performance

between white noise and classical music conditions, students’ performance decreased

significantly when they listened to music of their own choosing. This suggests that

working memory capacity may be overloaded when listening to one’s own choice of

music, which may negatively affect information encoded when studying and completing

other academic activities, later impacting information recall and, ultimately, academic

performance. Music had the potential to enhance mood, and bolster cognitive abilities

(Wang et al. 2022;Hu et al. 2021;Roslan et al. 2017). Music was not just limited to our

entertainment or recreational activities however, it also played a pivotal role in our

spiritual lives and proved to be a soothing balm during stressful times, such as preparing

for examinations or enduring traffic congestion. Rajab and Pitman (2019)

“Despite the global recognition of music's impact on undergraduate students, South

African studies, particularly in the Western Cape, were relatively limited. Jansen and
Walsh (2017) and Rajab (2018) research studies indicated, that music could serve as a

tool to enhance academic results and alleviate stress. Snyman-Van Deventer (2019)

theorized that music played a role in mental health improvement among students. While

previous studies have emphasized the broad effects of music on undergraduate well-

being.” (Rajab and Pitman, 2019)

Local Literature

Identifying the effects of cognitive distraction on driving performance –

Analysis of naturalistic driving data (Precht, 2018)

The dissertation explores the impact of cognitive distraction on driver

performance, focusing on real-world driving scenarios. It examines various types of

distractions such as secondary tasks and driver emotions and their effects on driving

behavior. While experimental studies suggest negative effects of cognitive distraction,

naturalistic driving studies show conflicting results, with some indicating no increased

accident risk. The dissertation aims to provide a comprehensive understanding by

considering environmental, situational, and personal factors. Findings suggest that

cognitive distraction alone may not significantly affect driver performance, while

activities leading to gaze away from the road pose a higher risk of accidents. (Precht,

2018)

Changing positive and negative affects through music experiences: a study with

university students (Magraner et al., 2020)

Blasco and Calatrava found that listening to Arturo Marquez’s typically happy

“Danzón NO 2” significantly reduced five negative effects in secondary school students.

Another study found that listening to the happy song “Eye of the Tiger” by Survivor only

increased positive affects but did not reduce negative ones, while the sad song

“Everybody Hurts” by REM reduced both positive and negative effects. However, these
findings contradict with Miller and Au’s study, which found that listening to both sad and

happy music had no significant changes on negative affects among undergraduates Shulte

conducted a study with 30 university students and found that listening to different songs

decreased negative affects Matsumoto found that sad music reduced sad feelings in

deeply sad university students Vuoskoski and Eerola showed that sad music could

produce changes in memory and emotional judgments related to emotions and that

experiencing music induced sadness is intrinsically more pleasant than sad memories. It

seems that reducing negative affects has mostly been studied with sad and nostalgic

musical stimuli. If music can reduce negative affects, it can also be involved in

educational and psychological interventions focused on improving the emotional-

affective sphere. One study examined the effects of a wide range of music activities and

found that it would be necessary to specify exactly what types of music activity lead to

what types of outcomes. Moore also found that certain music experiences and

characteristics had both desirable and undesirable effects on the neural activation patterns

involved in emotion regulation

Rhythm of Learning: Assessing the Effect of Music on Students’ Cognitive Performance

Through EEG (Tan et al., 2023)

Smartphones and streaming platforms make it easier for youths to study while

listening to music. While this habit of multitasking is enjoyable and motivating, it may

distract and impede learning. The effects of music on cognitive tasks have been studied

with mixed results. Thus, we aim to investigate the effects of three music types of

students’ cognitive performance when listening to music while studying. We presumed

instrumental music to be the most effective for student performance, silence second, and

vocal music last. Objective data, behavioral observation and subjective assessment were

used for evaluation. We conducted experiments with 43 secondary students according to

the self-designed experiment protocol. We segmented data according to tasks, pre-

processed it, extracted features, and scored mental states. No major changes in task scores

or eye gazes were observed, but feedback showed vocal music was the most distracting.

Mental scores from EEGs showed poorer performance with vocal music during mental

tasks. Based on our results, we conclude that for optimal learning performance, silence or

instrumental music may be the preferable choice. (Tan et al., 2023)

Local Studies

The people vs. the power bloc? Popular music and populism

(Dunken and Schiller, 2022)

Popular Music 41 (3), 281-292, 2022

On 12 November 2017, the Philippine celebrity musician Pilita Corrales was

singing the popular song ‘Ikaw’ (‘You’) at a gala event in Manila, attended by some of

the world's most powerful politicians at the time, US President Donald Trump and

Philippine President Rodrigo Duterte. Suddenly, she noticed a male voice singing along

with her, its intonation off, its volume increasing. Aware that the event was being

recorded, Corrales at first tried to disregard the intruding voice. Eventually however, she

could no longer ignore it and, shielding her eyes from the lights with one hand, she tried

to spot the uninvited singer in the audience. ‘Where are you, sir’? she asked. Realizing

that the singer was on one of the balconies, it dawned on her that he was none other than

Duterte himself. After giving Duterte room to sing a section by himself, she then joined

the president in the song's finale (Dunken and Schiller, 2022).

Development and validation of a Philippine music achievement test in addressing the K

to 12 music curriculum learning competencies. Tabuena (2020)

The study aimed to develop and validate an achievement test in Philippine Music

for Grade 7 junior high school students that can measure the learning competencies in the

K to 12 Music Curriculum. The researcher, during the inter-judge consistency process,

aligned the learning competencies of Music, the result of which became the basis in

preparing the first draft of the test. Based on the test, a set of 115 questions with four

options was formulated. The draft of the instrument was submitted to a panel of music

experts for content and face validation. Also, the test underwent two tryouts. After the

item analysis and the final test administration, a total of 80 items were included in the

final form of the test. To ensure reliability, the achievement test underwent the process of

the split-half reliability method, the use of the Pearson Product-Moment Correlation

Coefficient and the correction of the Spearman-Brown Formula applied to the coefficient.

The results of the test were reliable at 0.82. Similarly, the data gathered through

predictive validity determined by correlating the scores with the subjects’ final grades in

the Philippine Music Achievement Test (PMAT). The researcher concluded that the

achievement test is valid and reliable for it covers the areas of Music, and the items were

responsive to the K to 12 Music learning competencies. (Tabuena 2020)

Effects of classical background music on stress, anxiety, and knowledge of Filipino

baccalaureate nursing students. (Evangelista et., al 2017)

Previous work on the use of background music suggests conflicting results in

various psychological, behavioral, and educational measures. This quasi-experiment

examined the effect of integrating classical background music during a lecture on

stress, anxiety, and knowledge. A total of 42 nursing students participated this study.

We utilized independent sample t-test and multivariate analysis of variance to

examine the effect of classical background music. Our findings suggest that the

presence or absence of classical background music do not affect stress, anxiety, and
knowledge scores (Λ = 0.999 F(3, 78) = 0.029, p = 0.993). We provided literature to

explain the non-significant result. Although classical music failed to establish a

significant influence on the dependent variables, classical background music during

lecture hours can be considered a non-threatening stimulus. We recommend follow

up studies regarding the role of classical background music in regulating attention

control of nursing students during lecture hours. (Evangelista et., al 2017)

Conceptual Framework
Input Process Output
The research study aims to
The researchers will be
answer the following
gathering data using To determine the
questions:
the following research negative effects of
1. What is demographic
instrument: music on cognitive
profile of the respondents
system towards
1.1 Name (optional)
academic
1.2 Age
Close-ended performance of
1.3 Sex
Question selected grade 11
1.4 Grade and section
Survey students in Our
2. What types of music do
Questionnaires Lady of Lourdes
grade 11 students commonly
Academy inc., a.y.
listen to?
2023-2024
2.1 who is the artist
2.2 what genre of music do
they listen to?
3. What is the help of music
on their academic
performance, does it boost
their cognitive function?
3.1Can music help in your
relaxation
3.2 Does listening to music
make your mind calm?
4. How do these listening
habits make your mind
calm?
5. How does music
adversely affect their
cognitive function
6. What are the possible
recommendations of the
respondents?
7. What are the adverse
experiences that they
encountered while listening
to music?

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