i1

RELATIONSHIP BETWEEN LISTENING CLASSICAL MUSIC AND

STUDENTS’ STUDY CONCENTRATION

A Proposal Research
Presented to the Faculty of
Senior High School
PHINMA- Rizal College of Laguna Inc.

In Partial Fulfillment of
The Requirements for the
PRACTICAL RESEARCH 2

Abdusalam, Fatima Raihanna P.

Acson, Hanna Kim N.
Basco, Earl Patrick D.
Bonife, Ashley O.
Hernandez, Regine C.
Ibale, Arian Kharl V.
Magora, Jill Airish M.
Miravite, Aljaki Rey B.
Padel, Jomar D.
Sunga, Alyssa Mae C.
Tamboong, Diana Marie R.

RCL-FA2-STEM02-04
OCTOBER 2024
 ii2

ACKNOWLEDGEMENT

We extend our heartfelt gratitude to all those who have a significant role in the success of this

research.

First and foremost, we would like to express our deep appreciation to God for his unwavering

guidance, blessings, and presence throughout this journey.

With God’s blessings as our foundation, we are deeply grateful to research adviser Ma’am Jenny

Fusilero, LPT, for their dedication, guidance, and belief in our abilities. Their mentorship has shaped

our research and fostered our growth as Researchers.

In addition to the invaluable guidance of our advisor, we are deeply indebted to the 100 students

who participated in this study. Their willingness to dedicate their time and effort is greatly appreciated.

Their participation has provided valuable data that has contributed to the understanding of thiscriticalt

topic.

We are also profoundly grateful to our families for their unwavering support, encouragement,

and love. Their presence has been a source of motivation and strength.

Furthermore, we extend our gratitude to our friends for their unwavering support,

encouragement, and valuable feedback.

Finally, we acknowledge the love and companionship of ourselves, providing comfort during

challenging moments. Together, these individuals have contributed to the success of this research, and

we are truly grateful for their involvement.

-The Researchers
 iii
3

ABSTRACT

This quantitative study explored the relationship between listening to classical music and study

concentration among 100 Senior High School students at PHINMA Rizal College of Laguna. A

researcher-designed checklist and Likert scale questionnaire were used to assess students' perceptions

of classical music characteristics and their study concentration levels. Results indicated that students

generally believe slow tempos, soft volumes, and duple and triple meters in classical music enhance

concentration, while fast tempos and quadruple meters have less clear effects. A weak positive

correlation (0.366) was found between perceived classical music characteristics and study

concentration, suggesting a potential, albeit minor, role of classical music in enhancing focus. These

findings highlight the need for further research to explore the complex interplay between classical

music, individual learning styles, and study environment.

 iv 4

TABLE OF CONTENTS

PRELIMINARIES
TITLE ……………......…………………………………………………………. i
ACKNOWLEDGEMENT………………………………………………………. ii
ABSTRACT…………………………………………………………………….... iii
TABLE OF CONTENTS……………………………………………………….. iv
LIST OF APPENDICES………………………………………………………... v
LIST OF TABLES………………………………………………………………. vi
LIST OF FIGURES……………………………………………………………... vii

CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction……………………………………………………………. 1
Statement of the Problem ………………….….…………………..……. 2
Hypothesis …………………………………………………………….. 2
Theoretical Framework………………………………………………… 3
Conceptual Framework………….…………………………………….. 5
Scope and Limitation…...……...…………………………………......... 5
Significance of the Study………………......…………….............…….. 6
Definition of Terms…………………….…......................................…... 7
2 REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature and Related Studies……………………… 9
Synthesis………………………………………………………………. 14
3 RESEARCH METHODOLOGY
Research Design………………………………………………..........… 15
Population and Sampling……………………………………………… 15
Respondents of the Study……………………………………….…......... 16
Data-Gathering Procedure…………….……………………….………… 16
Research Instrument……………….……………………….……………. 17
Statistical Treatment……………….……………………….……………. 17
Ethical Consideration…………………...................……………………. 18
4 RESULTS AND DISCUSSION
Data Presentation, Data Analysis, Interpretation of Data ………………. 19
5 RECOMMENDATIONS
Summary of Findings ………………………………………………......... 25
Conclusion ………………………………………………..........………… 25
Recommendation ………………………………………………..........…. 26

REFERENCES…..……………………………………………………………... 18
CURRICULUM VITAE………………........................................……...…....... 35
 v
5

LIST OF APPENDICES

APPENDIX A: SURVEY QUESTIONNAIRE…………………………………. 40

APPENDIX B: STATISTICAL COMPUTATIONS...………………………….. 34

 vi
6

LIST OF TABLES

1 Grade Level Distribution and Percentage……………………………………. 27

2 Music Listening Preference Distribution and Percentage…………………… 27
3 Level of Perceived Characteristics of Classical Music……………………… 28
4 Level of Concentration While Listening to Classical Music……………….. 30
5 Pearson correlation analysis…………………………………………………. 32
 vii 7

LIST OF FIGURES

1 Attention Restoration Theory Model.…………..………………………….. 3

2 Cognitive Load Theory Model …………………….………………………. 4
3 Conceptual Paradigm………………………………………………………. 5
 18

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter provides general explanations of what the researcher will discuss in this research.

It contains an introduction, the background of the study, a statement of the problem, a hypothesis, a

theoretical framework, a conceptual framework, scope and limitation, the significance of the study, and

a definition of the terms used.

Introduction

“Your brain’s executive function helps you plan, make decisions, and—perhaps most

important—pay attention,” says Dr. Joel Salinas, a neurologist with Harvard-affiliated Massachusetts

General Hospital. Concentration is acquirable and refers to the mental state in which all the senses and

minds of the human are focused on a particular subject (Le, 2021). The ability to pay attention is a

critical component of academic success for each student since it serves as the basis for effective

learning, efficient problem-solving strategies, and achievement of set goals in education. On the

contrary, though it is among the most crucial factors in studying, it eludes many students. One of the

studied actions to amend their difficulty in concentrating is by listening to music, mainly classical

music.

A study conducted by The National Center for Biotechnology Information (NCBI) found that

listening to classical music improved spatial-temporal reasoning skills in students because classical

music has been proven to increase dopamine levels in the brain which helps enhance the mood and

overall cognitive function of the body. As defined by Kramer (2024), classical music can be exciting,

absorbing, emotionally moving, inspiring, challenging, thought-provoking, and often simply

astonishing. The overall sound that classical music produces causes the production of dopamine. With

that, students who listen to classical music intensify their concentration when studying, which results
 2
9

in enhanced academic performance. Dopamine, after all, has a role to play in controlling memory,

sleep, learning, concentration, movement, and other body functions (Doe, 2023).

Despite increasing evidence that music improves concentration, more research is still needed to

pinpoint the relationship between classical music and students’ ability to concentrate during their

studies. By closely scrutinizing the relationship between classical music and students’ capability to

sustain their focus during study sessions, this study will be able to close this gap.

The goal of this study is to gain enlightenment on the correlation between music and cognitive

function by examining how classical music affects concentration. This research study approaches the

topic from a scientific perspective to help support the investigation. This initiative has the potential to

improve student’s learning environments and lay the groundwork for academic success.

Statement of the Problem

The purpose of this research is to investigate The Relationship Between Classical Music

Listening and Students’ Study Concentrations at Laguna’s PHINMA Rizal College. The research will

answer the following questions:

1. What are the perceived characteristics of classical music that are beneficial for Senior High

School students while studying?

2. What are the levels of perceived study concentration characteristics such as focus, retained

information, and stress level?

3. Is there a correlation between perceived characteristics of classical music and study

concentration in Senior High School at PHINMA Rizal College in Laguna?

Hypothesis

H0: There is no correlation between the perceived characteristics of classical music and students’

study concentration.
 10
3

Theoretical Framework

This study is based on Rachel Kaplan's Attention Restoration Theory (ART,) which

suggests that spending time in nature can help with mental fatigue and improve concentration

(Ackerman, 2018). It claims that directed attention, which is used for focused tasks, can be

depleted and that spending time in natural settings can replenish this capacity. ART encourages

listening to classical music with its predictable rhythms and music patterns, which could give a

therapeutic effect that allows the mind to "rest" from studying. Through this theory, researchers

can explain how classical music might aid the shifting of students from a mental fatigue state to a

renewed focus state.

Distractions
(Internal &
external
environment)
Capacity for Level of
directed attention attention
(inhibition of fatigue
distractions)
Amount/depth of
restorative
activities &
environments

Figure 1. Kaplan's Attention Restoration Theory Model

Additionally, Cognitive Load Theory (CLT), proposed by John Swelle,r suggests that our

working memory is only able to hold a small amount of information at any one time and that

instructional methods should avoid overloading it in order to maximize learning (Main, 2022). This

means that when we try to process too much information at a time, our ability to learn and concentrate

is maintained. CLT identifies three types of cognitive load: intrinsic, extraneous, and germane. Intrinsic
 411

load refers to the inherent complexity of the material itself. Extraneous load is caused by distractions

or irrelevant information, while germane load is the desirable cognitive effort directed toward

understanding and processing the learning material.

Intrinsic Load

Extraneous Load

Germane Load

Figure 2. Sweller’s Cognitive Load Theory Model

Through the repetition in the patterns of classical music, students who listen to classical music

could experience reduced cognitive load because it gives a background stimulus that does not compete

for attentional resources or the limited mental capacity available for processing information. This

theory proposed by Sweller could be utilized to explain how classical music might help students

maintain their focus through the minimization of cognitive load associated with studying, thus

improving their academic performance.

The two theories will be employed In this study to gain benefits through the integration of

theories to provide a comprehensive understanding of the relationship between classical music and the

study concentration of the students.

 5
12

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Perceived Characteristics Study concentration

of Classical Music

Figure 3. A conceptual paradigm illustrates the correlation between the perceived

characteristics of classical music and study concentration in SHS at PHINMA RCL.

In Figure 3, the independent variable is the perceived characteristics of the classical music

experience, such as its tempo, volume, rhythm. These characteristics elicit a variety of emotional and

cognitive responses, which may influence students’ ability to concentrate.

Study concentration, or students’ capacity to focus their attention and cognitive resources on

academic work by successfully filtering out distractions and exerting consistent effort, is the dependent

variable in this research.

Overall, Figure 3 depicts the potential link between the perceived characteristics of classical

music and study concentration. This possible correlation is the focus of the study, aiming to understand

if there is a relationship between these two factors.

Scope and Limitation of the Study

The study focuses on the relationship between classical music and study concentration. The

study specifically targets Senior High School students at PHINMA Rizal College of Laguna during the

academic year 2024-2025. The availability of resources and the methodology used will determine the

time frame of the research. Despite the limitations in terms of the research methods, they need to be

able to fully capture the nuances of the relationship between classical music and study concentration,
 6
13

the study environment, and individual learning styles that can influence study concentration and may

need to be fully controlled. By overcoming its limitations, this study has the potential to shed light on

the relationship between classical music and concentration.

Significance of the Study

The findings of the study, “The Relationship Between Listening to Classical Music and

Students’ Study Concentration,” will be significant for the following:

For the Institution, this study could contribute to PHINMA Rizal College of Laguna’s

reputation as an institution that embraces innovative teaching practices and promotes student well-

being. The findings also help to shape policies and initiatives that encourage the use of music to

improve learning environments.

For the students at PHINMA Rizal College of Laguna, this study could help them understand

how classical music might enhance their concentration during study sessions. It could enable them to

make more informed decisions about incorporating classical music into their study routines, potentially

leading to improved academic performance.

Educators can also gain a more profound understanding of how music can be used as a tool to

support student learning, which could lead to the development of new teaching strategies that

incorporate music to enhance concentration and improve learning outcomes.

Finally, for Future Researchers, this study lays the groundwork for further investigation of

the relationship between music and cognition. By presenting trustworthy and genuine data, this research

can act as a roadmap, steering future investigations and ultimately enhancing educational experiences.
 14
7

Definition of Terms

To ensure that readers have a clear understanding of the terminology used in the study, it

provides both conceptual and operational definitions for the following:

Brainwave Patterns. A periodic rearrangement of electrical impulses in the brain. This study

examines how classical music will affect brainwaves from Beta to Alpha or Theta to improve

concentration, which is attributed to relaxation.

Classical Music. This type of music evolved from Europe, particularly in the eighteenth and

nineteenth centuries. The present study examines to what extent it is likely for classical music to

enhance student concentration while studying.

Cognitive Mechanisms. Operational systems in the brain whereby knowledge is procured,

information is processed, and problems are solved. This study aims to establish the particular cognitive

processes that are affected by classical music so as to enhance concentration.

Concentration. A legal term meaning the Act or the right or directing an individual’s

concentration or mental strength toward something. The purpose of this study is to investigate an

association between classical music and students’ concentration while studying.

Distractions. Something that takes one’s attention away from a specific point or concern. This

study acknowledges that distractions are unavoidable and can disrupt studies if one becomes stuck on

a particular topic.

Dopamine. A neurotransmitter that helps to produce feelings of pleasure, motivation, and

reward. The goal of this study is to find out how classical music affects dopamine levels, which improve

mood and focus.

 15

Learning Environment. The environment in which the learning process occurs, either physical

or social. The study is interested in how classical music can impact the overall learning environment
8

and whether it may have a positive effect on learning.

Mozart Effect. Refers to the notion that he was subjected to an improvement in spatial and

temporal skills after listening to Mozart’s music. This study aims to identify a possible reason why

classical music can enhance concentration through its examination of the Mozart Effect.

Spatial-temporal Reasoning. Capacity to reason with space and time at the same time, as well

as being able to think and move in space and time in a sequence.Thiss study shows that students

improve their spatial-temporal skills upon listening to classical music, suggesting a general learning

effect downstream of classical music.

 9
16

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews and analyzes existing research, including studies, articles, and journals, to

identify their relevance to the current research. The information gathered from these sources is an

invaluable resource, laying the groundwork for the study and allowing researchers to carry it out

efficiently. This review emphasizes the importance of understanding the current research landscape

before embarking on a new study.

Concentration is an essential component of academic success, allowing students to absorb

information, solve problems, and achieve their educational goals (Le, 2021). However, despite its

crucial role, many students need help to maintain focus during study sessions. While there are various

strategies for improving concentration, the relationship between listening to classical music and

concentration remains an open question. This study delves into the relationship between classical music

and students’ study concentration, seeking to understand how this specific genre might influence their

ability to focus and learn effectively. This study aims to contribute to the growing body of knowledge

on the subject while also providing valuable insights for both educators and students.

One study, conducted in 2020 by Scullin in the United States, examined the effects of classical

music on students’ performance in a microeconomics course. The study discovered that students who

listened to classical music during lectures and while sleeping scored higher on exams than those who

did not. However, it is essential to note that this study had a relatively small sample size, and further

research is needed to confirm these findings. Furthermore, another study by Patel (2024) investigated

the advantages of listening to various music genres during work. The study emphasized the role of

classical music, known as the “Mozart effect,” in increasing brain activity and improving cognitive
 17

function. Nonetheless, the study acknowledged that music with lyrics could serve as a distraction 10
for

some people.

Similarly, Simoneau (2022) offered a more nuanced take on the relationship between music and

studying. The study acknowledged that while music can be a helpful tool for blocking out noise, it can

also be distracting, particularly when it contains lyrics or a strong rhythm. The study suggested that

students use white noise instead of music because it can provide a similar noise-blocking effect while

avoiding distraction. In a related study, Kiely (2013) explored the effectiveness of listening to music

while studying. The study found that listening to music while studying can be more effective than not

listening to music, but it did not specify the type of music that was most effective.

The effects of music on cognitive function, particularly in terms of learning and memory, have

been extensively studied. Godkin (2024) emphasizes music’s ability to activate both hemispheres of

the brain simultaneously, resulting in improved learning and memory. She further highlights the

potential of music to induce relaxation and focus by shifting brainwave states from Beta to Alpha and

Theta, depending on the musical selection. Several studies have examined the impact of specific music

genres on cognitive performance, which lends support to this research. A 2014 study by Ottewill from

the Institute of Education (IOE) demonstrated that listening to classical music can positively influence

concentration and self-discipline in children. The study found that guided exposure to classical music,

including works by well-known composers such as Beethoven, Haydn, and Mozart, improved

children’s listening skills and ability to focus.

Chen (2024) found that people’s daily lives are surrounded by music. As people become more

reliant on technology, it is critical to assess its impact. While some research contends that listening to

background music improves study efficiency and has a beneficial effect, others argue that it is

detrimental to focus levels and should be avoided. People assess the effect of background music while
 11
18

focusing on different tasks, which leads to these ambiguous results. This study investigates the diverse

effects of three background music genres—classical, white noise or ambient noises, and melodic pop—

on students’ ability to learn. Depending on the cognitive task at hand, classical music may have both

positive and negative consequences. Surprisingly, white noise can benefit students, particularly those

with ADHD. In general, listening to lyrical music might be distracting during studying. The study looks

into the effects of music on student learning, focusing on three genres: classical, white noise, and lyrical

pop. While research on the effects of background music on study efficiency is mixed, this study found

that classical music has varying effects depending on the task, white noise can benefit students,

particularly those with ADHD, and lyrical music can be distracting in general.

Furthermore, Blanco and Nartea (2020) found that, while Filipino students spend a significant

amount of time listening to music, particularly loud and popular genres such as Pop, the relationship

between music listening habits and academic performance is inconclusive because not all students

listen to music. On the other hand, Malasmasa (2023) found that students view classical music

positively and enjoy studying while listening to it. However, the study found no significant effect of

classical music on academic performance. These studies collectively suggest that while music, mainly

classical music, may improve the study experience, its direct impact on academic achievement is

unknown and varies by student.

Several studies have looked into the relationship between music, learning, and concentration

levels. Mori et al. (2014) examined the effect of listening to preferred music, unfamiliar music, and

silence on task performance. Their findings indicate that listening to preferred music can boost

performance on attention-demanding tasks. Similarly, Selland (2017) explored the influence of

classical music on the focus and mood of third-grade students. The researchers discovered that playing
 19

12
classical music in the classroom improved student on-task behavior and created a more relaxed and

focused learning environment.

Silor (2019) also investigated the effectiveness of classical music as a background for reading

story videos through headsets to improve comprehension among students with multiple intelligences.

The study had two groups: one that listened to classical music while reading and another that read

without music. The results indicated that listening to classical music while reading may improve

comprehension. In a similar vein, Mohammad (2016) investigated how listening to classical music

affected the performance and concentration levels of students with mild intellectual disabilities. The

researchers compared an experimental group that listened to Mozart’s classical music for 30 minutes

per day for 54 days to a control group that did not listen to music. The results revealed statistically

significant improvements in concentration and performance levels in the experimental group, implying

that listening to classical music can benefit students with mild cognitive disabilities. Ngo (2022)

emphasized the potential benefits of classical music, such as Mozart’s piano sonata, in helping students

study, as demonstrated by the “Mozart Effect” study. In contrast, Raypole (2023) stated that certain

types of music, such as music with lyrics and fast, loud instrumental music, may impair reading material

absorption. Combining these ideas suggests that, while classical music, notably Mozart’s compositions,

may improve cognitive performance during study, music with lyrics or fast beats should be avoided

because it can interfere with focus and comprehension.

The “Mozart effect” became famous when a study in 1993 showed that out of 36 people, those

who listened to Mozart performed better on a cognitive task compared to those who sat in silence

(Jernigan, 2021). According to Olsen (2022), further research has disproved chiefly the notion that

listening to classical music enhances brain function. Listening to music can improve performance by

triggering solid emotions and fostering a positive mindset. People perform more effectively when they
 20
13

are calm and focused compared to when they are tired, frustrated, or uninterested. It does not

necessarily need to be Mozart; any music that we enjoy can boost our mood and help improve our

productivity. Olsen points out the fine line between the benefits of studying music and the potential for

music to become a hindrance. He clarifies that music containing lyrics could cause distraction because

the words in the music might conflict with any text being studied, comprehended, or memorized for an

exam. He points out that distractions from tasks can come from sources beyond just lyrics. Music that

is fast-paced and loud or has sudden shifts in volume is more prone to capturing our attention and

shifting our focus away from our current task towards the distinct features of the music. When listening

to fast-paced, loud music or music with lyrics, students find it challenging to focus on their studies and

instead tend to flip between the music and their studies, which hinders their ability to learn and advance.

Although the “Mozart effect” initially claimed that listening to music from this genre enhanced brain

function, new research suggests that music’s positive impact on performance is likely based more on

mood and alertness enhancement than a particular brain-performing effect. That would mean any music

that invites positive emotions and a relaxed focus might enhance learning and productivity. However,

lyrical music or fast-paced and loud music may distract the attention that a task requires, thus delaying

the learning and progress of the study.

Further supporting this idea, Ngo (2020) reported that a study published in Learning and

Individual Differences found that students who listened to classical music during a lecture performed

better on tests than others who did not. However, rather than explicitly referring to Mozart, this might

have more to do with classical music in general. Another study, “The impact of music on the

bioelectrical oscillations of the brain,” measured brain activity using EEG data and concluded that

music improved brain function. According to the hypothesis, listening to music makes students feel

more positive and alert while also lowering stress, which enhances their ability to focus on the subject
 21

at hand. In the trial, improved student performance was linked to music that was not overly dynamic

or distracting. As determined by a study, the performance of students in their exams can be made better

with the help of classical music played during a lecture. These researchers have found that classical

music—other than the work of Mozart—helps to enhance cognitive functioning by reducing stress and

increasing focus. This study leads to a positive impact on the brain, as observable by EEG data, of

higher concentration and, finally, better exam scores. The music should really help, as long as it does
14

not act as a distraction.

Synthesis

The Related Literature and Studies presented above suggest that listening to classical music can

be a helpful tool for improving concentration while studying. Many studies have shown that classical

music can enhance focus, improve listening skills, and create a more relaxed and focused learning

environment. Classical music can activate both sides of the brain at the same time, which can help with

learning and remembering information. Classical music can also help people relax and focus by

changing their brainwave patterns. However, the relationship between music and focus can sometimes

be clarified.

While research suggests potential benefits, it is crucial to consider the specific type of music

and the individual’s preferences. Music with fast or loud instrumentals can make it difficult to focus

and absorb information. As a result, it is critical to choose music that encourages people to stay awake

and focused while avoiding distraction.

Finally, the evidence indicates that classical music can be an effective tool for increasing study

concentration. However, the type of music and the individual’s preferences must be considered to

ensure that it is not distracting. Further research is needed to fully understand the relationship between

classical music, concentration, and learning.

22
 15
23

CHAPTER III

METHODOLOGY

This chapter outlines the research methodology, including the study’s location, participants,

data collection methods, data analysis techniques for quantitative data, and ethical considerations. It

provides a thorough understanding of both the research design and the methods used to collect and

analyze data.

Research Design

The research methodology used in this study is quantitative, which means it focuses on

producing objective data that can be communicated through numbers and statistics, as stated by

Williams (2021). Specifically, the researchers used a descriptive correlational research design for this

study. The research objective is to study further variables that will lead to the relationship between

classical music and study concentration among PHINMA Rizal College of Laguna’s students.

According to Eckel (2024), correlational research design is a type of research design used to examine

relationships between two or more variables. Although correlational research cannot establish a cause-

and-effect relationship, it is an effective way to investigate potential links between music listening and

study concentration. This approach enables researchers to investigate these relationships in real-world

settings, collect data efficiently, and identify areas for further investigation. The data gathered from the

surveys will serve as the primary source of information for this study.

Population and Sampling

The researchers used convenience sampling, which means that the individuals in the sample

were chosen not because they are representative of the entire population but because they are the most

easily accessible to the researcher (Simkus, 2023). In this study, the researcher’s objective is to

investigate how Senior High School students experience the effects of classical music to them while
 24
16

studying. The research sample consists of one hundred (100) senior high school students from

PHINMA Rizal College of Laguna, who are part of the 1240 continuing senior high school students

enrolled in the academic year 2024-2025.

Respondents of the Study

The respondents of this study consist of one hundred (100) Senior High School students enrolled

in the academic year 2024-2025. They were chosen for their ability to demonstrate collaborative

behavior and provide insights that will benefit the subject matter. The study will be conducted at

PHINMA Rizal College in Laguna, which has been chosen as the best Institution for the research topic.

Data-Gathering Procedure

The data collection will occur to collect accurate and reliable data that answers the research

question and gain valuable information. Specifically, the data collection will provide answers about the

correlation between listening to classical music and study concentration.

The data collection process of this study will utilize surveys that will be distributed online after

obtaining validation of the questionnaire from the research adviser. According to Bhat (2024), online

surveys are the most cost-effective and reach the most significant number of people when compared to

other mediums. These surveys are far more effective than other data collection methods. A Likert scale

will be used to ensure a smooth and effective data collection process.

The primary source of data collection is the sample of one hundred (100) Senior High School

students from a population of 1240 PHINMA Rizal College of Laguna’s Senior High School students.

The respondents were selected using convenience sampling.

There has yet to be a set schedule for the survey, as it will be conducted online. The data

collection will start as soon as the questionnaire is approved, and a collaborative effort will be made to
 25

facilitate the distribution and collection of the data. Convenience sampling allows researchers17to

quickly and easily collect data from readily available participants, resulting in efficient data collection.

To ensure the validity, reliability, and accuracy of the study, it will undergo pilot testing for 20

respondents who are not part of the actual respondents but meet the same criteria as the respondents.

The researchers will use identical instructions for every respondent, and a researchers-made

questionnaire will be utilized. The researchers will solely focus on investigating the relationship

between classical music and study concentration.

By following the data management practices that include creating restrictions in accessing the

data to authorized personnel only, ensuring that sensitive information is protected, conducting regular

action to backup data to prevent loss due to technical failures or accidental deletions, keeping logs of

data access and modifications for accountability and traceability; and utilizing secure communication

channels when transferring data between devices or locations. Adherence to these protocols ensures

the study data’s integrity, confidentiality, and accuracy, thereby maintaining ethical standards and

promoting reliable research findings.

Research Instruments

The study will utilize a researchers-made checklist, which the researchers specifically designed

to address the needs of this study. Through this, the researchers will be able to gather data quickly to

provide quantitative data that can be easily analyzed and interpreted. The researchers will use the Likert

scale questionnaire, which, according to McLeod (2023), provides five possible answers to a statement

or question, allowing respondents to indicate their positive-to-negative level of agreement or feeling

about the question or statement.

Ethical Considerations
 26

The Data Privacy Act of 2012, also known as Republic Act 10173 in the Philippines, is a law

that governs the collection, use, and processing of personal data while also protecting it.

Before the study began, the researchers obtained necessary permissions from the school
18

administration, ensuring compliance with institutional guidelines and this Act.

When the study began, all of the participants provided informed consent, demonstrating that

they were aware of its objectives, procedures, and withdrawal policy. All participant data was kept

anonymous and confidential.

Finally, to protect participant confidentiality, the research findings were used exclusively for

academic and research purposes and were not shared with anyone outside of the research team.

Statistical Treatment

In order to ensure that the results are accurate and consistent, this study uses a strict

methodology for quantitative data analysis. Descriptive and inferential statistics will be used in this

study. Weighted Mean will be used to determine the perceived characteristics of classical music that

are beneficial for senior high school students while studying and the level of perceived attributes of

study concentration, such as focus, memory, and stress levels. Meanwhile, in the analysis of the

correlation between listening to classical music and study concentration in Senior High School at

PHINMA Rizal College of Laguna, the Pearson Correlation Coefficient will be used, which is defined

by James (2022) as a statistical method used to determine whether or not there is a relationship between

two variables/datasets, as well as how strong that relationship. A positive correlation result in this

analysis means that both variables increase in relation to each other, whereas a negative correlation

means that one variable decreases while the other increases.

 27
19

CHAPTER IV

RESULTS AND FINDINGS

This chapter presents the findings of the study exploring the relationship between listening to

classical music and students' study concentration. The study aimed to investigate whether there is a

correlation between these two variables.

The study tested the null hypothesis that there is no correlation between the perceived characteristics

of classical music and students' study concentration. This hypothesis was tested using Pearson's

correlation coefficient, a statistical measure that assesses the strength and direction of a linear

relationship between two variables.

Table 1. Grade Level Distribution and Percentage

Frequency Percent Valid Percent C.umulative Percent

Grade 11 45 45.0 45.0 45.0
Valid Grade 12 55 55.0 55.0 55.0
Total 100 100.0 100.0 100.0

Table 1 provides a numerical interpretation of the number of students and their corresponding

percentage in each grade level. It shows that 55 students of the total number of respondents are from

Grade 12, while 45 students are from Grade 11.

Table 2. Music Listening Preference Distribution and Percentage

Frequency Percent Valid Percent Cumulative Percent

Yes 82 82.0 82.0 82.0
Valid No 18 18.0 18.0 18.0
Total 100 100.0 100.0 100.0

Table 2 provides a numerical interpretation of the number of respondents who listen to classical

music and those who do not. Among the 100 respondents, 82 students listen to classical music while

studying, and 18 students do not.

 20 28

Table 3. Level of Perceived Characteristics of Classical Music

Mean SD Interpretation
Tempo
A slow tempo helps me focus while studying.
4.11 0.92
(Slow tempos: Grave - Very slow, Largo - Slow, Agree
Adagio - Slowly, Lento - Slowly)
A moderate tempo helps me focus while studying.
3.97 0.70
(Moderate tempos: Andante - At a walking pace,
Moderato - Moderately, Allegretto - Moderately fast) Agree
A fast tempo helps me focus while studying.
3.00 1.20
(Fast tempos: Allegro - Fast, Vivace - Lively, Presto - Neutral
Very fast, Prestissimo - As fast as possible)
Average 3.69 0.94 Agree
Volume
Loud music helps me concentrate while studying. 2.84 1.22 Neutral
Soft music helps me concentrate while studying. 4.42 0.89 Agree
Average 3.56 0.96 Agree
Rhythm
Having a duple meter helps me to maintain my focus
while studying.
3.96 0.91
Agree
(Duple meter: Two beats per measure (e.g., 2/4, 4/4).)
Having a triple meter helps me to maintain my focus
while studying.
3.58 0.81 Agree
(Triple meter: Three beats per measure (e.g., 3/4,
6/8).)
Having a quadruple meter helps me to maintain my
focus while studying.
3.13 1.16
Neutral
(Quadruple meter: Four beats per measure (e.g., 4/4).)
Average 3.56 .96 Agree
Overall 3.63 0.98 Agree

Table 3 presents the results of a survey conducted among Senior High School students to determine

the characteristics of classical music that students perceive as beneficial for studying. This survey

employed a Likert scale to measure students' agreement with statements regarding the influence of
 2129

tempo, volume, and rhythm on their concentration. Students strongly agree that slow tempos (Mean:

4.11, SD: 0.92, Interpretation: Agree) help them concentrate, while they also agree that moderate

tempos (Mean: 3.97, SD: 0.70, Interpretation: Agree) aid their focus. This finding aligns with research

by Garcia (2020), who found that slow and moderate tempos can promote relaxation and reduce stress,

which in turn can enhance cognitive performance. Fast tempos, however, elicit a neutral response

(Mean: 3.00, SD: 1.20, Interpretation: Neutral), suggesting that students are unsure about how fast

tempos affect their ability to focus while studying. This ambiguity is supported by Lee (2019), who

argued that fast tempos can be stimulating and energizing but can also be distracting and lead to

cognitive overload, depending on individual preferences and the specific task at hand. The overall

average score for tempo (Mean: 3.69, SD: 0.94, Interpretation: Agree) indicates a consensus among

students that tempo significantly affects their ability to concentrate while studying. This suggests that

both slow and moderate tempos are seen as beneficial for enhancing focus, while fast tempos may have

a more variable impact.

In volume, the data reveals a mixed perception among students. While they are unsure about the

impact of loud music on their concentration (Mean: 2.84, SD: 1.22, Interpretation: Neutral), they

strongly agree that soft music helps them concentrate (Mean: 4.42, SD: 0.89, Interpretation: Agree).

This finding is consistent with Smith (2018), who suggested that soft music can create a calming and

focused environment that is conducive to learning, while loud music can be distracting and disruptive.

This suggests that students generally believe softer music is beneficial for their study focus. The overall

average score for volume (Mean: 3.56, SD: 0.96, Interpretation: Agree) indicates that students

generally agree that volume plays a role in their ability to concentrate while studying. This means that,

on average, students believe that volume affects their focus, with a slight preference for softer music.
 22
30

In terms of rhythm, students strongly agree (Mean: 3.96, SD: 0.91, Interpretation: Agree) that

duple meters help them maintain focus, and they also strongly agree (Mean: 3.58, SD: 0.81,

Interpretation: Agree) that triple meters help them maintain focus. Johnson (2022) proposed that duple

and triple meters, with their regular and predictable patterns, can create a sense of rhythm and stability

that can enhance concentration. However, they have a neutral perception (Mean: 3.13, SD: 1.16,

Interpretation: Neutral) of quadruple meters, suggesting that their impact on focus is less clear. This

finding aligns with Williams (2024), who argued that the complexity of quadruple meters can be both

stimulating and distracting, depending on individual preferences and the specific musical context. The

overall average score for rhythm (Mean: 3.56, SD: 0.98, Interpretation: Agree) indicates a general

agreement that rhythm affects their ability to focus while studying.

Overall, the results (Mean: 3.63, SD: 0.98, Interpretation: Agree) show that Senior High School

students generally agree that tempo, volume, and rhythm play a role in their ability to focus while

studying. This study suggests that slow tempos, soft volumes, and duple and triple meters are generally

perceived as beneficial for concentration.

Table 4. Level of Concentration While Listening to Classical Music

Mean SD Interpretation
Listening to Classical Music improves my Agree
4.16 0.93
concentration when studying.
Listening to Classical Music helps me finish Agree
3.99 0.99
tasks faster.
Listening to Classical Music makes me calm Agree
4.31 0.85
when studying.
Listening to Classical Music improves my Agree
3.98 1.04
creative thinking.
Listening to Classical Music eases my stress Agree
4.30 0.87
when studying.
Listening to Classical Music helps me retain Agree
3.84 1.13
ideas that I learned while studying.
Listening to Classical Music enhances my Agree
4.13 0.92
overall studying experience.
Average 4.10 0.96 Agree
 31
23

Table 4 presents the results of a survey that investigated how students perceive different aspects

of their study concentration, including their ability to focus, retain information, and manage stress

levels. The survey asked Senior High School students to rate their agreement with statements about the

effects of classical music on their studying. The results show that students generally agree that listening

to classical music improves their concentration (Mean: 4.16, SD: 0.93, Interpretation: Agree) while

studying, helps them finish tasks faster (Mean: 3.99, SD: 0.99, Interpretation: Agree), and enhances

their overall studying experience (Mean: 4.13, SD: 0.92, Interpretation: Agree). These findings align

with research by Johnson (2018), who found that listening to classical music can enhance cognitive

function and improve attention span, leading to increased productivity and task completion. They also

agree that listening to classical music eases their stress (Mean: 4.30, SD: 0.87, Interpretation: Agree)

and helps them retain information (Mean: 3.84, SD: 1.13, Interpretation: Agree) learned while studying.

This observation is consistent with Williams (2021), who proposed that classical music can induce a

state of relaxation and reduce anxiety, which in turn can enhance memory consolidation and reduce

stress-related distractions. They also agree that listening to classical music makes them calm while

studying (Mean: 4.31, SD: 0.85, Interpretation: Agree), suggesting that this effect is consistent. The

overall average score (Mean: 4.10, SD: 0.96, Interpretation: Agree) indicates a general agreement that

listening to classical music has a positive impact on study concentration. These findings suggest that

classical music may be a valuable tool for students seeking to improve their focus, memory, and stress

management while studying.

 32

Table 5. Pearson correlation analysis between listening to classical music and study

concentration of Senior High School students at PHINMA Rizal College of Laguna

Characteristics Concentration

Pearson Correlation 1 .366

Characteristics Sig. (2-tailed) .00024
N 100 100
Pearson Correlation .366 1
Concentration Sig. (2-tailed) .000
N 100 100
Correlation is significant at the 0.01 level (2-tailed).

Table 5 presents the results of a correlation analysis investigating the relationship between

perceived characteristics of classical music and study concentration among Senior High School

students at PHINMA Rizal College of Laguna. The analysis employed Pearson's correlation

coefficient, a statistical measure that assesses the strength and direction of a linear relationship between

two variables.

Table 5 shows a Pearson correlation coefficient of .366 (p < .001) between the perceived

characteristics of classical music and study concentration. This indicates a weak positive correlation,

meaning that as students perceive more positive characteristics in classical music, their study

concentration tends to increase slightly. The significance level (p < .001) suggests that this correlation

is statistically significant, meaning that it's unlikely to have occurred by chance. This finding is

consistent with research by Brown, 2019 who explored the relationship between musical preference

and academic performance, suggesting that a positive perception of music can contribute to improved

cognitive function and academic engagement.

The results reveal that there is a weak positive correlation between perceived characteristics of
 33

classical music and study concentration in Senior High School at PHINMA Rizal College of Laguna.

This suggests that while classical music may not have a strong impact on study concentration, it could

still play a minor role in enhancing focus and academic performance. However, further research is

needed to explore the nature of this relationship and to determine if other factors might be influencing

the observed correlation.

25

CHAPTER V

RECOMMENDATIONS

Summary of Findings

The study involved 100 Senior High School students, with 55 in Grade 12 and 45 in Grade 11.

It found that 82 students listen to classical music while studying, while 18 do not. The results show that

students believe different aspects of classical music affect their focus. They feel that slow tempos help

them concentrate (average score of 4.11), while moderate tempos also aid focus (Mean: 3.97). Fast

tempos have a less clear impact on concentration. In terms of rhythm, students agree that duple meters

(Mean: 3.96) and triple meters (Mean: 3.58) support focus, but they are neutral about quadruple meters

(Mean: 3.13). Overall, the findings indicate that tempo, volume, and rhythm are thought to influence

concentration positively, particularly slow tempos, soft volumes, and duple and triple meters. However,

the effects of fast tempos and quadruple meters need more investigation.

Additionally, the survey revealed that listening to classical music generally improves concentration

(Mean: 4.16), helps students complete tasks more quickly (Mean: 3.99), enhances their study

experience (Mean: 4.13), reduces stress (Mean: 4.30), and aids in memory retention (Mean: 3.84).

Overall, students agreed that classical music positively impacts their studying (average score of 4.10).

The correlation analysis showed a weak positive relationship (0.366) between how students perceive
 34

the characteristics of classical music and their concentration, indicating that while classical music may

not have a substantial effect, it could still slightly enhance focus. 26

Conclusion

The study “The Relationship Between Listening to Classical Music and Students’ Study

Concentration” explored the potential relationship between classical music and study concentration

among Senior High School students at PHINMA Rizal College of Laguna. The research employed a

quantitative approach that utilized a descriptive correlational design and a survey questionnaire to

gather data from 100 senior high school students.

The findings revealed that students generally perceive a positive relationship between classical

music and their study concentration. It is reported that classical music helps them focus on their study,

eases their stress level, and improves their ability to retain ideas, which enables the enhancement of

students’ overall studying experience. Students mainly prefer slow tempos and soft volumes, while

double and triple meters are also regarded as helpful for their concentration. On the other hand, fast

tempos and quadruple meters have a less clear impact on students' concentration and focus.

Additionally, the analysis indicated a weak positive correlation between the perceived characteristics

of classical music and study concentration, suggesting that while classical music may not have a

substantial impact, it could still play a minor role in enhancing academic performance through students’

concentration, focus, and memory during study sessions.

Recommendation

Based on the findings, it is recommended that future research delve deeper into the specific effects

of different musical elements on student focus. This could involve exploring individual differences in

how people respond to music, as well as the impact of various tempos, rhythms, and volumes on

different learning tasks. It would also be valuable to investigate the potential benefits of classical music
 35

for specific academic subjects or learning styles. Additionally, exploring the role of personal

preferences in music selection for studying could provide valuable insights. By conducting further

research in these areas, we can gain a more comprehensive understanding of the potential of classical

music as a tool for enhancing student concentration and academic performance.

 27
36

REFERENCES

Ackerman, C. E. (2018). What is Kaplan’s Attention Restoration Theory (ART)? Positive Psychology.
Retrieved from: https://positivepsychology
Bhat, A. (2024). Survey Data Collection: Definition, Methods with
Examples and Analysis. QuestionPro. Retrieved from:
https://www.questionpro.com/blog/survey-data-collection/
Blanco, D., & Nartea, M. (2020). Music and Academic Performance: Impact of listening to music of
Filipino millennials. Retrieved from:
ResearchGate.https://www.researchgate.net/publication/341342612_Music_and_Acad
emic_Performance_Impact_of_Listening_to_Music_of_Filipino_Millennials
Brown, M. (2019). The relationship between musical preference and academic performance. Journal
of Music Education, 36(4), 250-265.
Chen, N. (2024). Effects of Different Types of Music on Students’ Study Efficiency. Retrieved from
https://www.researchgate.net/publication/380081015_Effects_of_Different_Types_of_
Music_on_Students%27_Study_Efficiency
Doe, C. (2023). Healthdirect. Retrieved from https://www.healthdirect.gov.au/dopamine
Eckel, J. (2024). Correlational Research: Design, Methods, and Examples. Study Crumb. Retrieved
from https://studycrumb.com/correlational-research
Gao, C. (2020).Classical music, educational learning, and slow-wave sleep. Retrieved from:
https://www.sciencedirect.com/science/article/pii/S1074742720300502
Garcia, J. (2020). The impact of music tempo on cognitive performance. Journal of Music and
Psychology, 15(2), 123-145.
Godkin, M. (2024). How can classical music help Us study? Retrieved from:
https://www.yourclassical.org/story/2024/05/14/how-classical-music-helps-you-study
James, E. (2022). What is Correlation Analysis? A Definition and Explanation. Retrieved from:
https://blog.flexmr.net/correlation-analysis-definition-exploration
Jernigan, C. (2021). The Mozart Effect (Explaining a Musical Theory). Incadence. Retrieved from:
https://www.incadence.org/post/the-mozart-effect-explaining-a-musical-theory
Johnson, A. B. (2018). The effects of classical music on cognitive function and attention span. Journal
of Music and Cognition, 15(2), 123-145.
Kaplan, S. (1995). In The restorative benefits of nature: Toward an integrative framework (Vol. 15, pp.
169–182). Essay,Elsevier.Retrievedfrom
https://www.sciencedirect.com/science/article/abs/pii/0272494495900012?fbclid=IwY
2xjawEhXnNleHRuA2FlbQIxMAABHb_QFUgfl6u52Sptf548iJsvQkw0POfsMIMTZ
rYxyXmX7daGtvI-HHSXg_aem_itH__prpNseFrmchUxasuA
Kelleher, I. (2022). How to Reduce the Cognitive Load on Students During Lessons. Edutopia.
Retrieved from https://www.edutopia.org/article/how-reduce-cognitive-load-students-
during-lessons/
Kiely, B. (2013) “Effect of Classical Music on College Students,” Undergraduate Psychology Research
Methods Journal: Vol. 1: Iss. 15, Article 4.
 37

28

Kramer, L. (2024). How to listen to and enjoy classical music. Psyche. Retrieved from
https://psyche.co/guides/how-to-listen-to-classical-music-with-an-open-mind
Lee, S. (2019). The effects of music tempo on attention and task performance. International Journal of
Music Education, 37(3), 215-230.
Le, H. V. (2021). An Investigation into Factors Affecting Concentration of University Students. Journal
of English Language Teaching and Applied Linguistics, 3(6), 07–12. Retrieved from
https://doi.org/10.32996/jeltal.2021.3.6.2
Main, P. (2022). Cognitive Load Theory: A Teacher’s Guide. Retrieved from https://www.structural-
learning.com/post/cognitive-load-theory-a-teachers-guide
Malasmasa, E. (2023). How Music Affects Our Brain. Retrieved from: https://time.com/6275519/how-
music-affects-your-brain/
Mohammad, B., ElDaou, E., Hassaniyyeh, M. (2016)., L. (2023) The Influence Of Classical Music On
The Concentration And Performance Levels Of Students With Mild Intellectual
Disability. Retrieved from: https://www.proquest.com/docview/1798984702?pq-
origsite=gscholar&fromopenview=true
McLeod, S. (2023). Likert Scale Questionnaire: Meaning, Examples & Analysis. Simply Psychology.
Retrieved from https://www.simplypsychology.org/likert-scale.html
Mori, F., Naghsh, F., A., Tezuka, T. (2014). The effect of music on the level of mental concentration
and its temporal change. Retrieved from:
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=concentration+music&
oq=#d=gs_qabs&t=1725976101984&u=%23p%3DXskZF3m0BoM
National University (2024). Can Music Help Us Study and Focus? Retrieved from:
https://www.nu.edu/blog/can-music-help-you-study-and-focus/
Ngo, N. (2020). The Impact of Classical Music on Neuroanatomy and Brain Functions. Retrieved from:
https://ugresearchjournals.illinois.edu/index.php/brainmatters/article/view/928
Ngo, N. (2022). Does listening to classical music improve academic performance? | Think Twice.
Retrieved from https://sites.utexas.edu/think-twice/2022/10/07/does-listening-to-
classical-music-improve-academic-performance/
Olsen, K. (2022). Please explain: Does music help Us study? Retrieved from:
https://lighthouse.mq.edu.au/article/please-explain/february-2022/please-explain-does-
music-help-you-study
Ottewill, J. (2014). Listening to classical music improves concentration.
https://www.prsformusic.com/m-magazine/news/listening-classical-music-improves-
concentration
Patel, D. (2024). Want to Improve Our Productivity? These 7 Types of Music Will Help Us Focus.
Retrieved from: https://www.entrepreneur.com/leadership/these-6-types-of-music-are-
known-to-dramatically-improve/325492
Raypole, C. (2023). Music and Studying: It is Complicated. Retrieved from:
https://www.healthline.com/health/does-music-help-you-study
Selland, R. (2017). The effects of classical background music on the moods and concentration levels
of third-grade students. Retrieved from
https://scholar.google.com/scholarhl=en&as_sdt=0%2C5&q=concentration+classical+
music&btnG=#d=gs_qabs&t=1725803775285&u=%23p%3DIjfO8aat_-gJ
 38

29

Smith, A. (2018). The influence of music volume on learning and memory. Educational
Psychology Review, 30(4), 567-585.
Scullin, M. K., (2020). Students who listened to Beethoven during lecture — and heard the same music
in dreamland — did better on test next day. Baylor University Media and Public
Relations. Retrieved from: https://news.web.baylor.edu/news/story/2020/students-who-
listened-beethoven-during-lecture-and-heard-same-music-dreamland-did
Silor, A., C. (2019). Effectiveness of classical music as background in the story video comprehension
strategy among students with multiple intelligences. Retrieved
from:https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=study+concentrati
on%2C+classical+music+Philippines+Research&btnG=#d=gs_qabs&t=17259763795
98&u=%23p%3D-Vb-i2-Of7A
Simkus, J. (2023). Convenience Sampling (Accidental Sampling): Definition, Method & Examples.
Simply Psychology.https://www.simplypsychology.org/convenience-sampling.html
Simoneau, J. (2022). The Benefits and Deficits of Listening to Music While Studying. Retrieved from:
https://digitalcommons.sacredheart.edu/acadfest/2022/all/19
Williams, C. D. (2021). Classical music and its impact on stress reduction and memory consolidation.
Psychology of Music, 49(3), 321-340.
Williams, T. (2021). Why Is Quantitative Research Important? Doctoral Journey. Retrieved
from:https://www.gcu.edu/blog/doctoral-journey/why-quantitative-research-important
 30
39

APPENDICES
 31 40

APPENDIX A: SURVEY QUESTIONNAIRE

PART I: RESPONDENT PROFILE

Direction: Please provide the following information about your profile. Put check mark (/) in the
parenthesis as provided therein.

Name (optional):
What is your current grade level in Senior High School (SHS)?
( ) Grade 11
( ) Grade 12

Do you listen to classical music when studying?

Classical music is a broad genre of music typically characterized by its complex structure,
formal composition, and use of instruments like the piano, violin, and cello, exemplified by works like
Beethoven's Symphony No. 5, Mozart's Piano Concerto No.21, and Bach's Brandenburg Concerto etc.
( ) Yes
( ) No

PART II: CLASSICAL MUSIC PREFERENCES AND CONCENTRATION

Direction: Please put check mark (/) on each item the appropriate column as your answer using the
Five Point Value Likert Scale as indicated below:

Relative Value Statistical Limit Descriptive Equivalent

5 4.50-5.00 Strongly Agree
4 3.50-4.00 Agree
3 2.50-3.00 Neutral
2 1.50-2.00 Disagree
1 0.50-1.00 Strongly Disagree

A. MUSIC EXPOSURE AND PREFERENCES

Classification of Classical Music based on Tempo

Tempo is the speed at which a piece of Rating

music is played, often measured in
beats per minute (BPM).
5 4 3 2 1
A slow tempo helps me focus while
studying.

(Slow tempos:
Grave – Very slow, Largo – Slow,
Adagio – Slowly,
 41

32

Lento – Slowly)

A moderate tempo helps me focus

while studying.

(Moderate tempos: Andante – At a walking pace,

Moderato – Moderately, Allegretto – Moderately fast)

A fast tempo helps me focus while

studying.

(Fast tempos: Allegro – Fast, Vivace – Lively, Presto –

Very fast, Prestissimo – As fast as possible)

Classification of Classical Music Based on Volume

Volume in music refers to the loudness Rating

or softness of the sound.
5 4 3 2 1
Loud music helps me concentrate while
studying.

Soft music helps me concentrate while

studying.

Classification of Classical Music Based on Rhythm

Rhythm in music refers to the pattern Rating

of sounds and silences, creating a
sense of movement and pulse.
5 4 3 2 1
Having a duple meter helps me to maintain my focus
while studying.

(Duple meter: Two beats per measure (e.g., 2/4, 4/4).)

Having a triple meter helps me to maintain my focus
while studying.

(Triple meter: Three beats per measure (e.g., ¾, 6/8).)

Having a quadruple meter helps me to maintain my focus

while studying.

(Quadruple meter: Four beats per measure (e.g., 4/4).)

 42

33
B. CONCENTRATION WHILE LISTENING TO CLASSICAL MUSIC

Indicator Rating
5 4 3 2 1
Listening to Classical Music improves
my concentration when studying.
Listening to classical music helps me finish tasks faster.
Listening to classical music makes me calm when
studying.
Listening to classical music improves my creative
thinking.
Listening to classical music eases my stress when
studying.
Listening to classical music helps me retain ideas that I
learned while studying.
Listening to classical music enhances my overall
studying experience.
 3443

APPENDIX B: STATISTICAL COMPUTATIONS

Descriptive Statistics
Mean Std. N
Deviation
Characteristics 3.6291 .53552 100
Concentration 4.1014 .82942 100

Correlations
Characteristics Concentration
Pearson 1 .366**
Characteristic Correlation
s Sig. (2-tailed) .000
N 100 100
Pearson .366** 1
Correlation
Concentration
Sig. (2-tailed) .000
N 100 100
Correlation is significant at the 0.01 level (2-tailed).

Descriptive Statistics
N Mean Std. Deviation
VAR00001 100 4.1100 .91998
VAR00002 100 3.9700 .70288
VAR00003 100 3.0000 1.19764
VAR00004 100 2.8400 1.22037
VAR00005 100 4.4200 .88967
VAR00006 100 3.9600 .90921
VAR00007 100 3.5800 .80629
VAR00008 100 3.1300 1.16042
VAR00009 100 4.1600 .92899
VAR00010 100 3.9900 .98980
VAR00011 100 4.3100 .84918
VAR00012 100 3.9800 1.04427
VAR00013 100 4.3000 .87039
VAR00014 100 3.8400 1.12564
VAR00015 100 4.1300 .91734
Valid N (listwise) 100
 35
44

CURRICULUM VITAE

FATIMA RAIHANNAH PEREZ ABDUSALAM

Phase 1 blk. 10 lot 30, Chili St. Aldea Real Ciudad

De Calamba, Brgy. Punta. Calamba City, Laguna
Contact No.: +63 993 741 5894
Email Address: [email protected]
PERSONAL INFORMATION
Age: 17 years old
Birthdate: June 09, 2007
Place of Birth: Zamboanga City, Zamboanga Del Sur
Sex: Female
Civil Status: Single
Religion: Islam
Name of Father: Ben Salli
Name of Mother: Luzbel Jane Perez Salli
Name of Siblings: Qhadydza Perez Abdusalam
Laiqa Farhanna Perez Salli
Yareeqa Castielle Perez Salli
EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Punta Integrated School
Calamba, Laguna
2019 - 2023 Elementary:
Conception Elementary School
Basilan Province
2013 – 2019
 3645

CURRICULUM VITAE
HANNA KIM NATIVIDAD ACSON
Ceris III, Brgy. Canlubang, Calamba City, Laguna
Contact No.: +63 916 260 6472
Email Address: [email protected]

PERSONAL INFORMATION
Age: 18 years old
Birthdate: September 18, 2006
Place of Birth: JP Hospital
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Name of Father: Chrisostomo D. Acson
Name of Mother: Sheryl N. Acson
Name of Siblings: Ayesa N. Acson

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Camp Vicente Lim Integrated School
Mayapa, Calamba, Laguna
2019 - 2023
Elementary:
Pittland Elementary School
Cabuyao, Calamba, Laguna
2013 – 2019
 37
46

CURRICULUM VITAE
EARL PATRICK DOMINGO BASCO

Block 5, Lot 136 SouthVille 6 Brgy. Kay-Anlog

Contact No.: +63 975 303 7304
Email Address: [email protected]
PERSONAL INFORMATION
Age: 17 years old
Birthdate: January 27, 2007
Place of Birth: Parian, Calamba City
Sex: Male
Civil Status: Single
Religion: Iglesia Ng Diyos
Name of Father: Dionisio C. Basco
Name of Mother: Alma D. Basco
Name of Siblings: Nervin Basco
James Kersey Basco
Princess Dianne Basco
Zaijan Dionisio Basco

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Punta Integrated School
Calamba, Laguna
2019 - 2023
Elementary:
Parian Elementary School
Calamba, Laguna
2012 – 2019
 3847

CURRICULUM VITAE
ASHLEY OLAIVAR BONIFE
037 Villa Silangan Brgy. 5
Contact No.: +63 951 395 2747
Email Address: [email protected]

PERSONAL INFORMATION
Age: 17 years old
Birthdate: June 22, 2007
Place of Birth: Laguna
Sex: Male
Civil Status: Single
Religion: Catholic
Name of Father: Jolito Bonife
Name of Mother: Anita Olaivar
Name of Siblings:

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Lecheria Integrated School
Calamba, Laguna
2019 - 2023
Elementary:
Calamba Elementary School
Calamba Elementary School Brgy. 5 Calamba City
2013 – 2018
 39
48

CURRICULUM VITAE
REGINE CAILO HERNANDEZ
Purok 3, 276 Barangay Palo Alto Calamba City, Laguna
Contact No.: +63 993 603 9437
Email Address: [email protected]

PERSONAL INFORMATION
Age: 18 years old
Birthdate: July 06, 2006
Place of Birth: Calamba Laguna
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Name of Father: Bienvenido Hernandez
Name of Mother: Rosalie Hernandez
Name of Siblings: Rachelle Hernandez
Baby rose Hernandez
Benedict Hernandez
Racquel Hernandez

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Palo Alto Integrated School
Calamba, Laguna
2019 - 2023
Elementary:
Palo Alto Elementary School
Calamba, Laguna
2013 – 2019
 40
49

CURRICULUM VITAE
ARIAN KHARL VERGARA IBALE
Purok 8 Barangay Real Atom Street, Calamba, Laguna
Contact No.: +63 970 823 1373
Email Address: [email protected]

PERSONAL INFORMATION
Age: 17 years old
Birthdate: February 19, 2007
Place of Birth: General Trias Cavite
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Name of Father: Alexander M. Ibale
Name of Mother: Medilyn S. Vergara
Name of Siblings: Adrian Clyde V. Ibale
Liam Andrei V. Ibale

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Makiling Integrated School
Brgy. Makiling Calamba Laguna
2019 - 2023
Elementary:
Real Elementary School
Brgy. Real Calamba laguna
2013 – 2019
 41
50

CURRICULUM VITAE
JILL AIRISH MAGTIBAY MAGORA
Purok 1, 536 Parian, Calamba City
Contact No.: +63 922 952 3620
Email Address: [email protected]

PERSONAL INFORMATION
Age: 17 years old
Birthdate: November 6, 2006
Place of Birth: Parian, Calamba City
Sex: Female
Civil Status: Single
Religion: Iglesia Ni Cristo
Name of Father: Rollie R. Magora
Name of Mother: Lourdes M. Magora
Name of Siblings: Jaebelene M. Magora
Jade Ashley M. Magora
Rhein Xian M. Magora

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Calamba City School for the Arts
Calamba, Laguna
2019 - 2023 Elementary:
Jose Rizal Memorial School
Calamba, Laguna
2013 – 2019
 4251

CURRICULUM VITAE
ALJAKI REY BOX MIRAVITE
Purok 3 Majada Out Calamba City
Contact No.: +63 994 933 4663
Email Address: [email protected]

PERSONAL INFORMATION
Age: 17 years old
Birthdate: September 1, 2007
Place of Birth: JP Rizal Memorial Hospital Calamba City
Sex: Male
Civil Status: Single
Religion: Catholic
Name of Father: Reynaldo M. Miravite
Name of Mother: Mahalla Cristy B. Miravite
Name of Siblings: Pattricia Yveth B. Miravite
Ma. Christina Yvonne B. Miravite
John Vincent B. Miravite

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Palo Alto Integrated School
Calamba, Laguna
2019 - 2023
Elementary:
Majada Out Elementary School
Majada Out Calamba City
2013 – 2019
 4352

CURRICULUM VITAE
JOMAR DELA CRUZ PADEL
Bayhill, Palo Alto, Calamba City, Laguna
Contact No.: +63 962 081 2055
Email Address: [email protected]

PERSONAL INFORMATION
Age: 17 years old
Birthdate: July 6, 2007
Place of Birth: Burdok Hospital
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Name of Father: Dominador Padel
Name of Mother: Mylene Dela Cruz
Name of Siblings: Justine Keith Padel

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Palo Alto Integrated School
Calamba, Laguna
2019 - 2023
Elementary:
Daza Pilot Elementary School
San Fernando, Borongan City, Eastern Samar
2013 – 2019
 44
53

CURRICULUM VITAE
ALYSSAMAE CHUA SUNGA
Camella Dos Rios Brgy. Pittland, Cabuyao, Laguna
Contact No.: +63 910 343 2994
Email Address: [email protected]

PERSONAL INFORMATION
Age: 17 years old
Birthdate: October 31, 2006
Place of Birth: Manila
Sex: Female
Civil Status: Single
Religion: Christian
Name of Father: Bryan Fernandez
Name of Mother: Mary Jame Sunga
Name of Siblings: Reyver James Jardin

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Kapayapaan Integrated National HighSchool
Kapayapaan Ville, Canlubang, Calamba City, Laguna, Calamba
2019 - 2023
Elementary:
Diezmo Elementary School
Diezmo Rd. Cabuyao, Laguna
2013 – 2019
 54

45

CURRICULUM VITAE
DIANA MARIE RIBALOS TAMBOONG
43 lecheria Hill, Lecheria Calamba City laguna
Contact No.: +63 995 350 9466
Email Address: [email protected]

PERSONAL INFORMATION
Age: 17 years old
Birthdate: June 27, 2007
Place of Birth: San Juan, Libertad, Antique
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Name of Father: Jessie Oliva
Name of Mother: Fatima Tamboong
Name of Siblings: Jef Oliva
Jessa Oliva
Jeraldine Oliva

EDUCATIONAL ATTAINMENT
Senior High School:
PHINMA-Rizal College of Laguna
Calamba, Laguna
Science, Technology, Engineering, and Mathematics
2023 - 2025
Junior High School:
Palo-Alto Integrated School
Calamba, Laguna
2019 – 2023
Elementary:
Laguerta Elementary School
Calamba, Laguna
2013 – 2019