MUSIC INTEGRATION AND CONCEPT RETENTION IN SCIENCE

OF MALAGOS ELEMENTARY SCHOOL

Abstract
Learning material in multimedia learning environment is frequently made up of text and
pictures. Many students, however, have difficulties learning from such material successfully. In
order to support students learning, we integrated music in the Science lesson where the Grade
5 Quezon pupils of Malagos Elementary School learned to listen and create their own lyrics
on the concept learned in the lesson in the form of songs, chants, poems, and raps to
improve memory of content facts and details through rhyme, rhythm, and melody. Teaching
these to students or having them write their own is a terrific memory tool.
In this study the researcher investigated how music integration strategy affects pupils
concept retention in Science . On the basis of this analysis the researcher determined the
strategies students actually applied during learning exercised. As expected, students who
actually made use of music integration strategy had retained Science concept longer and
enhanced understanding of learning materials.

Introduction
Educational theorists have long sought answers to the question of how we
can best teach students to learn well. Models for teaching have evolved and will
no doubt continue to be developed. Some of today's' leading learning
technologies embrace the use of music to assist in learning.
Music was utilized by the researcher in the classroom as springboard of
Science lesson to arouse the interest of the

pupils and develop their

understanding and listening skills of the content. It deepens pupils' engagement

with academic contentand enriches the learning community. Both music and
words are essential ingredients for creating a positive learning environment, and
music is particularly powerful in creating a relaxing, yet stimulating, atmosphere.
After the discussion of the lesson the pupils were required to apply learning by
creating their own poem, chants, songs and raps about the lesson to promote

better memory retention . The creation of music expresses inner thoughts and
feelings and develops the musical intelligence through understanding of rhythm,
pitch, and form. Writing songs related to content allows students to express how
they feel about the topic .
According to Miles (1997) , when we use music that is related to the
content we're learning, it also makes students' learning more relevant.
According to Ortiz (2012) Music is a natural part of learning. It connects
the experience to the mind and vice versa, it
experience. It touches our lives every day

connects the mind to the

It can also create a highly focused

learning state in which vocabulary and reading material is absorbed at a great

rate. When information is put to rhythm and rhyme these musical elements will
provide a hook for recall. Music also activate pupils mentally, physically, and
emotionally and create learning states which enhance understanding of learning
material.
Furthermore Music is also known to affect our feelings and energy levels
(Brewer, 1995). It can prompt memories, enhance brain activity and stimulate
the mind. (Merritt, 2009).
The purpose of this study is to discover the effect of music integration in
improving concept retention in Science of Grade 5 Quezon Pupils of Malagos
Elementary School and will specifically answer the following questions:1. What is
the pre-test scores of the respondents before the implementation of

Music

Integration? 2.What is the post-test scores of the respondents after the

implementation of Music Integration? 3. If there is a significant difference in the

scores of the respondents before and after the implementation of Music
Integration? 4. What is the effect size of Music Integration to the Concept
Retention in Science of the respondents?
Music Integration is a term use to combine music in teaching the lesson.
Concept Retention is a preservation of the after effects of experience and
learning that makes recall or recognition possible performed or practiced.
Method
The study utilized the Descriptive Comparative Method of research in
analyzing the collected data. Descriptive Research describes the phenomena
being studied. Paired Sample T-test

and Descriptive statistics were used to

analyzed the data.

A student version of Statistical software for Social Science ( SPSS) was
utilized for statistical computation.
The respondents of this study were the 49 Grade 5 Quezon pupils of
Malagos Elementary School. Secondary data were obtained from their pre-test
and post-test scores. All the data gathered from the respondents were tabulated
and evaluated using statistical software SPSS.
Results and Discussion
This sections summarizes the pupils Pre-test, Post-test, Paired Sample
T-test and the effect size of the level of performance of pupils.

Table 1. Pre-Test Scores

Test
Pre-test

N
49

S.D.
4.10

Mean
17.71

Descriptive Equivalent
Satisfactory

Table 1 shows the pre-test scores of Concept Retention in Science of

Grade 5 Quezon pupils of Malagos Elementary School. It shows that the Grade 5
Quezon pupils are in satisfactory level with the mean scores of 17.71 .
Table 2 Post-test Scores
Test
N
S.D.
Mean
Descriptive Equivalent
Posttest
49
3.77
23.78
Very Satisfactory
Table 2 shows the post-test scores of Concept Retention in Science of
Grade 5 Quezon pupils of Malagos Elementary School. It shows that the Grade 5
Quezon pupils are in very satisfactory level with the mean scores of 23.78
Table 3. Paired Sample T-test on Concept Retention in Science
Test
Pre-test

Mean

S.D.

d.f.

t-value

p-value

Decision

Post-test
49
-6.06
3.22
48
13.16
.000
Significant
Table 3 shows Paired Sampled T-test on Concept Retention in Science.
It shows that the pre-test and t-value is 13.16 with a Mean Score of -6.06 and
S.D. of 3.32. It generates a p-value of .000 which is interpreted as significant.
Table 4: The Effect size of Concept Retention in Science
N
t-value
Eta2
Descriptive Equivalent
49
13.16
.78
Large Effect
Table 4 shows the test of effect size of Concept Retention in Science. It
generated an eta2 value of .78 which signifies large effect through the used of
music integration strategy- an effective tool in Concept Retention in Science.

Conclusion
Results of this study provided information that Music helps improve
learning

because it will--establish a positive learning state, create a

desired atmosphere, energize learning activities, focus concentration,

increase attention, improve memory, facilitate a multisensory learning

experience, release tension, enhance imagination, provide inspiration and
motivation, and add an element of fun. In fact the Grade 5- Quezon pupils
were in satisfactory level before the implementation of Music Integration
Strategy. After the implementation of the strategy the pupils were in very
satisfactory level .There is a significant difference between the pre-test
and post-test scores of the pupils . Music Integration has a large effect in
concept retention in Science.
Recommendations
Music Integration is recommended as a tool or a strategy in
improving concept retention in Science. Furthermore it is recommended
to be adapted by the Science teachers of Baguio District
References
Brewer, C. (1995) Music and Learning
Tequesta, Florida: Life Sounds,
Merritt, S. ( 2009) Mind, Music and Imagery
Santa Rosa, California: Aslan Publishers
Miles, E. (1997)Tune Your Brain: Using Music to Manage Your Mind, and Body,
New York: Berkley Publishing Group,.
Ortiz, J. 2012. The Tone of Music: Sound Psychology.
New York Beach, Maine: Samuel Wiser, Inc.