Perception of Students and Teachers On Classical Music

ABSTRACT
The purpose of this qualitative study was to find out the perception of
the pre-service teachers and students in learning Mathematics with an aid of
background classical music. Based from the data collected from an exhaustive
literature review, it appears that classical music affects the attention and the
ability of the pupils to complete tasks given by the pre-service teachers.
Classical music was presented to students in a classroom setting as
background music and then, their ability to complete tasks and their
attentiveness were noted and measured. Based from the observation before this
research had started, many students in the fifth grade classroom at PNU-ITL
are not attentive to learn, and do not stay on-task. In an effort to change these
pupils, an action research study was conducted that used background classical
music inside the classroom. The researchers focused on two main points: the
students attentiveness and their ability finish tasks. The results suggest that
the overall class met the main point of the research. The use of background
classical music in the fifth grade pupils of PNU-Institute of Teaching and
Learning has proven to be effective. Likewise, this study concluded that both
student and class attention improved, as a result of classical music being
introduced to the classroom. Classical music positively modified attention for
the benefit of the teacher and students. Implications of this research suggest
classical music be incorporated as a technique to improve overall classroom

management and to maintain a positive learning environment.
Chapter I
INTRODUCTION
Teaching is the continuous process of discovering and implementing the
best method to be utilized in order to produce highly satisfactory outputs of
teaching-learning situation how much a student learns depends as much on
the teacher as on the student. The teacher orchestrates the learning situation
his method and techniques of imparting ideas to the students and of
encouraging them to apply every idea learned to life situations. This often
necessitates modifying the learners attitudes towards the subject on hand the
students often need to be guided to utilize to the maximum the opportunities
provided to them. Even if the teacher tries his very best to impart knowledge to
the students if they are not ready to respond positively, then learning will not
take place. However, the teacher should not stop there. He should try other
ways and means to motivate them to develop until the maximum.
Music is the language of the soul and is considered by most people as
the most pleasant of all sounds. It is significant as means of pleasure, as a
powerful stimulus, as an aid to relaxation or probably as the regular action.
Music is a powerful thing, and when its significance is understood by us it can
2
bring dramatic positive changes into our lives. Music provides a positive
environment that enhances student interaction and helps develop a sense of
community and cooperation.
As the importance of the classroom setting has grown and evolved over
time, teachers now have an opportunity and obligation to enrich and promote
learning further than before. There are several approaches to teaching through
which a teacher can positively affect the attentiveness and the ability to stay on
task of the students. One of the specific strategies now commonly used to
supplement and enhance student learning is the use of background music.
Research indicates that music plays an important role in culture and is a
strong influence on todays youth. In response to this information, the focus of
this study was to incorporate classical music in the classroom to promote
student learning. Using classical music in the background of instruction or
during independent work time has proven to have many benefits in the
classroom in relation to students attentiveness and their ability to stay on
task.
STATEMENT OF THE PROBLEMS

Specifically, this study aimed to answer the following questions:
1.A. What is the perception of the pre-service teachers on how background
classical music affects the students attentiveness in mathematics learning?
1.B. What is the perception of the students on how background classical music
affects their attentiveness in mathematics learning?
2.A. What is the perception of the pre-service teachers on how the use of
background
classical
music
affects
the
students
ability
to
complete
mathematical tasks?
2.B. What is the perception of the students on how the use of background
classical music affects their ability to complete mathematical tasks?
PURPOSE OF THE STUDY
This study was undertaken to describe the perception of the pre-service
teachers and pupils in Mathematics sessions with an aid background classical
4
music. The output of this research may be used as basis for improving the
quality of mathematics instruction and learning not only in the pupils of
Philippine Normal University- Institute of Teaching and Learning but also to
other students who are experiencing difficulty in learning.
SIGNIFICANCE OF THE STUDY

The information from this study is a great value to all educators. It
provides information pertaining to a different strategy that could bring positive
results into the classroom. Implementing classical music in the classroom
helped the students and it is very effective in several different ways that lead to
positive students attentiveness and ability to complete tasks. It helped raise
the students level of attention, and keep students on-task to perform well.
To the students. It will help them realize that studying with classical music
can improve their attentiveness in math and to cope with the rigors of learning.
This will also give them information on how to develop their ability to stay on
task through music.
To the Teachers.
This research will help them on how to set more
conducive learning environment to their students through the use of

background music.
Through this study, the administrators may be provided a basis as to

whether or not they will allow the teachers to have background music while
having lessons and in administering tests. They may also inspire their faculty
members to conduct similar studies in order to verify the veracity or research,
or studies or other innovative ways of enhancing the pupils attentiveness and
ability to stay on task.
To the future researchers. This study will help them in making
researchers related to this study. This may serve as a reference study and the
result may be used as baseline data for their work. It will also guide them
about the fundamental things they need to consider in doing their study.
SCOPE AND DELIMITATION
This study was conducted at Institute of Teaching and Learning, a
laboratory school of Philippine Normal University. This study focused on the
observation in students and pre-service teachers perception in learning
Mathematics with an aid of background classical music.
With respect to the number of respondents, all the students in the grade
five class which has a total number of thirty three (33) students were included.
Also, one major limitation was the amount of time to spend in the room
observing.
THEORETICAL FRAMEWORK
Classical Music
Classical music is art music produced or rooted in the traditions of
Western music (both liturgical and secular). It encompasses a broad period
from roughly the 11th century to the present day. The central norms of this
tradition became codified between 1550 and 1900, which is known as the
common practice period. The major time divisions of classical music are the
early music period, which includes Medieval (500-1400) and Renaissance
(1400-1600), the Common practice period, which includes the Baroque (16001750), Classical (1750-1830) an Romantic (1804-1949) periods, and the
modern and contemporary period, which includes 20th century (1900-2000)
and cotemporary (1975-current).
Given the extremely broad variety of forms, styles, genres, and historical
periods generally perceived as being described by the term classical music, it
is difficult to list characteristics that can be attributed to all works of that type.
Vague descriptions are plentiful, such as describing classical music as
anything that lasts a long time, a statement made rather moot when one
considers contemporary composers who are described as classical; or music
that has certain instruments like violins, which are also found in other genres.
However, there are characteristics that classical music contains that few or no
other genres of music contain.
The most outstanding characteristic of classical music is that the
repertoire tends to be written down in musical notation, creating a musical
part or score. This score typically determine details of rhythm, pitch, and,
where two or more musicians (whether singers or instrumentalists) are
involved, how the various parts are coordinated. The written quality of the
music has, in addition to preserving the works, enabled a high level of
complexity within them: Bachs fugues, for instance, achieve a remarkable
marriage boldly distinctive melodic lines weaving in counterpoint yet creating a
coherent harmonic logic that would be impossible in the heat of live
improvisation.
Along with a desire for composers to attain high technical achievement in
writing their music, performers of classical music are faced with similar goals
of technical mastery, as demonstrated by the proportionately high amount of
schooling and private study most successful classical musicians have had
when compared to popular genre musicians, [dubious-discuss] and the large
number of secondary schools, including conservatories, dedicated to the study
of classical music.
The function of background classical music varies with the individual

listener and with the nature of the task or activity the listener is involved. Such
a task or activity could be studying or other academic preparation. Students of
all ages claimed that they can study and learn affectively while listening to
classical music. Indeed some researchers have explored the possible transfer of
cognitive abilities to other curricular areas by theorizing that exposure to
music, through participation and formal instruction can facilitate non-musical
learning (Madsen, 1998, Radocy & Boyle, 1988).
Another research may support this. Collet (2002), says: Listening to
classical music as background can help people when they are thinking,
learning, or working, but the music needs to be implemented correctly. In this
we can say that classical music somehow can affect the thinking capacity of an
individual.
One material that a teacher may use to stimulate learning is music.
Peterson (1999), as cited by Santos (2000), claims that playing music while
listening can increase spatial-temporal reasoning. It increases persons ability
to make plans, manage ultimately deal with ones environment more efficiently.
This is confirmed by Manthei and Kelly (1995) who cited that pupils claimed to
study more affectively while listening to music.
Olson (2000) said that by simply listening to pleasant music in the

background while doing task can make it seem so much easier, or in some
cases, music may not increase positive attitude, but will ease to strain of as
creativity. He further advocated that music could have very interesting and
beneficial effects on the mind.
Attention
Background music could also help with the students that have AttentionDeficit Disorder (ADD). These students are distracted very easily. With the use
of classical background music the students that have ADD could concentrate
more on their studies, thus improving their productivity. [For those students]
with attention-deficit disorder, who is constantly seeking stimulation, some
distraction might be what they need to concentrate on their studies
(Ghassemi, 2006).
All students, including the mentally impaired and learning disabled also
gain positive results from classical background music. These students need
music and repetition in order to increase attentiveness. Without music, these
students normally made slow gains in achievement (Bryant-Jones, Shimmins,
& Vega, 2003). Music unlocks the mind and allows for growth of all students,
even in the most disadvantaged and learning-disabled children.
10
The use of music has been shown to increase the attentiveness of

students. Using music will help the students feel comfortable, increase
concentration, minimize distractions, and help keep them calm. Music pulls
the listener into the setting, stimulating interest, creativity, and more complex
thinking(Davies, 2000). All of these factors contribute to the students
attentiveness, leading to improved grades and performance in class.
The response to the music was dramatic as the pupils became calm and
cooperative within minutes of entering the room (Lawrence, 2001). Beginning
the day on a positive note could increase the students motivation, which could
lead to an overall willingness to learn and work, make good grades, be
attentive, and stay on task.
A welcoming atmosphere is important for the students and one way it
could be provided is through background music. Music could be used in
multiple ways to make the school day more stimulating to students (McGovern,
2000). Stimulating music could lead to increasing a students arousal that
could produce positive moods and increase the students attention to complete
assigned tasks (Hallam, Price, & Katsarou, 2002). Creating an inviting
atmosphere could help students feel welcomed to participate in the learning
experience, which leads to great attitudes, increased arousal and some
tremendous attentiveness to learn.
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Task Completion
There are several factors of the classroom environment that influence
classroom management to some degree; one such factor is background music.
It has the ability to calm the body and alter ones mood, thus leaving the brain
more receptive to receiving and processing information. According to one
survey, fifty-nine percent of fifty-four students felt playing soft music leads to
more on-task behavior, though the researcher suggests that the actual number
is likely higher (Dinsmore, 2003). The background classical music in the
classroom helps create a significant correlation between on-task behavior and a
comfortable atmosphere. Teachers are finding that classical music can help to
create a positive emotional environment that is conducive to learning
(Anderson, Henke, McLaughlin, Ripp, & Tuffs, 2000). This makes learning more
focused, affective, memorable, and enjoyable to students.
Music is one way in which teachers can influence their classroom
environment to have a positive impact on classroom management (Dinsmore,
2003). A positive environment that enhances student interaction, as well as
helps develop a sense of community and cooperation, can all be provided
through the use of music. This benefits the students tremendously. It
contributes to maintaining positive behavior within the classroom, which in
turn cuts down on interruptions and allows students to learn and be more
attentive to the teacher.
12
Some teachers at Brookewood Elementary School in Grovetown, Georgia

used background classical music in their classrooms. They commented that
the background classical music was Very effective in helping children settle
down quietly. More effective on the teacher... During work time, the children
were more attentive and quieter The students have to work quietly to hear the
music, so the music helps to remind them to work and not talk (Lawrence,
2001). Playing background classical music not only benefits the students, but
the teacher as well. It plays a huge part in managing and controlling the
ambiance in the classroom. This relieves pressure from the teacher, allowing
her to relax and become more affective in the classroom. Having a classroom
full of students staying on task, remaining quiet while working and staying
calm is all part of having a class with good classroom management.
Background classical music affects the ability of the students to stay on
task in several different ways. One such improvement is inspiration: music
suggested ideas for them to talk or write about significantly more often than
those in silence (Jensen, 2001). Music produces a mood, aids relaxation, and
inspires artistic endeavors. Using background music is especially important for
those who have a tough time dealing with upsetting experiences.
Having classical background music in special education, for the most
part, has the same effects as a regular classroom. The students display
greater concentration levels and improved behavior. Studies of children with
13
special educational needs have also shown[music in] the classroom setting
has a calming influence on hyperactive children (Hallam, Price, & Katsarou,
2002). Music has a similar effect on children with emotional and behavioral
difficulties (Hallam, Price, & Katsarou, 2002).
Background music can also be encouraged at home and it is the job of
educators to let parents know that music offers a sense of comfort and
security to young children in this confusing world and creates a bond among
members of the entire family (Scholastic, 2000). This same kind of feeling is
what helps the child learn. The student can also obtain this same feeling in the
classroom with the help of music. Background music is very beneficial for a
classroom. Using music can help the students relax, increase their motivation
to learn, and help them stay on-task.
Students that are more relaxed and focused stay on task better. The
classical music not only helps eliminate white noises but also creates a
sustained supportive ambiance. As a result, it could reduce the students
frustration levels enough to perform tasks effectively and efficiently. The more
relaxed and focused the students are, the more they will stay on task and
complete the assignment, which in turn improves grades. Staying calm not only
helps the students stay on task and be productive with their school work, but
it could also help them stay out of trouble. Ninety-three percent of students
14
interviewed in one study said music relaxed them and helped them stay ontask
Classical music is used to create desired moods, foster enjoyment of
movement and dance, boost energy, increase happiness, bring back powerful
memories, and help relaxation and focus. Students revealed that soft music
makes them feel comfortable, focused, and relaxed (Dinsmore, 2003). One
student stated, It makes me feel good. It was relaxing. It helped me with
my Journal (McGovern, 2000). Teachers agree that playing classical music in
their classrooms increases the ability of the students to stay on task by
creating a calming atmosphere: I can see that the students are more relaxed
whenthere is soft music playing in the background (Dinsmore, 2003,). Kay
Gardner, a fifth grade teacher in a small rural school, used classical
background music and noticed that with the music on, her students settled
down quickly, stayed on task, and went about their schoolwork in a calm and
relaxed manner (Black, 1997). Susan Cromer said, It just kind of calms the
children and helps them focus (Keeler, 2003).
This shows that using classical music can positively influence the
likelihood of on-task behavior, which prevents the student from doing other
things that are not relevant to the school work, for example, talking, playing,
etc. (Dinsmore, 2003).
15
When music is played during learning experiences there is more

retention of the material (Lewis, 2002). The increase of retention could lead to
better grades, completion of task and/or assignments, and increased
participation in class.
CONCEPTUAL FRAMEWORK
Task Completion
- The pupils focus on the activities given to them.
- The pupils finish the task the teachers gave them.
Use of Background
Classical Music in the
Mathematics Session
Attention
- The pupils actively participate in the class
discussions.
- The pupils listen attentively in the class.
Figure 1. Conceptual Framework

16
The paradigm shows that the use of background classical music can affect the
pupils attentiveness and ability to stay on task during the mathematics
sessions. This conceptual framework is based on the learning theory which is
behaviorism. Behaviorism is a worldview that operates on a principle of
stimulus-response. This also views learners to be passive, responding to
external stimuli. Behaviorism is primarily concerned with observable behavior,
as opposed to internal events like thinking and emotion. Observable (i.e.
external) behavior can be objectively and scientifically measured. Internal
events, such as thinking should be explained through behavioral terms. The
background classical music inside the classroom is the stimulus and the
attention and task completion are the responses which are observable and
overt.
DEFINITION OF TERMS
The following terms used in this research are defined operationally for
clearer understanding of the study.
Pre-service Teachers. They are the graduating students who went to
their practice teaching outside the campus. In this study, only the mathematics
major practice teachers participated.
Classical Music. It is an art music produced or rooted in the traditions
of Western music both liturgical and secular. It encompasses a broad period
17
from roughly the 11th century to the present day. This music included opera,
chamber music, choral pieces, and music requiring a full orchestra. It is used
in this research as a contributory factor to influence students attention to the
completion of Mathematics tasks.
Attention. It is measured on how the students were able to participate
actively and attentively during the class observation while the background
classical music is playing.
Task Completion. It is measured on how the students were able to focus
and finish the task on time and getting good results while the background
classical music were played. In this study, the completion of task was
measured
Chapter II
REVIEW OF RELATED LITERATURE
According to various researches, (Justin Anders, 2011) listening to
classical music for relaxation is common among students to counter the effects
of stress or anxiety while completing difficult academic tasks. Some studies
supporting this technique have shown that background classical music
18
promotes cognitive performance while other studies have shown that listening
to classical music while engaged in complex cognitive tasks can impair
performance.
Also, many students listen to classical music to alleviate the emotional
effects of stress and anxiety when engaged in complex cognitive processing,
such as studying for a test, completing homework assignments, or while
reading and writing. This practice is so common that it would be beneficial for
college students to understand the role that classical music plays on cognitive
performance. Research demonstrating the effects of music on performance is
well documented, but has shown ambiguous evidence on this matter.
Hall (1952), exploring the possible uses of classical music in schools
found that performance on reading comprehension tests was significantly
improved when background music was playing. 58% of the 245 8th and 9th
graders taking part in the study showed an increase in scores on the Nelson
Silent Reading Tests. There were also settling down periods at the beginning of
the morning and afternoon sessions and a mid-afternoon fatigue period when
music was of greatest assistance. Her study also suggested that the major
portion of the aid given by background classical music was an increase in
accuracy and that those students who were below average in intelligence and
achievement benefitted more from the presence of background classical music
19
than those above average, suggesting that this could be because these students
were more in need of an aid to concentration.
In a smaller scale study of four hyperactive pupils, Scott (1970) found
that the introduction of background classical music into the classroom setting
had a calming influence. Comparison of performance on an arithmetic task
across four conditions, the normal classroom environment, the introduction of
background music into the normal classroom, children sitting in three sided
booths and children sitting in the booths with background music revealed that
the children were most productive when background classical music was
introduced into the normal classroom setting.
These studies suggest that the use of classical music in the classroom
may be beneficial to pupils performance. Giles (1991) also suggests that most
pupils function very well with classical music in the background and the right
music at the right time can make them less stressed, more relaxed, happier
and more productive. She found that the most effective music for improving
childrens performance was what they liked, providing that it did not overly
excite them.
Radocy and Boyle (1988), background music can be defined as any
music played while the listeners attention is focused primarily on a task or
activity other than listening to the music. The function of background music
20
varies with the individual listener and with the nature of the task or activity in
which the listener is involved. Such a task or activity could be studying or other
academic preparation. Students of all ages have often claimed that they can
study and learn more effectively while listening to music.
Chris Brewer (2004), founder of LifeSounds Educational Services and
author of the new book Soundtracks for Learning, says that sounds can help to
hold or attention, evoke emotions, and stimulate visual images. He also
suggests that various styles of music are appropriate for different types of
activities.
We all know how greatly music affects our feelings and energy levels.
Without even thinking about it, we listen to music to show our feeling, to make
us happy, to enjoyment, to energize, to bring back memories, to help us relax
and focus. Music is important in our personal life. It will set the scene for
important experiences and it expresses our feelings.
Throughout time, people have recognized and intentionally used the
powerful effects of sound. In the 20th century the western scientific
communities has conducted research to validtate and expand our analytical
knowledge of music. This research supports what we know from personal
experience: music greatly affects and enhances our learning and living.
21
Research continues to be conducted to provide helpful guidelines for our

intentional use of music, especially in the classroom. For us to make a clearer
understanding how does music affects learning to students`
Brewer (2004), says that music can be used to help us remember
learning experiences and information. In active learning experiences music
creates a soundtrack for a learning activity. The soundtrack increases interest
and activates the information mentally, physically, or emotionally. Music can
also create a highly focused learning state in which vocabulary and reading
material is absorbed at a great rate. When information is put to rhythm and
rhyme these musical elements will provide a hook for recall.
Though not often integrated into the classroom, music can serve a vital
role in the education of all students. Will Earhart, president of the Music
Educators National Conference, stated, Music enhances knowledge in the
areas of mathematics, science, geography, history, foreign language, physical
education and vocational training (as cited in Morrison, 1994, p. 33). Clearly,
the benefits of adding background classical music during learning are
numerous
and
apply
to
more
than
just
musical
intelligence:
The
implementation of the arts, specifically music, would help students raise

mathematical achievement scores as well as enhance overall intelligence
(Bryant-Jones, Shimmins, & Vega, 2003, p. 28). Though music classes are not
as valued as core subjects, the inclusion of music in all classroom settings is
22
slowly becoming more widespread. Music is also universal and can open
wonderful doors to the education of children (Behar, 2000, p. 26).
According to Dr. Emma Gray (2013), a clinical psychologist in Britain
who specializes in cognitive behavioural therapy, says Classical music can put
you in a better frame of mind to learn. Indeed, students who listen to music
can actually do better than those who dont. It stated in the literature that
music have a great effect on humans mind since a person who listens to music
while working is better than the one who dont.
Researchers suggest that incorporating background classical music into
the learning environment may help to improve students academic performance
and create a positive effect on cognitive development. In schools today,
educators are realizing that they need to use various strategies and resources
to enhance the curriculum and learning of the students (Lewis, 2002, p. 3).
One way to accomplish this is by tapping into the powerful link between
music and learning easily than the controls (Strickland, 2001, p.101). The
study shows that music may indirectly enhance the learning and ability of a
child, depending on which internal state is evoked (right or left lobe).
(Ketcheson, 2004) Integrating classical music in the classroom can
greatly affect the students productivity. The increase of their productivity could
result in many beneficial aspects, such as staying on task, increasing retention
23
of material, improving grades/performance, increasing concentration levels,

and accelerating learning. In recent years many studies have been conducted
on the effects of classical music on learning. The results of these studies are
interesting and varied: increased I. Q., accelerated learning, greater retention of
material learned, high test scores, and reduced stress and tension, to name a
few.
(Lewis,
2002).
Adding background music in the classroom also
contributes to decreasing distractions, and increasing concentration levels. For

some students, background music helps cover up any distractions that they
may have in the classroom, such as clocks ticking, pencils tapping, and
chairs/desks moving. Ghassemi reports that music functions like white noise,
drowning out distractions (Ghassemi, 2006). Drowning out distractions could
increase the students concentration levels. A third grade teacher said, in
regards to the increasing concentration levels: Calming, students more
focused, appears to be more concentration, room quieter (Lawrence, 2001).
When the students concentrate on their schoolwork it helps them to stay on
task, complete assignments, improve grades, and accelerate their learning. It
also makes the classroom a quiet place for all students to concentrate and
learn. Behar stated, Music has been shown to increase both concentration and
comprehension.
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(Lewis, 2002) Classical music does not simply encourage passive learning
in students; it also motivates them to become attentive, engaged, and
productive. Increasing the students motivation in the classroom through music
is extremely important, particularly for at-risk populations. Playing classical
background music in a classroom helps positively enhance the classroom
climate. This helps motivate the students to learn, gets students on-task
quicker, and helps improve their concentration. Classical music played in the
classroom has been used to create a better classroom environment to motivate
learning and improve concentration.
Background classical music can be used to manage behavior. It has
direct access to the state of the student: It affects the heart rate, the posture,
and mental images of the listener (Ohlhaver, 1998).
Recent research by Savan (1998) demonstrated improved behaviour and a
greater concentration on school work when background classical music was
played during the science lessons of 10 children with learning and emotional
and behavioural difficulties. Savan hypothesised that many of their problems
stemmed from poor physical co-ordination and that stimulation of the brain
with sounds of particular frequencies could improve this.
A Brigham Young University Study showed that 5-month-old babies can
recognize up beat songs. The study furthers that babies 9-months-old can
25
distinguish between the down-beat of Beethowens Seventh Symphony (Flom,

2009). If babies are responding to music at such an early age, the perception
here might be there is no surprise in young adulthood that students are
stillresponding to music and possibly using it as a learning enhancement.
When the child leaves the lower primary grades (1st-3rd) and enters the
higher primary grades (4th-8th) they begin to listen to popular music more
which becomes a frequent pass time. Hearing these age groups singing popular
songs as a pass time is not uncommon. The problem becomes the words that
are being sung. Many researchers write that these words affect the listeners
behavior. This has been a concern to parents and mental health professional
since rock and roll began in the 1950s (Bosaki, FrancisMurray, Pollon& Elliot,
2006). If the words are negative, then the listener assumes the negative
behavior of the negative words and this behavior is repetitive just as the
negative words are repetitive in the songs (Bosaki, et al 2006). The idea
emerging from the aforementioned and engaging the reader is music affects
feelings.
Again, there is little study on music and its affect on students during
study, but much is studied on the power of music. In support of the use of
music in learning and recall, articles which attest to the strength of music as a
messaging tool will be explored. Music is an effective messaging tool.
26
The aspect of environmental control was reinforced by Love and Burns

(2007), in a study conducted where music could be indicated for control of the
environment. The results showed that in the classroom where the music was
played there was more sustained play. In addition, more dyadic (two-part
activity) play occurred when slower music was played in the background. This
study also showed that music in the environment affected the participants
behavior and promoted sustained activity. The participants were more focused,
and their attention span was longer in the room where the music was played
(Love & Burns). The Love and Burns study showed that students found they
are more focused when they listened to music or when it was played in the
background.
Binkiewicz (2006), a history teacher, used music to teach concepts and to
aid the learner in retaining the concepts taught. Binkiewicz discussed the fact
that she had experienced a positive learning outcome when she used music as
a pedagogical tool. She reported that seeing her students use iPods frequently
and even coming to her class with them attached to the ear inspired her
tobegin to use music in her classroom. She noted that music in the
environment; that is, listening to music, not only got the students attention as
a positive personal factor but it also involved the student. Consequently, the
students perceived they retained the concept to be learned more easily when
taught with music (Binkiewicz, 2006).
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Students who listen to music from the MP3 player during quiet time in
class have been noted to stay focused during class and further, to observe quiet
time before and during class. This affords quiet to other students who require
an environment free of noise (Stiler, 2007). It could be concluded here that
music is providing relaxation to the student and the student can focus better
as a result of listening to the music on the MP3 player.
With todays student who is busy with classes, a job and family,
delivering lecture content via music (to be listened to at the leisureof the
student) is a compelling thought. Having a student keep a concept learned from
the lecture content in his or her head via musical lyrics potentially could
increase content retention. Some students will say they keep songs in their
heads. Some students will continually sing a song as a way of making a
statement generic to an issue they might be working through. Some students
find music as a wayto express themselves. Students are the center of
education. Quality education is discussed on the forefront repeatedly. Meeting
the students needs, making education an engaged venture, involving the
students and ultimately matching the students learning preferences is the
dream studied by scholars and chased by educators (Campus Health Services,
2010). In almost every case, because the dream is becoming increasingly
difficult to bring to fruition, it is dismissed by many as a fable.
28
Teachers perception of their teaching and how they teach is of great

importance in measuring the effectiveness of mathematics teaching and
learning and it also reinforces teachers decision making (Ahmed and Aziz
2009).
Researching into teachers beliefs and perceptions of their teaching
has therefore been receiving considerable attention for some time now
and this is broadly documented in the literature. However, Ahmed and
Aziz (2009) argued that collecting data from students regarding their
teachers teaching provides meaningful data of what their teacher does. Ahmed
and Aziz further argued that collecting data from students about their teachers
teaching is a valuable as their perceptions are coloured by challenging and
interesting experiences that allow them to observe learning and teaching
behaviours
more
intimately than their teachers (p.19). That is, students
perception of their teachers teaching contribute very much in improving the

teaching and learning of the subject as it provides valuable suggestions and
directions for the teachers future improvement
Ahmed
and
Aziz
(ibid)
also
found
out
(Ahmed
that
and
Aziz
when students
2009).
develop
conceptual understanding of the concept presented when they perceive

their teachers classroom environment as cooperative rather than competitive.
In describing students perception regarding their
teaching,
Rawnsley
(1997)
established
that
mathematics
students
develop
teachers
a
more
29
positive attitude toward their mathematics lessons where the teacher is

considered to be highly supportive and gives the students the chance to play an
integral role in the teaching-learning process.
Previous research is mixed regarding students perceptions of the
traditional lecture method as compared to teaching methods that require
students to learn actively (Machemer& Crawford, 2007). On the one hand,
many
students
report
preference
for
the
lecture
approach.
For
example, in one study, students in introductory economics classes preferred

the lecture method compared to active learning and believedthey learned more
through lectures (Leeds, Stull, & Westbrook, 1998).
student
Additionally, on
evaluations, these students negatively evaluated teachers who
required more work, as with active methods, and positively evaluated lecturestyle teachers.
Researchers have found that students prefer the lecture approach
for many of the reasons that education experts believe it to be weak: it
"enables them to listen passively," "organizes the subject matter for them," and
"prepares them well for tests" (McKeachie, 1997,). Research conducted by
Felder and Brent (1996), noted that students who are faced with a teacher's
demands that they be active and take responsibility for their learning "may
become sullen or hostile:" they complain "that they are paying tuition to be
30
taught, not to teach themselves". Struyven, Dochy, and
Janssens
(2008)
found students' evaluations of the lecture method to be mostly positive.

A study by Qualters (2001) suggests that students do not favour active
learning methods because oftheinclass time taken by the activities, fear of not
covering all of the material in the course, and anxiety about changing from
traditional classroom expectations to the active
structure.
examined
six
students
perceptions
across
Casado
teaching
(2000)
methods:
lecture/discussion, lab work, in-class exercises, guest speakers, applied

projects,
and
oral
presentations.
Students
most
preferred
the
lecture/discussion method.
A study conducted by
Benson,
etal (n.d.).provides evidence that
students place greater emphasis on lecture. Most

lecture
method
as
the
best
teaching
of
method.
the
students
rated
Reasons given by the
students included; teacher provides all knowledge related to the topic, it is a

time saving method and students listen to the lecture attentively and take
notes.
Scientists at the University of Southern California, compared changes in
blood pressure among individuals listening to classical, jazz or pop music.
Those listening to classical had significantly lower systolic blood pressure when
compared to those listening to other musical genres or no music at all (Engel,
31
2014). The researchers stated that the music put students in a heightened
emotional state, making them more receptive to information
Music is a powerful tool for our personal expression within our daily
lives-- it helps "set the scene" for many important experiences (Brewer, 1995).
So, the researches make sure than the music they will hear will be their
preferred background music from the given list (See Table 1) not just any
randomly selected music from the list.
32
Chapter III
THE RESEARCH DESIGN AND METHODOLOGY
In this study, the qualitative type of research was employed. The strength
of qualitative research is its ability to provide complex descriptions of how
people experience a given research issue. It provides information about the
human side of an issue that is, the often contradictory behaviors, belief,
opinions, emotions, and relationships of individuals. Researchers use the two
most common qualitative methods such as the participant observation and indepth interviews.
Participant observation method is appropriate for collecting data on
naturally occurring behaviors in their usual contexts while in-depth interviews
are optimal for collecting data on individuals personal histories, perspectives,
and experiences, particularly when sensitive topics are being explored. The
types of data these two methods generate are field notes, audio recordings or
sometimes video, and transcripts.
SUBJECTS/RESPONDENTS OF THE STUDY
33
The respondents of the study were the grade five pupils of Philippine
Normal University-Institute of Teaching and Learning (School Year 2014-2015).
The class is composed of sixteen (16) females and seventeen (17) males, making
a total of thirty three (33) respondents. All the students ages range between
from 11-12 years old.
The respondents of the study were selected because grade five pupils
have a prior knowledge regarding Classical Music, where in the participants are
relevant to the research question. Since the objective of this study is limited to
the fifth graders, all students in the class of grade five in PNU-ITL were
included.
RESEARCH INSTRUMENT
A pre-observational survey (appendix A) and a post-observational survey
(appendix B) that describe the perception of the students attention and their
ability to stay on task towards classical music were administered to their
mathematics subject. There is also a questionnaire on the pre-service teachers
classroom observations (Appendix C). The pre-service teachers or one of the
researchers kept observation notes or the anecdotal notes (appendix G)
regarding the background classical music in the classroom. The notes reflected
the perception of the pre-service teachers toward the students attention, ability
34
to stay on-task, how they worked independently, and also their little comments
and sharing of thoughts in the day of their demonstration teaching.
Other materials used to gather and interpret data for this study
included: informal and formal interviews (appendix D, E, F) with individual
students and small groups. Also, there is a questionnaire for all pre-service
teachers, including the researchers since they are also pre-service teachers,
which used classical music as their background music while teaching,
answering the pre-service observational survey form (Appendix H).
Lastly, researchers took photos and videos for every mathematics
session. The evidences helped the researchers clearly describe the perception of
the demo-teachers and students in the attention and the students ability to
stay on task if there is a classical background music played in class.
DATA GATHERING PROCEDURE
At the beginning of this qualitative study, the researchers discussed to
the Mathematics teacher the purpose of this study and asked for their
assistance and cooperation in helping to make the study become possible. The
researchers were taking their Field Study in PNU-ITL and their instructor is the
Mathematics teacher. Since the researchers specialized on teacher education,
they came up into the realization on how they will get the attention and help
the students to stay on task during Mathematics sessions. It is undeniable that
the students are afraid when they hear the word Mathematics. It is evident to
the students that they show anxiousness during Mathematics session. They
find it boring and hard to understand. Music can help individual enjoy what
35
they are doing so researchers combined the use of background music while
having the Mathematics sessions.
They informed the teacher that during their demonstration teaching,
they will administer a new approach in teaching, and that is using background
classical music. Classical music is taught from grade four to grade six pupils.
Researchers decided to administer the study to grade five pupils because they
are familiar to classical music and they have prior knowledge about it. And
also, upon observing the classroom setting, it is small to occupy all the
students, the noise outside will be easily heard inside the room that makes the
students be easily disturbed. The electric fans and the air conditioners are not
enough to make the students comfortable in their seats. The classroom of the
5th graders is not conducive for learning.
Before the actual observation and gathering of data, the pilot testing was
administered, and the researchers let the students choose their preferred
classical music. The result of the pilot testing follows:
Table 1: Data from the students preferred classical music.
Classical Music
Ranking
1. Overture to William Tell-Gioachino Rossini
6th
2. Minuet in G Major-Christian Petzold
3rd
3. Dawn from Thus Spake Zarathustra-Richard
4th
Strauss
4. Ode to Joy-Ludwig van Beethoven
10th
36
5. Eine Kleine Nachtmusik-Wolfgang A. Mozart
5th
6. Toccata in d minor-Johann S. Bach
2nd
7. Ride of the Valkyries-Richard Wagner
8th
8. Hallelujah Chorus-George F. Hande
9th
9. Here Comes the Bride-Richard Wagner
7th
10. Symphony #5-Ludwig van Beethoven
1st
From the data gathered, Symphony #5 by Ludwig van Beethoven, Toccata in d

minor by Johann S. Bach and Minuet in G Major by Christian Petzold, obtained
the top three spot for the most preferred classical music to be played as
background music inside the classroom.
In the actual study, all of the respondents filled out a pre-observational survey
of the knowledge they held about classical music.
Throughout the study, the students were closely observed in the span of
fifteen days. The researchers recorded classroom observations regarding the
attention and the students ability to stay on task in the mathematics session
with the aid of background classical music. The students attention and ability
to stay on task in the classroom were all noted throughout the study.
The study also included interviews, which consisted of a series of
questions regarding what the students thought about background classical
music and how it affected their attention and staying on task in the classroom
activities. The interviews were held both individually and in small groups. The
interviews lasted no more than ten minutes.
37
During the course of the study the researchers also gave questionnaires
to those pre-service teachers at PNU-ITL who used music in their classes. The
questionnaires explored questions regarding the perception of the pre-service
teachers in the attention and the ability to stay on task of their students if
background classical music is played.
At the end of the study, another survey was administered in their math
subject to over-all describe the perception of the pre-service teachers and
students in the attention and ability to stay on task of the students if there is a
background classical music during Mathematics Session. The survey was
administered in able to answer the perception to the attention and the ability to
stay on task of the students in the mathematics session with the aid of
background classical music, the researchers gathered evidences through taken
photos and videos in every session in this study. Also questionnaires on preservice teachers classroom observation, student interviews, and the students
post-observational survey, are being used to align the analysis in the taken
photos and videos.
38
Chapter IV
PRESENTATION, INTERPRETATION AND ANALYSIS
This chapter shows the result of the study on what is the perception of
pre-service teachers and students on the attention and ability to stay on task of
fifth grade pupils during mathematics sessions with an aid of background
classical music. The pictures and tables presented are in accordance with the
order being stated in the statement of the problem. In this presentation of data,
you will see the perception of the pre-service teachers and students on the
39
attention and the ability to stay on task of fifth grade pupils regarding having
classical music as background music in their day to day mathematics sessions.
The researchers designed a pre-observational survey (Appendix B) for
the fifth grade class to complete. This survey assessed if majority of the
students preferred to have background classical music while studying.
Table 2: Data from the students pre-observational survey
QUESTION
YES
NO
1. Would you like to listen to

classical music while doing
school work? Why?
32
2. Have you heard classical

music before? If yes, give at
least one that you
remembered.
29
3. Do you think a background

classical music inside the
classroom could help you
learn?
31
Table 2 shows the responses to the three questions with the total number
of students responses. In the first question, 32 out of 33 students said that
they would like to listen to classical music while doing their school work. The
only one who answered no explained that classical music is not my genre of
music, and that might disturb me while studying.
In the second question, only 29 out of the total respondents heard
classical music before. Take note that the pre-test survey has been
40
accomplished first before the pilot testing, so the answers are based only on
their personal prior knowledge regarding this matter. From those who
answered yes, 17 respondents heardSymphony#5 by Ludwig van Beethoven, 7
respondents for Ode to Joy by Ludwig van Beethoven, 3 respondents for Tocatta
by Johann Bach, and 1 respondent each for Here Comes The Bride by Richard
Wagner and Minuet in G Major by Christian Petzold.
In the third question, 31 respondents believed that background classical
music inside the classroom can help them learn more. Since there were about
94% of the class who are in favor of the use of this new technique to deliver
mathematics lessons inside the classroom, the researchers firmly believed that
this study will clearly yield positive perceptions from demo-teacher and
students.
1.A. What is the perception of the pre-service teachers on how

background
classical
music
affects
the
students
attentiveness
in
mathematics learning?
41
Photo 1
Photo 2
These two photos were taken in separate days. The classroom

discussions for each were also different. Looking at Photo 1, the male student
from the leftmost side of the picture is attentively listening. The girl and boy
pupils who seemed like talking were interviewed by the observers. They told the
researchers that the boy was asking the girl regarding the lesson and the girl
immediately answered the question of the boy since she already understood the
lesson well. From this evidence, it seemed that the pupils in this instance are
interactively thinking and participating on what is going on in the discussion.
In Photo 2, the girl pupil standing up participated in the lesson well during
recitation. After the discussion that day, the researchers asked her why she
was active during the discussion. The girl replied, The background music,
which is classical music, helped me to concentrate on what is being discussed by
our demo-teacher... And actually, that made me active all throughout the
session.
42
Table 3: Data collected from pre-service teachers classroom observation.

QUESTION
YES
NO
1. Are the students listening

attentively to the lesson? Give
a situation for instance.
15
2. Are the students actively

participating in the lesson?
Give a situation for instance.
15

classroom help the pupils
becomes attentive? Why?
15
The survey questions shown in Table 3 were answered by the preserviceteachers. Table 3 is outlined in the Yes/No column with a space
provided for the comments and answers for the included questions. The highest
number of response was fifteen (15), which was the total number of days that
the study lasted. The least would be zero (0), which means during the threeweek study the student did not meet what was being sought; it did not happen
at all.
Based from the pre-service teachers classroom observations, there were three
questions to know the perception of the demo-teachers regarding pupils
attention. The first one is if the students are listening attentively to the
teachers
lesson.
All
of
the
demo-teachers
observed
that
during
the
mathematics session inside the classroom. The most common example on how
43
the demo-teachers said that the pupils were listening attentively was that,
when the students are looking at the teacher which seems like that they are
paying attention to everything that the teachers said, and then when the teacher
asked the student a question he/she gave a right answer that shows that the
students are mindful on what is going on that shows an attentive listener
All pre-service teachers also said that the students were actively participating
in the discussions. One of the comments was, it is glad to see how these fifth
grade students are being able to behave nicely and positively since this study
have started the students show changes from who they really are before.As
the researchers informally interviewed one of the demo teachers, who just said,
I cant believe that they would participate actively in my discussion all
throughout I really didnt expect that to happen.
Furthermore, a hundred percent of the pre-service teachers said that
background classical music inside the classroom truly helped the pupils
express positive behaviors. One of the comments was I thought it is just the fact
that the pupils know that they are aware in the on-going study so thats why
they act nicely but I can see that they are not just acting If so then they
cant possibly answer my questions to them.
44
The researchers provided notes and comments in every mathematics session

throughout the study. The comments and notes were answered by the assigned
researcher during the day.
Table 4: Data collected from the anecdotal notes of the researchers.

OBSERVATION
DATES
January 8, 2015
COMMENTS/NOTES
The students seemed like they wanted to get their work
done correctly.
The students were saying nice things to each other.
They seemed to all be on-task. They were trying to get it
completed.
The students were offering to help one another and were
going from one task to another.
January 9, 2015
The students entered the classroom silently and got to

work.
The students continued to work and as they finished one
task they moved to the next one.
The students helped one another.
Students behaved nicely and positively.
January 12, 2015
The students came in talking but then got to work and

hummed along with the classical music.
Some students had to be reminded to get back on-task.
45
The students show changes from who they are before.

January 13, 2015
The students completed many tasks today.

The students came in talking and had to be reminded
what the procedures were. Then they got to work.
Some students encouraged others do their work.
Some students are being disturbed by the background
classical music wherein one student put his hands in his
ears.
January 20, 2015
The students were saying nice things.

The students seemed like they wanted to do a good job.
The class seemed happy while working.
The students were working non-stop.
January 22, 2015
The students entered the class quietly.

The classical music makes the class feel relaxed and
calm.
The children were staying on task as well as kept their
voices down.
January 26, 2015
The students entered talking, but once they heard the

background classical music they calmed down and began
working.
The students showed willingness in doing the tasks.
January 27, 2015
The students were very motivated. Once they finished one

task they moved to the next.
The students were relaxed. They worked quietly and not
in a hurry.
They entered the classroom quietly and started their
morning work.
January 29, 2015
While doing the activity independently two guys sat

beside each other in the classroom and one male put his
46
arm around the other while they sat and do the task.
January 30, 2015
The students did everything correctly. Good day!
February 2, 2015
Great day! The students did everything they needed to

do, and did it correctly
February 5, 2015
Great day! The relaxing classical music really keeps the

mood of the class motivated and calm.
Some students gave compliments to others when they do
a good job.
Hardworking students!
February 9, 2015
The students speak very kindly to each other while

working. The classical music makes the environment very
relaxing and the children seem to be happy making the
work more pleasant even when it is hard or the children
get things incorrect. Awesome day!
February 12, 2015
The students are excited to see each other in the

mornings and need a reminder to get quiet.
Once the students get on task they stay that way.
The students help each other unpack.
They say Good job when someone does something well.
Its tremendous to see how the class has changed in
such a positive way!- classroom math teacher
February 13, 2015
As these past three weeks have progressed the students

progressed in their ability to stay on task and work
independently.
The classical music really helps motivate the children to
be calm and relaxed. Its been an awesome three weeks!classroom math teacher
The observations were made each day during the course of the threeweek study. The data collected from these observations are the responses,
47
notes and comments that the researchers made during the study by the
researchers.
In Table 4, the day to day happenings of having background classical
music in the classroom could be seen. More specifically, paying close attention
to the dates when looking at the comments and notes revealed that the study
came to an end, the comments were overwhelming. Each day, the students
were accustomed to the music and the more positive comments and
perceptions coming from the demo-teachers and students are recorded.
Each student in the study participated in three different individual
and/or small group semi-structured interviews. The interviews were held for
the researcher to get a better understanding of how the student felt and
thought about background music in the classroom. In the first student
interview (Appendix D) there were two questions the researcher was asked. The
first question asked Do you think background classical music helps you
complete your school work/ assignments? Why? How so? One student said,
Yes! Its peaceful because it has all sorts of instruments playing in it. It also
seems relaxing because you just feel like youre at a special place! Another
student said, Yes, because it helps me complete my work carefully. It helps me
make a good grade on my work. It helps me concentrate. Overall the data
demonstrated that the students perceived this background classical music
positively.
48
In the second student interview (read Appendix E) there were two more
questions the researcher asked. The second question, Did the background
classical music help you learn? If so, how? If not, Why? One student said,
Yes. It helps me concentrate on what Im doing. It helps me write. It helps me
stay calm and focused. Another student said, Yes. It makes me calm down. It
helps me focus on what Im supposed to learn. One other student said, Yes. It
keeps sounds in the classroom from getting to me. It helps me understand. There
was only one student out of all of the participants who answered the question
with a no. That students response was, No. Because its not educational, and
I dont like the music being played. These results explain that a big majority of
the students consider the background classical music as a help.
In the third student interview (Appendix F) there were three questions
asked. These questions probed whether the student listened to classical music
outside of the school setting and if so, Why? Where? When? The majority of
students listened to classical music (or would if provided) while doing
homework. Some of the reasons provided were: because it helps them focus
and do the school work faster, its relaxing, helps their concentration, enjoys
the way it sounds, and it would help them learn.
The student interviews discussed revealed their perception in having
background music in mathematics sessions. Meeting each student one-on-one
49
and/or in small groups allowed the students and researchers to form a

relationship.
It appeared that there is a congruency of findings with the study made
by Dinsmore (2003), who said that classical music is an advantage because it
permits students to accomplish numerous assignments, allows other students
to concentrate, reduces stress levels for students and teachers, and helps
provide a quiet classroom to learn in. In these ways, students can be attentive
and make him or her finish a task.
1.B. What is the perception of the students on how background classical

music affects their attentiveness in mathematics learning?
Table 5: Data collected from students post-observational survey.
QUESTION
YES
NO
1. Do you think background

classical music helped you to
listen attentively and
participate actively in the
discussion? Why or why not?
31

classroom helped you to
become attentive?
31
50
The survey questions shown in Table 5 were answered by the students. Table 5
is outlined in the Yes/No column wherein the highest number of response
was thirty three (33), which is the total number of respondents that the study
has. The least would be zero (0), which means during the three-week study the
students did not meet what was being sought; it did not happen at all. Also,
there is a space provided in the survey for some of the reasons and comments
of the students regarding the questions.
It was clearly shown in Table 5 that even students express a positive
perception in having background classical music. 94% of the respondents, said
yes for both number 1 and 2 questions in the survey. The two students who
answered no have different comments. The first student said that, I dont
mind if theres background music or notBecause I can perform well even theres
no music,and the second student commented that,I hate classical music it is
not my genre of music, and actually, that really disturbed me while studying
Though, I can manage to perform well, just pretending that there is no
background music surrounding me.
The complete reactions and comments of the students are given as
follows:
Table 6: Comments collected from students post-observational survey.
WHY?
1. The music signals me that the
lesson is already starting
WHY NOT?
1. I am distracted when
studying music, my attention
51
is divided into two

2. it makes me feel like the music is
a go-signal for me to stop whatever
Im doing and pay attention to the
teacher
3. I just get used to it, when Im at
home; I always listen to music
when Im studying. It makes me
feel like Im at home.
4. The music is so relaxing. It
creates a mood which cues me to
listen attentively
5. it has been a favourite part of
learning. Learning with music. It
is creating my own comfort zone.
So having music as a background
is so comforting.
6. I just like music when learning,
thats it
7. I love the beats and harmony, it
energizes me
8. I think creating an environment
which is really in favour for us is
important. If we dont like the
setting or the mood we just want
to make noise and do our own
task
9. I feel happy whenever I hear
music, I feel hyper and focused
10.
Even though I only know
little about classical music, I then
discover that I learn better with
music on. I have found a new
tactic to learn
11.
I cant hear the noise
outside, therefore I only hear the
background music and the teacher
talking, It helps me to focus more
12.
I really want to play music
when I learn, it makes me feel
2. It doesnt seem right.

Music is just relaxation for
me, not in discussions
52
happy. And when Im happy, Im in

a good mood. If Im in a good
mood, Im always on the go.
13.
I think its a powerful tool to
capture out attention. Knowing my
classmates that are so naughty,
they behave when there is music
14.
I understood the lesson well
when the music is played
15.
I want to learn while having
fun. Music is how you define fun
16.
math classes are not so
boring as I thought it would be.
Good job because for the first time,
I understand the lesson well
without the help of my classmates.
It is because I am listening
17.
I can easily focus well and
not get distracted easily
18.
I just looked at the board
and figure out the answer.
Because of the music, it reminds
me that this is a math class.
Thats why I have to pay attention
19.
Im having fun when Im
listening to the music
20.
its really enjoyable when it
is combined to learning, it makes
the class a little-less boring
21.
I listen properly and behave
well
22.
I respond to questions when
I know the answer
23.
having music as a
background makes the class not
so serious, thats why I am not
afraid to ask questions when I
dont understand
24.
I feel so energized to learn
25.
sometimes, when I raise my
hand, I was in slow dancing mode,
53
the music is so fun to listen with

26.
I become active in
participating
27.
I appreciate it when the
teacher puts an effort to make
learning fun. And putting up
music is fun. It allows me to focus
more on the lesson
28.
Being attentive is not an
easy task for me. But with music, I
learn better
29.
I only listen to music when
I got noting else to do, but, I then
realized that having music as a
background music while learning,
makes a difference after all.
30.
I love it when the music
makes me dance when learning
31.
I understood the lesson well
and I am not bored with the
session. Unlike before that I just
want to eat recess all the time
As for the data of the students post observational survey shown in Table
5, it was aligned with the students pre-observational survey shown in Table 2.
There were an equal number of students who thought that the background
classical music would help them understand mathematics lessons and those
who already said that background classical music help them be more attentive.
The photos taken and data collected from the pre-service teachers
classroom observations, students post-observational survey and the interviews
made therefore showed that it was evident that both pre-service teachers and
students have positive perception on the attention of the respondents in having
54
background classical music in mathematics sessions.

It appeared that the result of this problem is congruent to the study
made by Lewis (2002), he said that, It has been shown that classical music
can calm the behavior of children. Calm students are not likely to disrupt
teaching or distract fellow students. Thus, a classroom full of calm students
should enhance learning, reduce stress, and inspire high levels of creativity.
Also, according to him, classical music creates the mood and helps make
learning more focused and effective by producing positive behaviors, which in
turn lead to better performance on tasks.
2.A. What is the perception of the pre-service teachers on how the use of
background classical music affects the students ability to complete
mathematical tasks?
Photo 3
Photo 4
55
The two photos were taken in separate days. The classroom discussions
for each were different. Looking at Photo 3, the two male students were focused
in doing the activity that their demo-teacher asked them to do. In Photo 4,
the group of students played game. During this activity each of the groups
inside the classroom were competitive and wanted to finish the task first.
Afterwards, the researchers interviewed the two boys in photo 3. They
said that, it is good having a background classical music in our mathematics
sessions because we dont have time to make noise with each other actually,
every math subject we keep on talking but the soft background music that is
playing helped us become more focused and determined to finish my work.
In the same manner, the students seen in Photo 4 were asked and
interviewed. Actually, we are used to shouting each other whenever there is a
game inside the room, but I think the background classical music helped us to
be calm and just finished the task with no pressure one of the students in the
group said.
Table 7: Data collected from pre-service teachers classroom observation.
QUESTION
YES
NO
1. Are the students focused to

the activities given to them?
13
2. Are each student finished the

task given, on the time
12
3
56
provided? Give a situation for

instance.
classroom help the pupils
increases their performance?
13
The survey questions shown in Table 7 were answered by the pre-service

teachers. Table 7 is outlined in the Yes/No column with a space provided for
the comments and answers for the included questions. The highest number of
response was fifteen (15), which was the total number of days that the study
lasted. The least would be zero (0), which means during the three-week study
the student did not meet what was being sought; it did not happen at all.
Based on the classroom observations result, pre-service teachers have a
positive perception in having background classical music. In the questionnaire,
there were three items to know the perception of the pre-service teachers.
In question number 4, 13% from the pre-service teachers said that
students are not focused on the activities given to them. One of the two
commented that, some are being disturbed by the background classical music
I saw one student wherein he put his hands in his ears just to avoid the music
that is playing.
On the other hand, most of those who said yes commented that, just
like the students, we enjoy the existence of the background classical music inside
the room its more fun doing our work.
57
While 87% of the pre-service teachers observed that students were able
to finish their task in the given working time. The researchers interviewed one
of the demo-teachers who rated for yes, and asked why he/she thinks that
the students were able to accomplish the task given to them. He/she replied,
the only thing I observed when they are doing their task was most of them
were focused, they seem calm and relaxed while working though I can see that
a few are being irritated but still, they were able to finished the activity in my
time of demonstration teaching. Im so glad, that, for some point, I believe that
this background classical music has an effect for each of them, even good or
bad. In contrast, one of the three (3) demo-teachers who answered no said
that, not all can finished the task right away because there are two students
who were not able to accomplished the assigned task given to them and they
told me that they doesnt like the background music being played Also, they
asked me if they can pass the activity to me later on meaning they cant even
focus on the activity during that time.
Also there are 87% of pre-service teachers who believed that background
classical music inside the classroom helped the pupils increase their
performance
in
mathematics
session.
It
was
clearly
shown
in
their
observations and comments that the pupils show indicators in completing their
tasks. The way on how they do their work or task were mindfully defined. The
focus or concentration of the students to finish the given task right away have
58
been observed since day one up to the last day of the study.
Table 8: Data collected from the demo-teachers post-observational survey.

YES
NO
UNDECIDED
1. The use of background classical
music in the morning helps wakeup students.
10
2. Background classical music helps
15

the students to stay on task
13
4. The
use of background classical

music helps the students to become
attentive
15

students to perform better in class.
13
complete the tasks
There were fifteen (15) demo-teachers who answered the survey. The
highest number each question could receive is fifteen and zero being none. In
table 8, it is outlined in a Yes/No column including the undecided column
(Undecided means the teacher did not choose from yes or no).
The results in Table 8, demonstrated how the pre-service teachers agreed
with the students in the study. As the data have shown, majority of the demoteachers who participated in the study reacted positively on the results of
having background classical music. The responses of the demo teachers in
their post-observational survey were aligned with their own observations in the
59
day of their demonstration teaching. Even at the last encounter of answering

the survey, pre-service teachers has a positive perception in having background
classical music. In the last question, all demo teachers firmly believed that
background classical music help the students to perform better in class.
It was evident that both pre-service teachers as well as students has a positive
perception in having background classical music which is beneficial in teaching
learning situation, based from the collected data in anecdotes of the
researchers, the student interviews and also the demo-teachers exit survey.
It appeared that the findings showed a congruency with the stydu made
by Giles (2000), who said that the use of classical music in the classroom may
be beneficial to teaching learning situation. Most pupils also function very well
with classical music in the background and the right music at the right time
can make them less stressed, more relaxed, happier and more productive. She
found that the most effective music for improving childrens performance was
the music that will make them focus and concentrate.
These results allow one to see that background classical music in the
classroom is not only for fifth grade students at PNU-ITL but for other students
as well.
60
2.B. What is the perception of the students on how the use of background
classical music affects their ability to complete mathematical tasks?
Table 9: Data collected from students post-observational survey.

QUESTION
YES
NO

classical music helped you to
focus so that you can finish
the task given? Why or why
not?
30

classroom helped you increase
your performance?
31
The survey questions shown in Table 9 were answered by the students. Table 9
is outlined in the Yes/No column wherein the highest number of response
was thirty three (33), which is the total number of respondents that the study
has. The least would be zero (0), which means during the three-week study the
students did not meet what was being sought; it did not happen at all. Also,
there is a space provided in the survey for some of the reasons and comments
of the students regarding the questions.
It is clearly shown in table 9 that students commented positively on the study.
Almost 91% of the total respondents believed that through the help of
background classical music, they can finish the task easily because they are
61
more focused and concentrated in the activity or work that they are doing. One
student said that, The background classical music makes me feel relaxed and
comfortable I actually dont feel any pressure and fear learning mathematics
lessons I am more focused to stay on task because I dont even mind my
classmates if they are trying to talk to me I just want to concentrate on the
discussion.
Also, there is almost 94% that said yes for number 4 question in the
survey. Just like in the survey for positive comments, two students answered
no having two different firm opinions again. The first student said that, I just
want to put cotton in my ears every time I heard that classical music. It does not
make me focus on what Im doing I guess what makes me stay on task is the
fact that I have to finish it because it is a requirement,and the second student
commented that,I dont like classical music it disturbed me doing my works.
As for the data of the students post-observational survey shown in Table
9, it showed that the result for this problem is being aligned in the students
pre-observational survey shown in table 2. There are an equal number of
students who perceived that the background classical music positively still has
a positive perception after the study.
Therefore, the photos taken and data collected from the pre-service
teachers classroom observations, students post-observational survey and the
interviews made, shows that it is evident that both pre-service teachers and
62
students has a positive perception in having background classical music in

mathematics sessions.
It appeared that the result of this study was aligned in the study made
by Dinsmore (2003), who said that teachers agree that playing classical music
in their classrooms increases performance by creating a calming atmosphere:
I can see that the students are more relaxed whenthere is soft music playing
in the background
Also, Kay Gardner (1997), finds out that a fifth grade teacher in a small
rural school, used classical background music and noticed that with the music
on, her students settled down quickly, stayed on task, and went about their
schoolwork in a calm and relaxed manner.
Addition to this, Keeler (2003) said, It just kind of calms the children
and helps them focus This shows that using classical music can positively
influence the likelihood of on-task behavior, which prevents the student from
doing other things that are not relevant to the school work, for example,
talking, playing.
Chapter V
63
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the different significant and essential details
obtained, after dealing with the collected data and its corresponding analysis
and interpretation. The sections that follow discuss the summary of the study,
conclusions, and the recommendations drawn.
Summary of Findings
Each individual has their own way on how to understand and learn a
specific topic or lesson, and everyone knows that music is truly a part of
everyday lives of the people. It is not impossible that for some reason, music
can be integrated in studying or even learning inside the classroom. Some
studies found that most of the students nowadays learn easily by putting
background music while they are studying. This is one of the reasons why the
researchers developed a study on knowing the perception of the students and
pre-service teachers in the mathematics sessions with the aid of background
classical music. The researchers aimed to know how attentive the students are
and how the students complete a task given by the practice teachers.
Throughout the study, the researchers found out that based from the
perception and observation of the students and pre-service teachers, adding
background classical music in the classroom, contributed to a decreasing
distractions and an increase in the concentration levels of the pupils. It shows
64
that the attention and task completion of the students shows a positive
change. Analysis of data showed that majority of the students found
background classical music as a way to cover up any distractions that they
may have in the classroom, such as clocks ticking, pencils tapping, and
chairs/desks moving.
The researchers found that implementing background classical music in
the classroom was very effective. Data showed that it was strongly linked to
how the students complete the task and increased the pupils attention in
learning. Indeed, after implementing the use of classical music as background
music, the perception of the students and the demo teachers in the classroom
was completely different. Researchers showed in the gathered data that
classical music created an inviting, calm, and comfortable atmosphere that
promoted a new way of learning and teaching.
Conclusions
This evaluation of implementing background classical music in a fifth
grade classroom, conducted by the researchers, revealed a detailed review of
the impact of background classical music in the perception of the students and
demo teachers in the attention and task completion of the respondents. The
results suggest that background classical music in the classroom has a
positive perception not just for the individual, but for the class as a whole.
65
Based on the findings of the study, the following conclusions were drawn:
1.A. It was evident that pre-service teachers have positive perception on
the attention of the respondents in having background classical music in
mathematics sessions.
1.B. It was evident that students have positive perception on their
attention in having background classical music in mathematics sessions.
2.A. It was evident that pre-service teacher have positive perception on
the task completion of the respondents in having background classical music
in mathematics sessions.
2.A. It was evident that students have positive perception on their task
completion in having background classical music in mathematics sessions.
Recommendations
One weakness in this research that should be addressed in a future
study would be to consider the students test scores. The idea that background
classical music is very effective for the student to stay on-task and be attentive
in learning mathematics but to see if their test scores rise would be something
of interest. Also, adding quantitative analysis in the future and showing
stronger evidence of improved positive result must be considered as well.
66
REFERENCES
Anderson, S., Henke, J., McLaughlin, M., Ripp, M., & Tuffs, P. (2000).
Using
background
music
to
enhance
The
effects
memory
and
improve
learning.
Clearinghouse, 1-30.
Behar,
C.
(2005).
of
classical
music
on
listening
comprehension. Clearinghouse, 1-20.

Black, S. (1997). The Musical Mind. The American School Board Journal,
21. Bryant-Jones, M., Shimmins, K., & Vega, J. (2003). Increasing math
achievement through use of music. Clearinghouse, 1-41.
Chalmers, L., Olson, M., & Zurkowski, J. (1999). Music as a classroom
tool. Intervention in School and Clinic, 35(1), 43-48.
Collett, M. J. (1991). Read between the lines: Music as a basis for
learning. Music Educators Journal, 42.
Davies, M. (2000). Learningthe beat goes on. Childhood Education,
76(3), 148-53.
Dinsmore, T. S. (2003). Classroom Management. Clearinghouse, 1-30
Elliot, I. (1998). Music, dance, drama and learning. Teaching Pre-K-8, 36.
67
Ghassemi, J. (2006, September 17). Science suggests kids cant study

and groove at same time; regions of the brain please listen: It helps background
music. Lancaster Newspaper, 3.
Giles, M. M. ( 19 91). A little background music, please. Principal, 71(2),
41-44.
Hallam, S. & Price, J. (1998). Can the use of background music improve
the behavior and academic performance of children with emotional and
behavioral difficulties. British Journal of Special Education, 25(2), 88-91.
Hallam, S., Price, J. & Katsarou, G. (2002). The effects of background
music on primary school pupils task performance. Educational Studies, 28(2),
111-21.
Jensen,
E.
(2005).
Teaching
with
the
brain
in
mind.
Physical
Environments for Learning, 2nd ed., 81-93

Jensen, K. (2001). The effects of selected classical music on selfdisclosure. The Journal of Music Therapy, 38(1), 2-27.
Keeler, S. (2003, May 28). Susan Cromer enjoys teaching road less
traveled. Greenville News.
Kelstrom, J. M. (1998). The Untapped power of music: Its role in the
curriculum and its effect on academic achievement. Bulletin, 39.
Kolb, G. (1996). Read with a beat: Developing literacy through music and
song. The Reading Teacher, 50, 76.
Koppelman, D. & Imig, S. (1995). The effects of music on childrens
writing content. Clearinghouse, 1-21.
68
Langfit, D. (1994). Integrating music, reading and writing at the primary

level. The Reading Teacher, 47, 430.
Lawrence, D. L. (2001). Using music in the classroom. Advanced Brain
Technologies.
Lewis, E. (2002). The relationship of listening to classical music on first
graders ability to retain information. Clearinghouse, 1-30.
McGovern, A. M. (2000). Working in harmony: Some effects of music in
the classroom. Clearinghouse, 1-45.
Milner, J., & Milner, L. (2003). Bridging English (3rd ed.). Columbus, OH:
Prentice Hall.
Morrison, S. J. (1994). Music students and academic growth. Music
Educators Journal
Ohlhaver, D. (1998). Learning with music in the classroom: What
research says. Montessori Life, 10(4), 32-33.
Strickland, S. (2001). Music and the brain in childhood development.
Review of research. Childhood Education, 78(2), 100-03.
Woody, R. (2001, April). Reflective classroom management. Teaching
Music, 46-50.
69
APPENDICES
APPENDIX A
Pre-Observational Survey
(To be accomplished by the students/respondents before the study)
QUESTION
YES
NO
1. Would you like to listen to classical

music while doing school work? Why?
2. Have you heard a classical music? If
yes, give at least one that you
remembered.
3. Do you think a background classical
music inside the classroom could help
you learn?
70
APPENDIX B
Post-Observational Survey
(To be accomplished by the students/respondents after the study)
QUESTION
1. Do you think background classical music helped
YES
NO
you to listen attentively and participate actively

in the discussion? Why or why not?
2. Do you think a background classical music
inside the classroom helped you to express
positive behaviours? Why or why not?
3. Do you think background classical music helped
you to focus so that you can finish the task
given? Why or why not?
inside the classroom helped you increase your
productivity? Why or why not?
inside the classroom motivates you to do your
school works? Why or why not?
APPENDIX C
71
Demo-Teachers Classroom Observation

(To be accomplished by the demo-teachers during the study)
QUESTION
YES
NO
1. Are the students listening attentively to the lesson? Give a

situation for instance.
2. Are the students actively participating in the lesson? Give
a situation for instance.
3. Do you think a background classical music inside the
classroom help the pupils to express positive behaviors?
Why?
4. Are the students focused to the activities given to them?
5. Are each student finished the task given, on the time
provided? Give a situation for instance.
classroom help the pupils increases their productivity?
Why?
7. Are the students showed willingness in doing their school
tasks? Give a situation for instance.
8. Are the students showed eagerness in finishing their
assigned task? Give a situation for instance.
classroom motivates the pupils in doing their school
works? Why?
APPENDIX D
Student Interview #1
72
(To be accomplished by the researchers after the study)
1.
Do you think background classical music helps you
complete your school work/ assignments? Why? How so?
2.
What do you think about having background classical music
playing while you do your school work? Explain.
APPENDIX E
73
1.
Did the background classical music motivate you to do your
school work? If so, how? If not, why?
2.
Did the background classical music help you learn? If so,
how? If not, Why?
74
APPENDIX F
1.
Do you listen to music while doing Homework? If so, why? If
not, would you if it was provided or if you were able to? Why?
2.
Where are some places you listen to music? In the car, at
home, in your bedroom, in the kitchen, etc. Why?
3.
When do you listen to music? When you are with your
friends, going to bed, while you eat, while you play, etc. Why?
75
APPENDIX G
Anecdotal Notes
(To be accomplished by the researchers during the study)
Notes: Comments from Students about the effects of the Background

Classical Music inside the classroom. (Anecdotal Notes)
76
APPENDIX H
Pre-service teachers Post-Observational Survey
(To be accomplished by the demo-teachers after the study)
YES
NO
6. The use of background classical music in the morning helps

wake-up students.
7. Background classical music helps complete the tasks
8. Background classical music helps the students to stay on

task
9. The use of background classical music helps the students to
become attentive
10.
Background classical music helps students to perform
better in class.
77
APPENDIX I
Preferred Classical Music Survey
(To be accomplished by the students/respondents before the study)
Name (optional):______________________
Listen to the following classical music to be played by the researchers
and rate the following music. Write ten for the most preferred music and
1 be the least preferred music.
Music
Ranking
1. Overture to William Tell-Gioachino Rossini

2. Minuet in G Major-Christian Petzold
3. Dawn from Thus Spake Zarathustra-Richard
Strauss
4. Ode to Joy-Ludwig van Beethoven
5. Eine Kleine Nachtmusik-Wolfgang A. Mozart
6. Toccata in d minor-Johann S. Bach
7. Ride of the Valkyries-Richard Wagner
8. Hallelujah Chorus-George F. Hande
9. Here Comes the Bride-Richard Wagner
10. Symphony #5-Ludwig van Beethoven
78

Perception of Students and Teachers On Classical Music

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Perception of Students and Teachers On Classical Music

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ABSTRACT

classical music be incorporated as a technique to improve overall classroom

STATEMENT OF THE PROBLEMS

SIGNIFICANCE OF THE STUDY

This research will help them on how to set more

conducive learning environment to their students through the use of

Through this study, the administrators may be provided a basis as to

The function of background classical music varies with the individual

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

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

Some teachers at Brookewood Elementary School in Grovetown, Georgia

When music is played during learning experiences there is more

Figure 1. Conceptual Framework

Research continues to be conducted to provide helpful guidelines for our

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

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

Adding background music in the classroom also

contributes to decreasing distractions, and increasing concentration levels. For

distinguish between the down-beat of Beethowens Seventh Symphony (Flom,

The aspect of environmental control was reinforced by Love and Burns

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

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

perception of their teachers teaching contribute very much in improving the

conceptual understanding of the concept presented when they perceive

positive attitude toward their mathematics lessons where the teacher is

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

evaluations, these students negatively evaluated teachers who

taught, not to teach themselves". Struyven, Dochy, and

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

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

etal (n.d.).provides evidence that

students place greater emphasis on lecture. Most

Reasons given by the

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

1. Overture to William Tell-Gioachino Rossini

2. Minuet in G Major-Christian Petzold

3. Dawn from Thus Spake Zarathustra-Richard

5. Eine Kleine Nachtmusik-Wolfgang A. Mozart

6. Toccata in d minor-Johann S. Bach

7. Ride of the Valkyries-Richard Wagner

8. Hallelujah Chorus-George F. Hande

9. Here Comes the Bride-Richard Wagner

10. Symphony #5-Ludwig van Beethoven

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

1. Would you like to listen to

2. Have you heard classical

3. Do you think a background

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

These two photos were taken in separate days. The classroom

Table 3: Data collected from pre-service teachers classroom observation.

1. Are the students listening

2. Are the students actively

3. Do you think a background

The researchers provided notes and comments in every mathematics session

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

The students entered the classroom silently and got to

January 12, 2015

The students came in talking but then got to work and

The students show changes from who they are before.

The students completed many tasks today.

January 20, 2015

The students were saying nice things.

January 22, 2015