Both men and women of various age groups listen to some form of music while studying. Music is considered to be a favourite pastime for many, meaning people listen to music to kill off free time but at the same time make it quite an enjoyable experience. Everywhere you look nowadays someone has earphones in their ears listening to their chosen music; you can find them in trains, buses, at home and libraries. Some people love music so much that they make it a part of their everyday life. So this suggests that music has become a very important tool for students while studying. According to the Australian Bureau of Statistics Australian Social Trends 1995, in 1992 people spent an average of less than 1 hour a day listening to recorded music or the radio. It was also found that the older people were the more likely they were subjected to leisure activities such as listening to music. (ABS 1995, para 13).
For many, music helps both body and mind. There has also been an increasing field in health care known as “Music Therapy”, in which music is used to heal. Those who benefit from music therapy are people with cancer, children with ADD and people with depression (Scott 2007, para 1). Research in music has shown that listening to music with a strong beat can have an impact on brain waves which in turns produces sharper concentration and alertness. Where as listening to a slower tempo causes a person to become calm and induce a meditative state. Furthermore studies in music and its impact on people suggest that adolescents listen to music to help relieve tension, fill in uncomfortable silences, help with feelings of loneliness, manage their mood, and relieve boredom (Gantz et al 1978, p. 81-89). The brain is the central processing unit when it comes to exposure to music. The brain takes in all the different melodies and sounds and distributes it and converts the various melodies and sounds into a person’s particular feeling or state. Even breathing and the heart rate can be impacted by music and help people with chronic stress (Scott 2007, para 3). There really are more positive impacts than there are negative ones when it comes to listening to music. Studies have shown that music can help keep depression and anxiety away for people, and helps promote creativity and optimism. Other health benefits are lowering blood pressure, ease muscle tension and boost immunity. Music therapy has definitely grown in popularity through the years because many health professionals have recognised its benefits. Nearly everybody has the ability to use music to help themselves or others because it is cheap and effective.
The type of music people listen to really depends on their particular mood. Different people and age groups listen to various genres of music. When it comes to studying people normally have a favourite type of music that is played during such activities. Another important aspect of music is volume; the level of loudness of music played is also determined by the person. Students in particular would like to create a pleasant learning environment. If the music is too loud it can become distracting, If the music is too soft it won’t be able to drown out other distracting sounds.
However there is a recommended genre of music that should be listened to while studying. Research has shown that listening to classical music like Mozart can help students in many ways while they study. The “Mozart Effect” is what it is called (Gregory 2010, para 6-7). It is believed that listening to Mozart helps increase your IQ. Mozart’s music contains interesting patterns of sound which creates the right condition for optimal brain activity, where an out of tune music can become annoying to most people. Optimal learning occurs when both sides of the brain are used. This can be achieved by listening to particular types of music. By listening to particular types of music it activates a significant amount of our brain and therefore produces a good environment for learning (Lucas 2001, p. 34)
The main purpose of this project is to gather as much relevant information possible relating to students who listen to music while studying and whether it helps out or not. The literature reviewed will be used to help make sense of the findings.
6. Methodology
All information acquired for the research topic was presented to Helen Wilkie for approval. 21 people were chosen to engage in the research project via questionnaires. The people that were involved in the research were mainly young aged groups aged 18-21, however there were some people that were in the age group of 30+ years that engaged in the project too. Information gathered was through probability sampling. The research methods that were used to gather information were of a quantitative nature. There was an option to use qualitative methods for the research but the time frame in which to complete the interviews would have taken too much time, besides Helen Wilkie made a note that there should be enough data gathered from the questionnaires even without qualitative methods such as in depth interviews. All information gathered will be all anonymous and kept confidential. All participants had to sign a consent form stating that they were happy with the terms of the agreement of filling in a questionnaire. The results from the questionnaires was summed up into their categories and produced data that was able to be used to make the statement of “to look at how music influences students’ study habits” and “to find the effects of music has on a student while studying” valid. The research methods used then came up with statistical data that could be used in forms of tables and graphs to show that the whole research was successful in reaching its goal; which was to see the Impact of music has on study for an adult leaner and come to a valid conclusion depending on the results gained through the chosen methodology.
7. Findings
7.1 Exposure to music between age groups
The following age groups engaged in the questionnaires: 18 – 21, 21 - 25, 26 - 36, and over 36s were examined in order to find trends and differences of exposure to music in hours and study habits in terms of access to music and its usage while studying.
7.1.1 Exposure to music while studying
The amount of hour’s students listen to music was compared between the different age groups to find out the relationship of whether music affected a student’s study habits. The information gathered from the questionnaires showed that the majority age groups 18 to 21 where exposed to music 1-2 hours while studying where as age groups 21-25 preferred to listen to music more than 2 hours while studying. For the age group over 36’s they also preferred to listen to music for more than 2 hours, which leaves the age group 26-36 age groups who a majority preferred to be exposed to music more than 2 hours also. There were some people in the different age groups however that preferred not to listen to music at all.
7.1.2 Difference of participants opinion on music while studying.
All participants had access to music which means that the research project was able to use data and compare the differences of opinion on music while studying. So it is safe to say that all participants where exposed to music but not all chose to listen to music while they studied. The number of hours exposed to music in question 10 was as followed, 43% said that they listened for 1-2 hours, a majority of them where in the age groups 18-21. 29% said that they listened to music for more than 2 hours, the age group for these people where 26-30. However 29% said that they never listened to music while they studied. For those people who answered never in question 10 where in the same category of those who chose not to listen to music while they studied in question 7. For question 5, 81% of participants said yes to downloading music and 19% said they didn’t which means they got music from other sources. Surprisingly 86% said that they listened to mp3 format, even though only 81% said they downloaded music. For question 8, listening to music at a chosen level, 24% said they listened to music at a low level, 43% said they listened to music at a medium level and 14% said they listened to music at a high level. For question 11 people had different opinions in the choice of music that they listened to while studying. 14% listened to rock, 24% chose to listen to pop music, 14% chose to listen to alternate music, 14% chose to listen to dance and 48% chose to listen to all types of music. Nobody wanted to listen to classical music specifically while they studied.
7.2.2 Benefits in listening to music while studying
The benefits of listening to music while studying are mainly answered through question 12; do you think that listening to music helps you study better? 15 participants agreed with some giving detailed answers for this question. 3 participants said that music benefits them because it relaxes them and frees up their thinking process and makes it easier to study. 2 other participants said that music helps them concentrate and become more productive. 2 other different participants said that music helps them to get motivated and helps to get into the rhythm for work. 1 participant said that music can be used to distract them from surrounding sounds like other people talking and 1 other participant said that his brain functioned better when listening to music. However 2 participants where undecided because they said that music can sometimes be stimulating sometimes but distracting at other times. For questions 15 do you think they should implement music at Tafe in class, 48% said that they would benefit from it and 52% said that they wouldn’t benefit however For question 16, do you think you should be able to listen to music while in class, 57% said yes they would benefit, where as 48% said no, this means that when it comes to music in schools people are undecided and that they would like the option to have music in classes though.
8. Discussion/Analysis
8.1 The age groups (21 to 25) and (26 to 36) spend more time listening to music while studying compared to younger age groups (18 to 21)
When asked how long do you listened to music for while studying, the age group 18-21 had 8 participants that listened to 1-2 hours of music only, where age groups 21 to 25, 26 to 36 and over 36 listened to 2 hours or more of music. This could be because the age groups 21 to 25, 26 to 36 and over 36 studied much longer than younger groups, and where more appreciative of music.
8.1.2 Comparing research findings with other sources
For question 13 are you aware that when listening to music both sides of the brain are activated? It was found that 81% of participants didn’t know of this phenomenon, where as the other 19% knew that listening to music activated both sides of the brain. Through other sources it is stated that you cannot become more intelligent by listening to music, however music does set a basis for a good learning environment because both sides of the brain are activated when listening to music (Lucas 2001, p. 34). There is also a particular type of music that is recommended to listen to while studying and that music is classical music, in the questionnaire nobody listened to classical music while they studied, however people who listened to all types of music could in fact have chosen to listen to classical music if they wanted to. There is something that is called the Mozart effect which is still debatable to this day. The Mozart effect is where people are exposed to Mozart to generate A grade students (Mozart effect n.d., para 1)
8.3 Validity of Study
The research validity was determined by the results gathered. There were an overall of 21 participants who engaged in completing the questionnaire that consisted of 16 questions. These questions were approved by Helen Wilkie and produced credible results for finding out the impact of music has for adult learners. The most important questions in the questionnaire are question 7; do you listen to music while you study? And question 12, do you think that listening to music helps you study better? Returned 71% each which suggested that music plays an important role in influencing a students study habits. The effects of music has on a student are that it generates a better learning environment. Question 10 states that 43% and 29% which makes 72% of students where exposed to music while studying which makes a valid point about the relationship of study hours and time listening to music. The research was however given to some random students that were not from the ATP course which meant that the research was probability sampling in nature.
9. Conclusion
This research project has given an insight to how music impacts study habits of students. The questionnaire went well with everybody. The only challenge faced was that some of the people didn’t understand one or two questions, which left about a 1 percent margin of error in my results. Most students really want to have the freedom of choice when it comes to listening to music and study and they would do this in a mature way because they are adult learners. It could still be true that listening to Mozart can make you more intelligent and perform better at school, the research needed to cover more grounds to prove this theory. People generally like music and enjoy it even when they are not studying. This research has shed some light on the impact music has on study habits because of the valid results produced by the questionnaire. There was no need of face to face interviews as there were enough results from the questionnaire to draw a valid conclusion.
10. Recommendations
Recommendation 1: Listen to music because it helps you get into the mood for study, once you have the music playing and you are studying you sometimes will notice that you are more focused on your work than anything else going on around you.
Recommendation 2: Go out and buy your favourite music, because it might be the thing to help you get good grades in school.
Recommendation 3: Conduct further research on your own habits when it comes to listening to music, see what works for you.
11. Reference List
Australian Bureau of Statistics 1995, Australian Social Trends 1995. Retrieved April 22, 2011, from
Estrella, E n.d., Music History 101, Retrieved April 22, 2011, from
Gantz,W, Gartenberg, H, Pearson, Seth, M, Schiller, S, 1978, Popular Music and Society, Routledge, Oxford.
Gregory, J 2010, Music as a Medium for Teaching and Learning. Retrieved April 24, 2011, from
Lonsdale, A, North, A, 2011, Why do we listen to music? A uses and gratifications analysis, Retrieved April 22, 2011, from
Lucas, B 2001, Power up your mind Learn faster, work smarter, Nicholas Brealey Publishing, London.
Mozart effect (n.d.). Retrieved May 6, 2011, from
Scott, E 2007, Music and Your Body: How Music Affects Us and Why Music Therapy Promotes Health, Retrieved April 22, 2011, from
WordNet Search 3.0 n.d., Retrieved April 22, 2011, from
12. Appendices
Table 1
Table 2