Music can also affect the performance of a task. The influence of music on rates of learning has been the subject of study for many years. Research has confirmed, that raucous, harsh background noise slows down learning, concentration, and information attainment. However, some amount of background music may in fact be helpful in the learning process, both in a structured school setting and under self-directed homework conditions. Psychiatrists use music to help relax patients so it can have a big impact on an individual. Students have recalled slow relaxing music can help them concentrate better. Wallace (1994) found out that a simple repetitive melody increase memory of a text. Turner et al (1996) said that lower amplitude gave a slower response time to unexpected visual events.
A study conducted by Mayfield and Moss (1989) asked students to perform a task with fast then slow tempo music playing in the background. The results showed that students reported that fast music acted as a stress stimulant and they finished the task quicker but slower music made them focus more.
Stough et al (1994) conducted an experiment in which they assigned thirty-six Cal-Irvine students to one of three groups, and offered the same "pre-test" to each of the students. One group then listened to a selection by Mozart. A second group listened to what was called a "relaxation tape," and the third group was subjected to ten minutes of silence. All of the students were given the same test, which was designed to measure spatial IQ. This test is described, as mentally unfolding a piece of paper that has been folded over several times and then cut. The object is to correctly select the final unfolded paper shape from five examples. The students who listened to the Mozart sonata averaged a more increase in their IQ as compared to the average of the students who had listened to the relaxation tape or who had experienced silence. The increase in IQ of the Mozart group was transitory, lasting only about the time it took to take the test from ten to fifteen minutes. The results indicated that pupils showed no difference indicating that music had no effect.
In the experiment Stough et al carried out the quality of work rather than the performance was concentrated on. The researcher adapted the same aims as Stough et al but with slightly different procedures. Instead of IQ test a maths test was done and the music also changed to modern day pop. This was so that the experiment could be conducted easily. Much of the original procedures were changed so the researcher decided not to rely on the same outcome of results as Stough et al. The researcher expected the results to go either way e.g. test scores improve or worsen
Aims – To investigate the effect of whether music played during a maths test will improve or worsen the results.
Hypotheses – Experimental Hypothesis - There will be significant difference between the scores participants get depending on whether they have fast music playing or not whilst doing their maths test.
Null hypothesis – Any significant differences between the scores participants get on their maths test whether fast music was playing or none at all will be due to chance.
This is a non-directional hypothesis because when the experimenter did research on whether music affects performance of a task, it was known to be that weather fast or slow music was played there was a considerable amount of difference on how well the task was performed. Therefore the experiment is two-tailed.
Method –
Design – To conduct this experiment only one researcher will be involved. This experiment is an experimental procedure because this is the only method that establishes cause and effect. It is also carefully controlled so that replication can be carried out. However the experiment will lack artificiality because the experiment does not recall real life behaviour, which means lack of ecological validity is at stake. The research design used is independent measures because there will be no problems with order affects and no participants are also lost between trials. However the researcher is aware that there maybe more individual differences between participants to start with. The independent variable will be the music and a control is none played at all. Participants were tested using maths problems consisting of 10 questions altogether, see appendix 3. A time limit of 10 mins was given to answer the questions with no calculator. The independent variable was the music and the dependent variable was the score on the maths test. The Music piece was played at –54 decibels as this is shown on the stereo. The instructions for the participants are on appendix 2. A pilot test was carried out and results obtained were put to action. The maths test questions were found to be too easy and will now be harder and the time limit is shorter at five minutes. Participants will be allocated by opportunity sampling through year 11 form of an average maths set. See appendix 1
Ethical considerations should be taken into account in the fact that participants may feel that they would do things they would not normally do and also the fact they should be able to withdraw whenever they want. Their privacy should be protected at all times so the names on their answer papers will not be recorded. The participants are although unaware that music will be played during their test. They will also be told that the experiment is to see how well participants are in maths. Even though they are deceived they will be de-briefed after the experiment.
Participants - The target populations were participants of two local schools. They were aged between 16-17 and of single sex females. An opportunity sample was used. There were 20 people allocated 10 from each school. This ensured a representative sample as everyone was chosen from the same maths set so that they all had the same mathematical abilities.
Apparatus/materials - Materials consists of participant’s 10 maths questions on one sheet of A4 paper, a response sheet, and a set of standardised instructions will be provided for each participant. Stereo player, and stopwatch and a CD (see Appendix 2)
Music:
Artist: Sean Paul
Track name: Get busy
Album: Dutty Rock
Track number: 5
Standardised procedure - The first ten participants were chosen and they went into an empty classroom where participants were not disturbed. Facing downwards was their maths test questions, response sheet and standardised instructions, and a pencil. The participants were told to sit down in silence and not to write their name down on their paper for ethical reasons. The music was played fast and they were then told to start the experiment. After five minutes the participants were asked to stop writing and to hand their results into the researcher. Throughout the experiment there was no conferring allowed. The next ten participants took part in the same experiment but without music, as they were the control. See appendix 4 for de-briefing.
