Assessing the Effectiveness of Instrumental and Lyrical Music in Developing Reading Comprehension
Article Sidebar
Main Article Content
Abstract
The central aim of this quasi-experimental study was to investigate the efficacy of lyrical and instrumental music in developing the reading comprehension of grade 10 students of Davao City, Philippines using the descriptive statistics and inferential statistics, specifically t-Test significant differences were assessed among groups and scores. The findings revealed that all groups had similar level of reading comprehension at the outset of the experiment. The post experiment revealed that a significant increase of score was evident in the control and experimental group, which utilized instrumental music. On the other hand, the experimental group using lyrical music, had no significant improvement in the reading comprehension scores. Implications for the educational practices and limitations of the study were provided.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Anderson, S., & Fuller, G. (2010). Effect of Music on Reading Comprehension of Junior High School Students. School Psychology Quarterly, 25, 178-187. https://doi.org/10.1037/A0021213.
Berlyne, D. E. (1960). Conflict, arousal, and curiosity. McGraw-Hill Book Company. https://doi.org/10.1037/11164-000
Cabural, A. B., & Infantado, E. J. S. (2023). The Difficulty of Reading Comprehension and the Proficiency of the Grade 10 Students of Aloran Trade High School, Philippines. Journal of Tertiary Education and Learning, 1(2), 23–29. https://doi.org/10.54536/jtel.v1i2.1814
Cogo-Moreira, H., Ávila, C., Ploubidis, G., & Mari, J. (2013). Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial. PLoS ONE, 8. https://doi.org/10.1371/journal.pone.0059984.
Erten, O., Ece, A., & Eren, A. (2015). The effects of reading with music on reading comprehension. Journal of Humanities and Social Sciences, 1, 619-627.
Fabella, M., & Abaoag, N. (2023). Intermediate grade school learners’ sex, word recognition, and reading comprehension. World Journal of Advanced Research and Reviews, 20(03), 1346–1356. https://doi.org/10.30574/wjarr.2023.20.3.2270.
Federe, R., Gomonid, H., José, J., & Genelza, G. (2023). Assessing the comprehension of the students in Philippine fable short stories: Basis for an intervention program. Journal of Languages, Linguistics and Literary Studies, 3(1). https://doi.org/10.57040/jllls.v3i1.336.
Herber, H. (1978). Levels of Comprehension (Chapter Three). Teaching Reading in the Content Areas. Englewood Cliffs, NJ: Prentice Hall.
Herring, D., & Scott, J. (2018). The Effect of Lyrical and Instrumental Music on Reading Comprehension Tasks. Journal of Emerging Investigators. https://doi.org/10.59720/18-024.
Idulog, M., Gadiano, R., Toledo, E., Hermosada, M., Casaldon, H., Mariposa, M., Geron, C., Dequito, E., Genanda, J., Malipot, M., Pentang, J., & Bautista, R. (2023). Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for Im-provement. International Journal of Education and Teaching Zone, 2(2), 233–242. https://doi.org/10.57092/ijetz.v2i2.128.
Kasiri, F. (2015). The Impact of Non-lyrical Iranian Traditional Music on Reading Comprehension Performance of Iranian EFL Learners: The Case of Gender, Attitude, and Familiarity. Procedia – Social and Behavioral Sciences, 199, 157-162. https://doi.org/10.1016/J.SBSPRO.2015.07.500.
Librea, N., Luciano, A., Sacamay, M., Libres, M., & Jr., A. (2023). Low Reading Literacy Skills of Elementary Pupils in the Philippines: Systematic Review. International Journal for Research in Applied Science and Engineering Technology, 11(4). https://doi.org/10.22214/ijraset.2023.49480.
Madjar, N., Gazoli, R., Manor, I., & Shoval, G. (2020). Contrasting effects of music on reading comprehension in preadolescents with and without ADHD. Psychiatry Research, 291. https://doi.org/10.1016/j.psychres.2020.113207.
Mangompit, R., Plasencia, N., Pielago, M., Romeo, A., Ablen, C., Ariosa, M., Innez, J., Latras, F., & Villaflor, R. (2022). Reading Com-prehension Component of Grades 7 and 8 English and Filipino Textbooks. Central Mindanao University Journal of Science, 26(1), 48-54. https://doi.org/10.52751/xzfg8868.
Obenza, B. N., Salvahan, A., Rios, A. N., Solo, A., Alburo, R. A., & Gabila, R. J. (2023). University Students’ Perception and Use of ChatGPT: Generative Artificial Intelligence (AI) in Higher Education. International Journal of Human Computing Studies, 5(12), 5-18. https://doi.org/10.31149/ijhcs.v5i12.5033
Obenza, B., & Mendoza, R. (2021). Effectiveness of Communicative Language Learning Activities on Students’ Communicative Com-petence. Asia Pacific Journal of Social and Behavioral Sciences, 19, 11–22. https://doi.org/10.57200/apjsbs.v19i0.273
Obenza-Tanudtanud, D. M. N., & Obenza, B. N. (2024). Assessment of Educational Digital Game-Based Learning and Academic Per-formance of Grade Six Pupils. American Journal of Interdisciplinary Research and Innovation, 3(1), 1–9. https://doi.org/10.54536/ajiri.v3i1.2338
Obenza-Tanudtanud, D.M. & Obenza, B. (2023). Evaluating Teacher-Student Interaction and Student Learning Engagement in the New Normal: A Convergent-Parallel Design. Psychology and Education: A Multidisciplinary Journal, 15(1), 1-13. https://doi.org/10.5281/zenodo.10116965.
Paz, P. (2018). Reading Comprehension Levels in English among Grade 7 Students in Caraga State University, Philippines. Education, 8(1), 5-8. https://doi.org/10.5923/j.edu.20180801.02
Protacio, M., & Sarroub, L. (2013). A case study of reading instruction in a Philippine classroom. Asia Pacific Journal of Education, 33, 338 – 349. https://doi.org/10.1080/02188791.2013.788477.
Quan, Y., & Kuo, Y. (2022). The effects of Chinese and English background music on Chinese reading comprehension. Psychology of Music, 51, 655 - 663. https://doi.org/10.1177/03057356221101647.
Que, Y., Zheng, Y., Hsiao, J., & Hu, X. (2020). Exploring the Effect of Personalized Background Music on Reading Comprehension. Proceedings of the ACM/IEEE Joint Conference on Digital Libraries in 2020. https://doi.org/10.1145/3383583.3398543.
Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1993). Music and spatial task performance. Nature, 365, 611. https://doi.org/10.1038/365611a0
Register, D., Darrow, A., Standley, J., & Swedberg, O. (2007). The use of music to enhance reading skills of second grade students and students with reading disabilities. Journal of music therapy, 44(1), 23-37. https://doi.org/10.1093/JMT/44.1.23.
Sofologi, M., Papatzikis, E., Kougioumtzis, G., Kosmidou, E., Klitsioti, A., Droutme, A., Sourbi, A., Chrisostomou, D., & Efstrato-poulou, M. (2022). Effectiveness of Musical Training on Reading Comprehension in Elementary School Children. Is There an Associative Cognitive Benefit? Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.875511.
Sun, Y., Sun, C., Li, C., Shao, X., Liu, Q., & Liu, H. (2024). Impact of background music on reading comprehension: influence of lyrics language and study habits. Frontiers in psychology, 15, 1363562. https://doi.org/10.3389/fpsyg.2024.1363562
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
Tavera, G., & Casinillo, L. (2020). Knowledge Acquisition Practices and Reading Comprehension Skills of the Learners in Hilongos South District, Leyte Division, Philippines. Jurnal Pendidikan Indonesia, 9, 533. https://doi.org/10.23887/jpi-undiksha.v9i3.28114
Thompson, W., Schellenberg, E., & Letnic, A. (2012). Fast and loud background music disrupts reading comprehension. Psychology of Music, 40, 700 – 708. https://doi.org/10.1177/0305735611400173.
Yerkes, R. M. & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit formation. Journal of Comparative Neurology and Psychology, 18, 459-482. Retrieved on August 20, 2016 from http://www.nwlink.com/donclark/hrd/history/arousal.html