By: Troy Dudas Albion College Spring 2011

Music's Impact in the Classroom; Is Music in the Classroom really a Distraction or can it be used as a Motivational Tool? By: Troy Dudas Albion College Spring 2011

Troy Leo Dudas • Senior Graduating in Spring 2011 • Biology Major / Psychology Minor • Secondary Education Concentration • Student Teaching at Jackson High School • 9th Grade Biology

Introduction • Taught two types of Biology: 1-2 (“Lower”) & 3-4 (“Regular”) • Common problem (especially in lower): Students didn’t turn in assignments/utilize time in class to do homework. • Many failures in the classroom stemmed from laziness and missing assignments • Question: How can I motivate students to focus during class time to do their “homework”/class work? • Student survey showed common interest and motivational tool in music. • Question + Survey = Research Topic :)

Research Question & Hypothesis • Could music be used as a motivational tool to motivate students to focus and work efficiently on class work and also increase test scores? • Prediction: Class work efficiency and test scores for both lower and regular level classes will be greater when music is used during class then when music is not used.

What is Music??? • An art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color. • Music is used to tell stories, celebrate, and to express many emotions. • The sound of music has evolved over the years yet the purpose remains the same.

When Do We Listen To Music & Why? • Parties – Fun (sets the mood) • Therapy - Soothing • When we’re feeling blue or happy – Help deal with various daily emotions • Working Out - Motivation • Doing Homework/Studying - Focus

Study Habits • Hong, Milgram, and Rowell (2004) noted that all students have a particular way in which they want to do homework assignments. • Accommodating their learning preferences increases their learning potential. • Dunn, Deckinger, Katzenstein, and Withers (1990) looked at essentially the same topic. • Allowed one group of college students to use their own studying and homework habits to prepare for three tests while the other group of students used as a control group. • Students who used their own preferred study habits did significantly better on the three tests • Carter, Hong, Tomoff, Topham, & Wozniak (2000) interviewed many parents, mentors and teachers and found out they do not acknowledge the fact that students all have unique study habits. • One mother commented, “I frequently tried to diminish the habit of listening to music while my higher-achieving children were doing homework even though they were very effective with it.”

Why Music? • Larson (1995) found that young people listened to music more often then they watched television! • Adolescents apply music to many parts of their daily routines (waking up, walking to school, hanging with friends, video games, eating, doing homework…if they even do it) • Laiho (2004) noted that music has been “associated with feelings of being in a safe, accepting and trustworthy relationship—and can be a substitute for relationships.” • Many adolescents crave a relationship in which they feel appreciated, wanted and accepted. • Clarkson and Robey (2000) support my belief, claiming that music may play a significant role in a young person’s overall sense of self. • Students get to make very few choices inside the classroom. • Laiho claims that by allowing students to listen to iPods and MP3s, students are creating their own personal environment in which they can control what song they listen to and creates a sense of personal privacy that all adolescents crave

Methods/Procedure • Two Jackson High School 9th grade Biology Classes. • One 1-2 & One 3-4 • Daily assignments and two different tests were assigned and collected over a four week period. • All assignments were worked on in class and were given a designated length of time to finish depending on the level of difficulty • Two week period in which participants were not allowed to listen to music during class and the test • Two week period in which they listened to their iPods/MP3s during class work and the test • ***Those students who chose not to listen to music during the test or class work were not included in the study.

Results • First four assignments = without music • Last five assignments = with music • When music was played: • Lower Level assignment turn in % increased • Regular Level assignment turn in % decreased

Results (Cont.) • Exam 1 Mean without Music • Lower Level = 44% • Regular Level = 70% • Exam 2 Mean with Music • Lower Level = 61% • Regular Level = 75%

Discussion • Lower level (1-2) class results showed an increase in both test results and % of class who turned in assignments when music was playing compared to when it was not. • Lower level students may need some other element to help keep them focused such as music when doing class work and tests. • Music may also help them stay relaxed during tests when they get frustrated or upset from potentially not knowing a question • Regular level (3-4) class results showed a slight decrease in % of class who turned in assignments when music was playing but also slightly increased test scores. • Regular level students may see music or their iPods as a distraction when doing class work. • These students get enough motivation from home to do their work and do it well. • During the test however, some students may have done better when listening to music because the music may have kept them focused, calm, and confident

Conclusion • The following hypothesis’ were supported by the data: • Both classes test scores would be greater with music • Lower Level assignment turn in % would be greater with music • The following hypothesis WAS NOT supported: • Regular level assignment turn in % would be greater with music • However, this study does not prove music is a guaranteed motivational tool for all students when taking tests or doing class work. • It does implicate that some students may prefer listening to music for various reasons…

Take Home Message • All students have preferred study habits and we must try our best as teachers, parents, and mentors to allow them to create their own safe and comfortable learning environment. • This way they can take the most away from their class work and homework and reach their full potential!

Literature Cited • Clarkson, A., and K. Robey. "The Use of Identity Structure Modelling to Examine the Central Role of a Musical Experience within the Self-concept of a Young Woman with Physical Disabilities." Music Therapy Perspectives 18.2 (2000): 115-21. • Dunn, R., E. Deckinger, P. Withers, and H. Katzenstein. "Should College Students Be Told How to Study?" Illinois School Research and Devlopment 26 (1990): 96-113. • Hong, E., A. Topham, and S. Carter. "A Cross Sectional Examination of Homework Children Prefer." Journal of Research and Development in Education 34 (2000): 28-39. • Hong, Eunsook, Roberta M. Milgrim, and Lonnie L. Rowell. "Homework Motivation and Preference: A Learner-Centered Homework Approach." Theory Into Practice 43.3 (2004): 197-204. • Laiho, Suvi. "The Psychological Functions of Music in Adolescence." Nordic Journal of Music Therapy 13.1 (2004): 47-63. • Larson, Reed. "Secrets in the Bedroom: Adolescents' Private Use of Media." Journal of Youth and Adolescence 24.5 (1995): 535-50.

Special Thanks : ) • Albion College Education Department: • Suellyn Henke, Michael Roessler, Kyle Shanton, Mae Ola Dunklin, Guy Cox, Jason Moritz, Mary Weicht, and Carol Gnich • My Family • My Field Placement Teacher at Jackson High School • Eric Campbell Thank You All So Much!!!!

By: Troy Dudas Albion College Spring 2011