Correlation of Music To The Arithmetic Skills of Students

SEN.
RENATO “COMPAÑERO” CAYETANO MEMORIAL

SCIENCE AND TECHNOLOGY HIGH SCHOOL
Senior High School Department
CHAPTER I
INTRODUCTION
Background of the Study
Prehistoric music, or primitive music, a colloquial term that refers to all music
produced in the very late geological history according to some studies and with evidence
that the earliest recorded evidence of it belonging to the Sumerians written in cuneiform
dating to almost 3400 years ago. Humanity has constantly innovated and with it has
attempted to reproduce it with various instruments and thus creating music for its
enjoyment and leisure and music as a whole evolved from these events. From primitive
beginnings, music from Africa gradually spread throughout the world into the Western
civilizations, went through Renaissance and eventually, western-influenced music arrived
here in the Philippines along with the Spanish conquistadors during the age of exploration
of mid-16th century.
Music has been a part of our lives as Filipinos with mixed influences from the
Spanish, American, Asian and other indigenous groups in Southeast Asia and during the
middle to late 20th century, Original Pilipino Music or OPM, experienced a boom in the
country because of the influence of the Rock and Roll movement of the 60s and 70s, New
Wave of British Heavy Metal, Punk Movement of the 80s, and even the 90s Funk and
Rap boom and Filipinos embraced it and transformed each genre into something unique
that one can identify as OPM.
1|Page
SEN. RENATO “COMPAÑERO” CAYETANO MEMORIAL
The Philippines is rich in its musical history and based on this, Filipinos are
definitely inclined to music.
Established studies that prove that music stimulates parts of the brain meant to
augment certain aspects of motor and neural skills. This particular topic was chosen by
the researchers because they are inclined to both music and the development of
arithmetic skills.
Statement of the Problem
The main problem of the study is to determine the preferred music genre of
arithmetically excellent students. Specifically, it attempts to answer the following research
questions:
1. What are the main reasons for the respondents to choose that specific musical
genre?
2. How do the respondents find this music genre interesting to listen?
3. How does listening to that specific music genre help the respondents in being
better at arithmetic?
2|Page
Significance of the Study
Music in general has been influential to humans since its uprising period and has
been an inspiration in different fields of both mathematics and science. It has also been
one of the inspirations in the world of art and literature like theater, plays, operas and
even poetry.
The researcher’s study may further pave the way in which we see music and
change our perspective on how it can help us with our daily activities particularly in school
regarding analyzing and solving problems that requires excellent arithmetic skills and
memorization of concepts.
For those individuals dealing with everyday situations that require better arithmetic
skills, this study may replenish their memory with the lessons they learned in order to
increase their job efficiency. Likewise, students may use this study to further more engage
their brain cells to function as they take different mathematical equations everyday with
different methods, which is sometimes, not that easy to let sink in our minds. Not only
that, the study may also bring a major rise in their performance in class especially in
recitations, group works, reportings, seat works, quizzes and others that can result in an
increase in their grade in math related subjects.
3|Page
Scope and Delimitation
The data that will be used in this study is only limited to senior high school grade
11 respondents currently studying at Senator Renato “Compañero” Cayetano Memorial
Science and Technology High School (SRCCMSTHS). The students who will answer the
questionnaire will be the whole population of grade 11 students to eliminate biases and
to ensure more reliable results and data. The research will only focus on arithmetic skills
and musical genre to narrow it down.
Definition of Terms
Arithmetic. A branch of mathematics that deals usually with the positive real numbers
including sometimes the transfinite cardinals and with the application of the operation of
addition, subtraction, multiplication and division to them.
Arithmetic skill. Ability to solve operations of addition, subtraction, multiplication and
division.
Funk music. This is a popular genre of the 1970s and 1980s technically defined by a
combination of African American soul music and a strong syncopated beat and heavily
focuses on rhythm.
Heavy Metal. The genre of rock music where it is characterized by a loud, aggressive
style of rock music.
4|Page
OPM. This is also called as Original Pilipino music, now more commonly termed original
Pinoy music, original Philippine music or OPM, originally referred only to Philippine pop
songs, particularly ballads, such as those popular after the collapse of its predecessor,
the Manila Sound of the late 1970s.
Punk rock. The genre of rock music that is characterized by loud, insistent music and
abusive or violent protest lyrics, and whose performers and followers are distinguished
by extremes of dress and socially defiant behavior.
Rap. This particular genre is developed by disc jockeys and urban blacks in the late
1970s, in which an insistent, recurring beat pattern provides the background and
counterpoint for rapid, slangy, and often boastful rhyming patter glibly intoned by a
vocalist or vocalists.
Rock and Roll. The genre of popular music that originated and evolved in African
American communities, characterized by a heavy beat and simple melodies.
5|Page
CHAPTER II
REVIEW OF RELATED LITERATURE
Related Literature
Music is the vocal or instrumental sounds (or both) combined in such a way as to
produce beauty of form, harmony and expression of emotion (as defined by Dictionary).
It has been one of the oldest forms of art in the world emerging since the time of our
ancestors dating back since the time of our ancestors. The earliest forms of music were
probably drum-based, percussion instruments being the most readily available at the time
(i.e. rocks, sticks). Since there is still no established text regarding music, people then
had no idea what they were doing and mindlessly played their ‘said’ instruments.
Civilizations across the globe became curious and due to that curiosity, they started to
create instruments like the Egyptians and with the invention of the guitar, new forms of
music genre and creativity of humans further improved. From there, music has constantly
evolved and the addition of other elements became more and more visible throughout
time. After the Renaissance, Baroque and Classical period, several music genres
emerged and were continuously manipulated and experimented to create the perfect
sound they are looking for.
On the other hand, the field of mathematics alongside with science has imparted
notable works regarding different concepts that were never discovered during the
primitive era where great Greek mathematicians like Pythagoras, Euclid, Archimedes etc.,
started to broaden our knowledge regarding mathematics. Since then, theorems,
6|Page
equations and different formulas have been introduced to the public and changed the
course of math up to the present period.
On the other hand, different nations or cultures adapted diverse style in music and
this was used to further improve their creativity and resulted in what we have now. Some
countries incorporated the style of different countries especially during the colonization
period because the culture and tradition of one powerful nation was presented to their
colony especially during the Spanish, American and Japanese period.
According to Glauser (2017), “music is entirely intertwined with mathematics, so
much so that even a basic major chord can be described mathematically.” One example
is the finger positions in a chord where a specific number is designated to a finger and
mainly helps novice guitar players. In addition, in tabular notation and time signatures,
numerical coefficients are used to describe these concepts. Notes in different scales are
also presented with numerical value for aspiring musicians to better understand and use
this as a foundation with their music career.
In addition, learning to play a musical instrument relies on understanding concepts,
such as fractions and ratios that are important for mathematical achievement (Gabb &
Zuk, 2017). From this statement, it can be assumed that for a person to be good in playing
an instrument, he or she has to have the knowledge about mathematics particularly in
arithmetic where numbers, fractions and proportionality is present. Therefore, music
(whatever the genre is) may have a possible effect to the processing and solving skills of
an individual when introduced to an assessment test.
7|Page
Related Studies
Recent studies shows the relationship between these two and found out that there
is often a general presumption that music and academics have a positive relationship.
Researchers have investigated this relationship using a variety of subjects and testing
many different variables (Mass, 2013). Different factors like socioeconomic background
(for example, if you grow up in a household with good financial resources, you are more
likely to be able to afford music lessons, attend a good school, and so on), motivation,
educational setting or overall parental involvement (Gabb & Zuk, 2013) were very
important to consider because these can alter the result of the study and also, these
variables are unlikely to be manipulated since it is in the natural environment.
In another side, executive function and self-regulation skills are the mental
processes that enable us to plan, focus attention, remember instructions, and juggle
multiple tasks successfully (according to Harvard University). In order for us to solve
arithmetic problems, we need our minds to function properly and good understanding of
concepts and of course, an in-depth analyzation of the lessons. A person who is able to
do multiple tasks has a high efficiency in both motor and mental skills and thus, has a
chance in increasing his/her performance in solving problems. These functions are known
to be a strong predictor of academic achievement, even more so than general
intelligence. Playing a musical instrument recruits these functions through, for example,
constantly adjusting your motor movements to changing tempos and key signatures
(Gaab & Zuk, 2017).
8|Page
Also, cognitive skills have been one of the main contributors in people to have the
proper understanding and to use the appropriate knowledge to decide on. It is also
possible that other cognitive factors contribute to an individual’s success in music and
mathematics. In fact, research has suggested that the link may be driven by high-level
cognitive-processing skills that are necessary for both subjects, such as executive
functions, which allow individuals to adjust to changing task demands (Gaab & Zuk,
2017). With the help of excellent processing skills, the executive functions of the body
are continuously to be transformed and will be able to adapt to different tasks every day.
Furthermore, music psychologists have established that some forms of musical
activity improve intellectual performance, spatial–temporal reasoning and other skills
advantageous for learning (Holmes & Hallam, 2017). With the fact that a highly intellectual
individual has also excellent understanding regarding other concepts and principles like
mathematics or science.
9|Page
Conceptual Framework
Environment Personal Parental Catchy tunes

favorites influences
PREFERRED MUSIC GENRE

(independent variable)
ARITHMETIC SKILL
(dependent variable)
Below average Averagely Above Average

skilled
10 | P a g e
The researchers identify the preferred music genre as the independent
variable and the arithmetic skill as dependent variable. The reason being that the
preferred music genre can stand alone and is based on other factors like environment,
personal favorites, parental influences and catchy tunes. While the arithmetic skill can be
classified into three namely below average, averagely skilled, and above average or
excellent, to add to that this variable is dependent because it can’t stand alone as it needs
the independent variable for results. So, the result of arithmetic skill will vary based on
the preferred music genre of the respondents while the preferred music genre of the
respondent will vary based on other factors.
11 | P a g e
Chapter III
METHODOLOGY
Research Design
The research is classified as an exploratory research because the parameters of
the problems are not clearly defined (e.g. no quantitative means to define the preferred
music genre and the reason behind) and also it aims to explore the relationship between
arithmetically-excellent students and their preferred music genre. In the case of this study,
what kind of music genre arithmetically excellent students prefer, the reason why they
prefer that genre, and what kind of feelings they experience whenever they listen to that
particular genre of music.
Sampling and Participant
In this study, the researchers will employ the purposive sampling method for the
selection of the respondents. It refers to choosing a non-probable sample from those who
are rich in experience in the study since the sample is already pre-determined.
This means that the researchers will use the whole population of grade 11 students
as respondents. Likewise, this strategy will enable the researchers to collect relevant and
useful information without bias.
The population from which the samples will be derived from consists of Grade 11
students of SRCCMSTHS S.Y. 2019-2020.
12 | P a g e
Data Collection
The researchers shall determine whether or not the respondent is arithmetically-
excellent via the Schorling-Clark-Potter Arithmetic Assessment Test. If the respondent is
assessed to be the former, then he/she will be subject to a follow-up structured interview
in the form of a questionnaire which aims to determine the preferred music genre of the
arithmetically excellent respondent, why they prefer that particular genre, and what they
feel whenever they listen to that particular genre of music.
The Schorling-Clark-Potter Arithmetic Test is a standardized arithmetic test that
was developed in the 1920s. The test is utilized by the researchers in order to determine
the arithmetic ability of the respondents by determining the areas in arithmetic in which
the participants need improvement. The test will be time-bound and is divided into five (5)
parts. The first part is addition and the respondents will only have six (6) minutes to
answer and they will stop answering, addition comprises ten (10) items of the whole test.
The next part is subtraction and likewise six (6) minutes is the allotted time, it is also ten
(10) items. The third part is multiplication and the respondents are allowed to answer for
seven (7) minutes and it comprises fifteen (15) items. The fourth part is division and seven
(7) minutes is the allowed time for answering, likewise it comprises fifteen (15) items. The
last part is fifty (50) items and it is a mix of fractions, decimals, and percent. The
respondents are allowed to answer for fourteen (14) minutes. The test of one-hundred
items will take forty (40) minutes. The researchers chose this Arithmetic test because it is
proven and standardized.
13 | P a g e
The respondents that belong to the upper 3rd quartile or 25%, will then be
administered a structured interview in the form of a survey questionnaire which contains
questions that aims to answer specific problems in this study. The questionnaire-survey
will be given on another date after the results of the test are analyzed. The questionnaire-
survey will be provided by the researchers and it will be answered handwritten. The
questionnaire-comprises of the questions that the researchers want to get more insights
on. The researchers chose this because it is straightforward and will provide enough
details for the study.
Data Gathering Procedure
In this study, the researchers will ask the Adviser of each section of Grade 11
namely, STEM 101, STEM 102, STEM 103, ABM 101, and ICT 101, for their permission
in administering the research for the section. The researchers will also coordinate with
the principal of SRCCMSTHS and the Senior High School Coordinator in order to ensure
the effectiveness of communication between the researchers and the school authorities.
After getting the necessary permission, the respondents will also be briefed of the
nature and the objective of the study and the researchers will make it clear that the results
shall be used for research purposes only and shall not affect the GPA or the Grade Point
Average of the respondents in any way. Efforts will be exerted in ensuring that the
individual results and details that may compromise the privacy and well-being of each
respondent in the study.
14 | P a g e
After briefing the respondents, the researchers will then administer the Arithmetic
Assessment Exam in order to determine whether the respondents shall be classified as
arithmetically-excellent or not by the Assessment’s standards.
Then the researchers will administer a second structured interview in the form of a
questionnaire in order to know their particular music genre preference, the reason why
they chose that genre, and what they feel whenever they listen or are exposed to that
particular music genre. The questions in the questionnaire are aligned to the specific
problems of the study.
Data Analysis
The researchers will first analyze who are qualified to be respondents. The results
of the Schorling, Clark, Potter Hundred Problem Arithmetic Test questionnaire will be
graded 1 point per item and the respondents that will get a score belonging to the upper
third quartile or 25% will be determined by the researchers as arithmetically excellent
students and thus will be chosen for the survey.
The results that will be derived from the survey will then serve as the main source
for the data analysis. The method that will be used by the researchers in analyzing the
data is thematic analysis since some of the questions in the questionnaire-survey are
open-ended. This method is a flexible data analysis plan that qualitative researchers use
to generate themes from interview data. It emphasizes pinpointing, examining, and
recording patterns within data. Themes are patterns across data sets that are important
15 | P a g e
to the description of a phenomenon and are associated to a specific research question.
Since the chosen method of the researchers is thematic analysis, the researchers will
need to familiarize with the data first by noting down initial ideas, then the data will be
coded. After the initial coding the researchers will then need to search for common themes
in the data analyzed. The researchers will then review the initial themes and if they
concluded that it is indeed connected then they can name and finally define the themes.
By using this method, the data will be easily organized based on the answers of the
respondents in the questionnaire-survey, it will make concluding of the study easier since
the prevalent themes will be focused on and the definite results will be understood.
Ethical Considerations
• The researchers are ensuring truthful results without manipulating data and copying
work of other without proper citations.
• The researchers will seek consent from those who will be selected to take the
arithmetic examination.
• The researchers will respect the confidentiality of the data gathered and anonymity of
the respondents.
• The researchers are making sure that those participants that will take the arithmetic
questionnaire will not be forced and will fully understand his/her decision.
• The researchers are certifying that the participants of the study will be unharmed and
far from danger.
16 | P a g e
APPENDIX A:
CONSENT FORM
Dear Respondents,
Good Day!
The Group 4 of Grade 11 STEM 101 will be conducting a research entitled “Music
Genre Preferrences of Arithmetically Skilled Students.” This study is being conducted
primarily to deterrmine the different music genre preferrences of arithmetically skilled
grade 11 students in SRCCMSTHS. In this regard, we would like to ask for your
consideration to answer this survey questionnaire. The questionnaire will also ask for your
ability to solve mathematical operations in a limited time only. Rest assured that your
responses will solely be used in our study and will be treated with utmost confidentiality.
Thank you very much for your support and cooperation!
Sincerely Yours,
Jezreel G. Cardinales
Roi Kobe M. Mallare
Marcus Ignatius B. Palces
CONSENT FORM
I am willing to participate in the mentioned study and I confirm that I have read
and understand the information for the said study.
I don’t agree to take part in answering the given questionnaires.
Signature above Printed Name
17 | P a g e
APPENDIX B:
SCHORLING - CLARK, - POTTER HUNDRED PROBLEM ARITHMETIC TEST

- The researchers will determine who are the arithmetically excellent students
by using the Schorling- Clark, - Potter Arithmetic test.
- In order to find the 3rd quartile (also known as the 75th percentile), the z-score for the
area of the 75th must first be known, which is 0.675. Afterwards, using the formula:
x̄ − 𝜇
𝑧=
𝜎
where:
μ = average scores of the respondents
σ = standard deviation (which will be solved using the data gathered)
- the value of the z-score for the 3rd quartile will be determined.
- Then, the z-scores of the individual scores by the participants will be recorded and
those who managed to exceed the 75th percentile will be the ones chosen in the
interview.
18 | P a g e
SCHORLING- CLARK- POTTER ARITHMETIC TEST
Name:___________________________________ Section:_______________
PERFORM THE INDICATED OPERATIONS
I. ADDITION (1-10) Time allotted: 6 minutes
1. 8 + 7 + 3 + 6 + 9 + 5 + 8 =
2. 463 + 877 + 539 + 198 =
3. 386.85 + 96.66 + 6.57 + .98 + 100.00 + 5.94 + 60.00 =
7 3
4. + =
10 5
7 3
5. + =
8 16
5 1
6. 17 6 + 5 3
3 1 7
7. + + =
5 2 10
3 7
8. 9 4 + 27 8 =
9. .07 + 5.23 + 8.39 + 1.40 =
10. $2.25 + $14.70 =
19 | P a g e
II. SUBTRACTION (11-20) Time allotted: 6 minutes
11. 1124 – 742
12. 880. 75 – 785.78 =
11 1
13. 12 − 6 =
3 3
14. 8 − 5 =
8 4
3 2
15. 2 4 − 3 =
16. $5.04 – ¢18 =
17. 9.752 – 6.007 =
18. $32 - $6.58 =
19. 9.25 – 2.20
20. 9006 – 4039 =
III. MULTIPLICATION (21-35) Time allotted: 7 minutes
21. 95 x 82 =
22. 609 x 40 =
23. 769 x 708 =
3
24. × 60 =
4
20 | P a g e
5 3
25. 4 × =
2
5 12
26. 8 × =
10
2
27. 45 × =
5
3
28. 20 5 × 12 =
1 1 3
29. 1 2 × 2 ×4=
4
30. 4.928 × 3.2
Instructions: Put the decimal point in each answer where it belongs.
31. 20 × 0.20 = 4 0 0
32. 1.6 × 0.3 = 4 8
33. 0.5 × 5 = 2 5
34. 0.245 × 2 = 4 9 0
35. Does 1.2 x 0.5 equal 6.0 or .60 or .060 or 60?
IV. Division (36-50) Time allotted: 7 minutes
36. 36 ÷ 3 =
37. 636 ÷ 6 =
21 | P a g e
38. 948 ÷ 9 =
39. .0276/.003 =
40. 147.6/.36 =
"Place the decimal point in each belongs, adding zeros when necessary."
41. 3693.8/1.46 = 2 5 3
42. 3.6938/.146 = 2 5 3
43. .36938/14.6= 2 5 3
44. Does 3854 + 10 equal 3854 or 385.4 or 38.54 or 3.854?
45. 1 ½ ÷ 3 ½ =
46. 5 ¼ ÷ ¾ =
47. ¾ ÷ 8 =
48. 3 ½ ÷ 4 =
49. 992/32 =
50. 12093/87 =
22 | P a g e
V. FRACTIONS, DECIMALS, AND PERCENTS (51-100)

Time allotted: 14 minutes
"Write each of the following as percent:"
51. 7/100 =
52. 2/5 =
53. 3/8 =
54. .25 =
55. .025 =
56. 3/5 =
57. 2/3 =
58. 5/8 =
59. .3 =
60. 0.625 =
23 | P a g e
”Write each of the following as a decimal fraction:”
61. 7/10 =
62. 3/4 =
63. 3/5 =
64. 40% =
65. 8 ½ % =
66. 9/100 =
67. 1/5 =
“Write each of the following as a decimal fraction:”
68. 1/8
69. 12 ½ %
70. 37 ½ %
"Write each of the following as a common fraction:”
71. 20%
72. 9%
24 | P a g e
73. 25%
74. 12 ½ %
75. 33 1/3 %
“Complete the following”
76. 25% of 120
77. 2.3% of 40
78. 120% of 20
79. 2/3% of 3000
80. ____% of 24 = 8
81. ____% of 60 = 6
82. ____% of 20 = 25
83. 4 = ___% of 20
84. 9 = ___% of 18
85. 8 = ___% of 80
25 | P a g e
“Write the decimals as percents:”
86. .355
87. .123
88. .1825
"Rewrite the following decimals, arranging them in the order of' their size, the
largest first and the smallest last:"
89. .93 .15 .94
90. .40 2.5 .875
“Write these as decimal fractions; carry the answer to three places and round off
to two places:"
91. 7/16 =
92. 5/16 =
93. Mary bought an 8$ dress at a 15% discount. What did she pay for the dress?
94. What is the interest for a year $175 at 6%?
95. Mr. Brown found that 22 ½ % of his peaches were not good enough to sell. Out of
80 bushels he could sell ______ bushels.
26 | P a g e
96. Carl earned $32 during his summer vacation. He spent 14 ½ % of this money for
schoolbooks. How much did his books cost?
97. What do you pay for goods marked $13.50 with a discount of 2%?
98. What percent of your investment do you make if you invest $125 and gain 5%?
99. What is the interest for a year on $300 at 4 ½ %?
100. There are 2150 pupils in one junior high school of this city. The principal of this
school expects an increase of 6% in the number of pupils next semester. How many
pupils does he plan to have next semester?
27 | P a g e
APPENDIX C:
SURVEY FOR ARITHMETICALLY EXCELLENT STUDENTS
NAME (OPTIONAL): _____________________________________________________

STRAND: ____________________________________________________
SECTION: ___________________________________________________
What is/are your preferred music genre/s?

____________________________________________________________________________________
What are the main reasons for your choice of music?

____________________________________________________________________________________
____________________________________________________________________________________
How do you find this music genre interesting to listen to?

_____________________________________________________________________
____________________________________________________________________________
In your opinion, how does listening to that specific music genre affect your arithmetic skills?
____________________________________________________________________________
____________________________________________________________________________
28 | P a g e
REFERENCES
Eide, N. (2015, June 27). Does music give you math skills? It's a tricky equation.
Retrieved from https://www.livescience.com
Holmes, S. & Hallam, S. (2017, November 3). The impact of participation in music on
learning mathematics. Vol. 15 No. 3. University College of London.
Gaab, N. & Zuk, J. (2017, May 1). Is there link between music and math?. Retrieved
from https://www.scientificamerican.com
Glauser, H. (2017). The connection between music and mathematics. Retrieved from
https://musicedmasters.kent.edu
Maas, S.E. (2013, April 1). The effect of background music on math test performance of
high school students. (Doctoral dissertation, Oakland University). Retrieved from
https://our.oakland.edu
Miller, N. (2014, October 2). Defining and exploring the different genres of music.
Retrieved from http://www.villanovan.com/culture/defining-and-exploring-the-
different-genres-of-music/article_175e086e-5555-5cb7-8153-f2260dda572c.html
Rowe, B. (2018). Top 10 genres of music industry. Retrieved from

https://medium.com/giglue/top-10-genres-of-music-industry-7f19cdb177cb
29 | P a g e
Saunders, J., Viladot, L., Casals, A. & Hilton, C. (2017, December). The integration of
music and mathematics education in Catalonia and England: Perspectives on
theory and practice. (Doctoral dissertation, University of Barcelona). Retrieved
from https://www.researchgate.net
Thadani, R. (2019). Different types of music genres. Retrieved from

https://melodyful.com/different-types-of-music-genres
Uba, E. (2015). The most comprehensive list of genres of music available on the
internet. Retrieved from https://www.musicgenreslist.com
30 | P a g e

Correlation of Music To The Arithmetic Skills of Students

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Correlation of Music To The Arithmetic Skills of Students

Uploaded by

Copyright:

Available Formats

SEN.

RENATO “COMPAÑERO” CAYETANO MEMORIAL

Background of the Study

civilizations, went through Renaissance and eventually, western-influenced music arrived

that one can identify as OPM.

definitely inclined to music.

Statement of the Problem

arithmetically excellent students. Specifically, it attempts to answer the following research

2. How do the respondents find this music genre interesting to listen?

Significance of the Study

increase in their grade in math related subjects.

Scope and Delimitation

11 respondents currently studying at Senator Renato “Compañero” Cayetano Memorial

and musical genre to narrow it down.

addition, subtraction, multiplication and division to them.

Arithmetic skill. Ability to solve operations of addition, subtraction, multiplication and

style of rock music.

the Manila Sound of the late 1970s.

by extremes of dress and socially defiant behavior.

American communities, characterized by a heavy beat and simple melodies.

REVIEW OF RELATED LITERATURE

sound they are looking for.

started to broaden our knowledge regarding mathematics. Since then, theorems,

course of math up to the present period.

colony especially during the Spanish, American and Japanese period.

According to Glauser (2017), “music is entirely intertwined with mathematics, so

this as a foundation with their music career.

In addition, learning to play a musical instrument relies on understanding concepts,

an instrument, he or she has to have the knowledge about mathematics particularly in

arithmetic where numbers, fractions and proportionality is present. Therefore, music

an individual when introduced to an assessment test.

variables are unlikely to be manipulated since it is in the natural environment.

multiple tasks successfully (according to Harvard University). In order for us to solve

to be a strong predictor of academic achievement, even more so than general

(Gaab & Zuk, 2017).

Furthermore, music psychologists have established that some forms of musical

activity improve intellectual performance, spatial–temporal reasoning and other skills

Environment Personal Parental Catchy tunes

PREFERRED MUSIC GENRE

Below average Averagely Above Average

The researchers identify the preferred music genre as the independent

respondent will vary based on other factors.

The research is classified as an exploratory research because the parameters of

particular genre of music.

Sampling and Participant

useful information without bias.

students of SRCCMSTHS S.Y. 2019-2020.

The researchers shall determine whether or not the respondent is arithmetically-

excellent via the Schorling-Clark-Potter Arithmetic Assessment Test. If the respondent is

feel whenever they listen to that particular genre of music.

The Schorling-Clark-Potter Arithmetic Test is a standardized arithmetic test that

proven and standardized.

administered a structured interview in the form of a survey questionnaire which contains

details for the study.

Data Gathering Procedure

respondent in the study.

Assessment Exam in order to determine whether the respondents shall be classified as

arithmetically-excellent or not by the Assessment’s standards.

problems of the study.

third quartile or 25% will be determined by the researchers as arithmetically excellent

students and thus will be chosen for the survey.

to generate themes from interview data. It emphasizes pinpointing, examining, and

to the description of a phenomenon and are associated to a specific research question.