Figueras Et. Al. 2022 FINAL

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
POWER TO HEAL US WITH A SONG: EXPLORING THE

EFFECTS OF MUSIC ON THE MENTAL
WELL-BEING OF SENIOR HIGH
SCHOOL STUDENTS
____________________
A Qualitative Research
Presented to
The Faculty of Science, Technology, Engineering, Mathematics (STEM)
Ilocos Sur National High School
Senior High School
Vigan City
____________________
In Partial Fulfillment of the

Requirements for the Subject
Practical Research 1
____________________
By:
JOHANNS GERARD P. FIGUERAS
MARY ROSE B. RAGUINDIN
2022
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL i
CERTIFICATION
This qualitative research entitled “POWER TO HEAL US WITH A
SONG: EXPLORE THE EFFECTS OF MUSIC ON THE MENTAL
WELL-BEING OF SENIOR HIGH SCHOOL STUDENTS” prepared and
submitted by Johanns Gerard P. Figueras, and Mary Rose B. Raguindin, in
partial fulfilment of the requirement for the subject, Practical Research 1,
Second Semester, School Year 2021 – 2022, has been examined and is
recommended for acceptance and approval for Oral Examination.
JEFFERSON R. GANNABAN, MAEd Bio
Adviser
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL ii
APPROVAL SHEET
Approved by the Panel of Examiners on Oral Examination with grade of
Passed.
EUGENE R. AGUILAR, MAME

Chairman
JOAN PAULET A. ALCANTARA, MAT ENG

Panel Member
EDWARD HENRY M. CAOILE, BS Ed

Panel Member
Accepted and approved in partial fulfilment for the subject, Practical
Research 1, Second Semester, School Year 2021-2022.
RICKY F. BOSQUE, Ed. D.

Officer-In-Charge
Science, Technology, Engineering, Mathematics
Accounting and Business Management
EDITHA C. BAGCAL
Principal IV
Ilocos Sur National High School
Date: May 26, 2022

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL iii
ACKNOWLEDGEMENT
The researchers are grateful to all the people who helped them in the fulfillment
of this study. In the absence of their words of guidance, encouragement, and
moral support, this piece of work would be nonexistent.
The researchers acknowledge the following with sincere and heartfelt
appreciation for the completion of this work.
Mrs. Editha C. Bagcal, Principal IV of Ilocos Sur National High School
(ISNHS), for her passionate support, encouragement, concern and constant effort
in giving endless reminders for the completion of the study;
Mr. Ricky F. Bosque, Officer-in-Charge, Subject Group Head of the
Science, Technology, Engineering, Mathematics (STEM) and Accountancy,
Business, and Management (ABM), for his support and guidance in the success
of the research paper;
Mr. Jefferson R. Gannaban, research adviser, for his fatherly support,
not only to the researchers but also their peers;
Mr. Eugene R. Aguilar, chairman of the panel members, for his
intellectual concepts, suggestions, and expertise that contributed to the
enhancement and development of the study;
Mr. Edward Henry M. Caoile, section adviser and one of the panel
members, for his continuous motivation, guidance and support in the conduct of
the study;
Ms. Joan Paulet Alcantara, critic and panel member, for imparting her
impeccable insights and technical assistance in the conduct of this study;

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL iv
Mr. and Mrs. Mark Anthony Figueras, Mr. and Mrs. Rodrigo
Raguindin, their parents, who encouraged them with their love and endless
provision for them to continue pursuing their study;
Mr. Mark Adrian Calvo and Ms. Hannah Romero, friends and fellow
students who conducted their own research, for their technical and moral
support;
The informants who shared their knowledge which contributed to the
success of the study. All the people whose names were unintentionally omitted
but who contributed to the success of the study, and
Above all, to the Almighty God, for the hope and blessings He showered
to the researchers for the completion of this piece of work.
J.G.F.
M.R.R.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL v
DEDICATION
This study is faithfully devoted to
Our Almighty Father, who is the source of all,

for His enlightenment, blessings, and guidance.
We express our deepest gratitude wholeheartedly.
For He listens to our whispers and prayers
For He has assisted us in fulfilling our aspired goal.
For He has granted our requests.
To our parents,
Who have been our source of inspiration and motivation,
Who gave us strength when we were about to give up.
The foundation of our sanity and amity.
The ones who provided moral, spiritual, emotional, and financial support.
To our brothers, sisters, nephews, nieces, and other relatives

who stimulated and shared to us the fruits and realization of our vision.
To the students of today’s time.

The main concern and the main inspiration of this research.
The sole purpose of conducting and the sole foundation of this study.
And to all, whom we shared our journey; failures, hardships, and success.
From the center of our heart and soul,

This study is offered all for you.
Ice Cream
Akemi
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL vi
ABSTRACT
Adolescence is a crucial part of one’s life. It can be full of new
experiences and challenges which may cause stress. As such, it is important that
students as adolescents develop healthy ways to cope with stress. This
qualitative study sought to understand the experiences of Grade 11 students of
the Science, Technology, Engineering, and Mathematics (STEM) strand students
of Ilocos Sur National High School on how listening to music helps them to
manage their stress.
This study made use of qualitative research methods. There were twenty
(20) students interviewed in a semi-structured format. Students identified their
sources of stress. Students then discussed how listening to music helps them to
deal with these stressors in the dimensions of self-awareness, social relatedness,
and mood regulation. The findings highlight how beneficial it is for students to
listen to music as a coping mechanism. Listening to music helps them to process
their emotions. It serves as a safe space for them to rest from overwhelming
situations. It makes them feel connected with others. And it helps them relax, be
calm, or get into a positive mood.
Researchers recommend the following: People and institutions
concerned with the mental well-being of students and or adolescents should
promote the use of music as an indirect coping strategy, as well as develop and
spread awareness on how adolescents can maximize the effects and healthy
use of music.
The continuous support of parents and counselling figures including
teachers in the lives of adolescents are encouraged. They should also make use
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL vi
of music to connect and relate with these adolescents as a form of parenting
and
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL vii
or counselling to better establish ways to adapt and communicate with them on
their crucial stage of life full of changes. Furthermore, as students do tasks for
their academic requirements, one can possibly enjoy working on them more
when playing music as a background, but of course with regulation according
to their ability to focus to avoid distractions. As well as listening to
motivating, inspiring, or uplifting music in between breaks as a form of
recharging. In addition to this, schools can also conduct music festivals, or
integrate music that the young students like into their programs and activities.
The researchers also deem that there is a need to conduct more studies
on these dimensions on the factors affecting adolescents’ behavior with
regards to the music they listen to. As such, other researchers should continue
to explore and expand this study for further essential data.
Keywords: mental health; adolescents; listening to music

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL viii
TABLE OF CONTENTS
Page
Title Page…………………………………………………………………………
Certification………………………..………………….………………………….. i
Approval Sheet.……………………………...………………………….……….. ii
Acknowledgment……….……………………………………………………….. iii
Dedication……..……………………………………………….………..……….. v
Abstract……..…………………………………………………………………… vi
Table of Contents……….……………………………………………………….. viii
Chapter I: The Problem
Introduction.………………………………………………………………1
Research Question………………….….…………………………....…… 3
Scope and Limitations…….…………..……….………………………….3
Operational Definition of Terms……...………...………..……………… 4
Review of Related Literature…………………………………......……... 4
Methods………………………………………………………….……… 8
Research Design………………………….……………………………... 8
Study Locale and Informants……….…………………………………… 9
Data Gathering Procedure, Tools, and Analysis…………...…………… 10
Ethical Consideration…....…………………………………………….... 11
Chapter II: Presentation, Analysis, and Discussion
Sources of Stress………...….……………………………………………..
12
Effects and Benefits of Music …….…………………….……………….16

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL ix
Chapter III: Summary, Conclusion, and Recommendation
Summary...……………………………………………………………… 19
Conclusion….……………………………………………………………20
Recommendation….……………………………….…………………… 21
Bibliography…....………………………………………………………………. 23
Appendices….………………….………………………………………………. 27
Curriculum Vitae………………………………………………………………...37
List of Tables and Figures
Conceptual Framework…………………………………….…………………… 7
Profile of Informants……………………………………………………………. 9
Chapter I
THE PROBLEM
Introduction
Students as adolescents go through many ordeals in their stage of life.
When everything is changing, and when life bombards them with numerous
experiences that may decide what sort of person they will be for the rest of
their life. As adolescents they begin to undergo big changes with regards to
their physiological, intellectual, personality, and social aspects (Sawyer et al,
2018).
On the study of Bonnie et al (2019), adolescence is regarded as a stage
of life wherein it is rich of growth and development. It is where one is on a
journey on the search for their own soul and for who they are. And it is also a
stage wherein the pressure to grow, to be defined as something worthy, and to
pursue one’s self and their success, is greater than ever.
Some of these experiences that they will encounter take the shape of
challenges and problems. Experiences that can be unique to a margin of the
population of adolescents, or general to all. These experiences may vary in
difficulty or in characteristics towards each individual, but they can all be
similar in terms of how it affects them mentally and or the pressure and stress
it gives on them.
Common problems which arise from academics, relationships with
people, be it with friends, lovers, family, sociological problems with regards to

their peers, the use of technology, and more. Stress is a natural part of life, it is
an undeniable truth.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 2
As such, it is important that they have a healthy way to deal with these
stressors and anxieties, whether it be coming from something part of their
daily life, or a unique event in one’s life.
One of the strategies involved in coping mechanisms involve the use of
external factors as a response towards the emotional state of an individual with
regards to the problem (Juth et al, 2014). Emotion-focused coping strategies
focus on the actions that individuals implement to handle stress. This includes
the use of music as a form of expression.
Music has been used since the ancient times, and has evolved over
these past centuries (Meymandi, 2009) and more progressively these recent
decades. Music is a work of art that captivates its listener to the intent of a
melody or words. It can be compared to books when it comes to the use of
imagination bringing the mind to places to which one can only dream of, or
visit one which fits to an individual’s reality. It has the capacity to alter or help
one transcend a higher realm with regards to their individuality and sit down
with their emotions and thoughts, managing them to the individuals will
(Robb-Dover, 2021). It has a big influence towards a person, and when used
correctly, can bring more benefit than just pleasantries to the ear.
Adolescents face numerous challenges. This study aimed to potentially
help these troubled youths to develop a healthy method for dealing with their
anxieties through the form of music. It would be advantageous in the realm of
coping with the numerous setbacks they face in life, especially the pressure to
excel academically. In addition to that, parents, teachers, and other counselling
figures present in the life of an adolescent would benefit towards developing

methods to connect and communicate with their growing students towards
adulthood.
The researchers aimed to determine how the use of music brings
benefit towards dealing with stress that Senior High School students deal with
everyday situations.
Research Questions
This qualitative study aimed to explore how listening to music can
affect one’s mood.
Specifically, it sought out these questions:
1. What are the sources of stress among Senior High School
students?
2. Does listening to music help Senior High School students deal
with stress?
Scope and Delimitation
As this study explored how music can help young people get through
rough patches in their life, to help them develop healthy coping strategies, the
researchers realized how complex and wide the realm they are about to lay
hands on. Given the timeframe of more or less than two months, for
efficiency, this study focused on how music helps the adolescents of a local
school.
The study entailed to discover how adolescents use music –
specifically music listening – as a cognitive and emotional function, and if it
proved to be helpful for them in dealing with stressors. It intended to seek out
a significant relationship between the variables of music listening and coping
methods.
Operational Definition of Terms
To clarify, the following terms and words are defined in the context of
the study.
Adolescents. This refers to a young person undergoing development
towards being an adult. More casually addressed as teenagers.
Stressor. It refers to objects or manifestations that cause stress.
Coping mechanism. It refers to strategies or actions intended to deal
with stress whether it be in a direct or indirect manner.
Music. It refers to an art form produced by making sounds with intent
within the various elements such as rhythm, harmony, melody, etc.
Mental well-being. It refers to the cognitive, behavioral, and
emotional state of wellness of an individual
SHS students. This refers to students who are currently taking an
educational program under the government as a preparatory measure towards
college. They are the main subject of this study, as well as characterized as
adolescents
Review of Related Literature
This part of the study contains the related researches and studies
conducted in this field that the researchers deem relevant and helpful in
pursuing this study. It includes the synthesis of information from past studies
which serves as a foundation for analyzing how the variables involved are
inter-connected and how can it be further explained.
On Music
Music is a universal concept, it is used by humans as a means of
expression and communication. It is widely spread among cultures, people
young or old, and exists in our everyday lives (Mehr et al., 2019). Music has
existed even before societies emerged. But music goes beyond just simple
amusement. Many scholars have tried to find music’s origin, but stumbled
upon discovering many of the facets that music serves as functions towards
mankind.
One of which is Panksepp and Bernatsky’s (2002) theory on music
functioning as a social and emotional tool for communication. They argued
how sounds were used as a means for ancestors who lived in arboreal
environments to function as a society. Similarly, an evolutionary theory from
Falk (2004), suggested that the origin of music is related to how mothers’
attend to their infants with the use of melodic humming or singing. This was
used to console their children, and would indicate to the infants that their
caretaker is near, and that they are safe even at the absence of physical touch.
On the same field, empirical studies showed multiple functions of
music with four functions identified to be consistent in each study. These four
being: cognitive, emotional, social/cultural, and physiological/arousal-related
functions (Schäfer, 2013).

Music is important to adolescents, because it allows them to satisfy
their emotional needs. Music provides a way for adolescents to express and
explore their feelings and emotion (North et al, 2010). Listening to music has
the potential to relax our mind, bodies, and also music can lower the cortisol
levels wherein cortisol is the human stress hormone, the higher it is, the more
stress they may feel. Adolescents keep on listening music to manage their
stress levels and boost their motivation to deal with stressors.
On Adolescents
Adolescence is one of the stressful periods of human development. Not
only does it affect their mental health, it also affects their physical health.
Teens are known for their independence, but they still require supervision and
guidance from their parents or guardians. Many of them begin to engage in
risky behaviors, which may result in bad decisions and consequences. Pressure
on today's teens is a big deal. They're often pressured to fit in, to be sexually
active, to be perfect, to pick on others, and to be successful. In this case,
teenagers are not fully aware of how they can enjoy their life as teens where
most of them are stress-free.
Students have a tremendous amount of stress related to their school
environment that can impede or affect their academic performance. The
pressures include passing tests in school, peer pressure, and pressures to
succeed, make good grades, and to have meaningful friendships. School is one
of the greatest causes of stress in a teenager’s life (Hudson, 2013).
In today's world, where technology is constantly evolving, teenagers
are confronted with issues that no previous generation has faced. Here are
some common issues and problems teenagers face today: Depression,
Bullying, Sexual Activity, Drug Use, Alcohol Use, Obesity, Academic
Problems, Peer Pressure, Social Media, and On-Screen Violence (Morin,
2020).
During this pandemic, adolescents also faced with problems of their
own. With social interaction being limited, it gave rise to new challenges for
these developing youths. A study conducted by UNICEF put emphasis on how
exactly the recent COVID-19 pandemic took its toll on these young people:
“Higher levels of depression, fear, anxiety, anger, irritability, negativity,
conduct disorder, alcohol and substance use and sedentary behaviors
compared with pre-pandemic rates were commonly reported in children and
adolescents in 2020 . . .” (Sharma et al, 2021).
Listening to music falls within the emotion-focused coping aspect. The
reason being, given that music has the capacity to allow one to express
themselves (North et al, 2010). And this coping aspect relies on strategies that
tend to the emotional state of an individual with respect to the stressor
(Aldwin and Yancura, 2004). Some probable strategies involve the use of
external factors such as food and or alcohol.
It is evident that there is a need for the youth to be guided in life and
most especially for them to learn how to deal with problems. One of the ways
that music benefits humans is through the power to help one express their
emotion through this medium, And it is exactly this reason to which this study
aims to deepen comprehension through assessing how exactly music helps

these troubled youths to cope with the struggles they face in the facets of their
individuality with regards to managing their emotions.
Conceptual Framework
In the conduct of this study, this diagram attempts to visualize the
variables involved and how they affect one another.
Effects on Listening Dealing with

to Music Stress and
Anxieties
SHS Students
Figure 1. Conceptual Paradigm
As shown in the illustration, in the realm of individual Senior High
School students which are the main subject of this study, it proposes how the
effects of listening to music affects the ability of SHS students to deal with
stress and anxieties.
Methods
This portion presents a discussion of the research design, the sample of
the study, data gathering tools, procedures, data analysis and ethical issues
which were utilized in the study.

Research Design
The researchers implemented a qualitative research design in exploring
the relationship of music towards the mental well-being of students. This
method is appropriate for diving in to the personal experiences and
perspectives of the subjects of the study of a specific phenomenon. This is
aligned with the goal of this study to understand the phenomena between the
factors involved as to how it affects these students personally.
Questions were formed and were executed in interviews towards
determining the participants’ experiences with regards to seeking out our
objective. According to Jamshed (2014), interviews are one of the most
common ways of gathering data in qualitative studies, and having semi-
structured, lightly-structured or in-depth interviews. Making the interview
conversational in nature would allow the participants to be able to express
their thoughts openly and with honesty in most cases.
Study Locale and Informants
The study was conducted at Ilocos Sur National High School, with
twenty (20) Grade 11 students from STEM strand as the participants.
Participants were chosen with regards to their willingness to participate. They
were also pre-determined to fit a criteria with regards to the fulfillment of the
objective of our study. Participants chosen must be: (1) a student, and (2) are
who actively listens to music.
This school was chosen due to the ease of access for the researchers to
conduct in their locality. The distribution of the informants is presented in
Table 1.
Table 1. Profile of Informants
Informants Gender Section
Ilocos Sur National

High School
A M Jade
B M Jade
C F Jade
D F Jade
E F Jade
F F Jade
G F Sapphire
H F Sapphire
I M Sapphire
J M Calcite
K F Calcite
L F Calcite
M M Calcite
N M Amethyst
O F Amethyst
P F Amethyst
Q M Gold
R M Gold
S F Gold
T F Gold
Data Gathering, Tools, and Analysis
Due to financial and geographical limitations, data gathering was done
through semi-structured interviews. Interviews were conducted through the
means of online video-chatting applications such as Google meet and Zoom.
Participants selected were determined via availability and purposive sampling
methods.
Semi-structured interviews follow a more flexible set-up wherein the
interviewers ask pre-determined but open-ended questions in nature to allow
discussions with the interviewees.

The questions prepared aimed to probe the participants’ thoughts
through addressing the questions of this study. This was done to help get better
and accurate data by allowing the participants to express themselves to their
best capability.
The researchers also made use of audio recordings during the interview
for better retaining as to what the original data from them represents, and as to
accurately analyze the data with regards to the passage of time. Translations
from English to the local language of the participants – Filipino – would be
implemented as to better acquire data from the participants.
In this qualitative research, data was analysed through identifying the
information gathered with the labels through recurring topics, patterns, and
grouping them into themes. Through this organization of data, it made use of a
structured body as to how the information gathered are relevant with one
another and help answer the main question of this study.
Ethical Considerations
Throughout the conduct of this study, the researchers made sure to uphold
and apply ethical principles and utmost integrity. Proper citation and referencing
was implemented. Participants and intellectual beneficiaries were treated with
respect. Consent from the participants and authorities were properly addressed.
Confidentiality and privacy were properly observed

Chapter II
PRESENTATION, ANALYSIS, AND DISCUSSION
This chapter presents the discussion of the research questions and the
experiences of the participants’ with regards to their sources of stress, and how
music helps them to manage these stressors.
On the Sources of Stress
Taken individually, participants shared their experiences on the
activities and manifestations of stress on their daily lives. Based on these, they
provided different activities that subject them to stress. The following are:
a. Completion of tasks for academic requirements. Most of the
participants collectively agreed that as adolescents whom are
also students, their main source of stress comes from within
school (Morin, 2020). More specifically on their ability to
complete academic requirements given by teachers based from
the curriculum. Participant L stated that: “. . . there are many
workloads that are given”. While Participant O also added on
how much tasks are given to be done in such limited time. This
coupled by the fact that there are many subjects in the
curriculum that have varying difficulties for each individual,
can be overwhelming.
b. Getting along with family members. The most basic unit of a
society is the family (Kapur, 2018). This is where one from a
young age learns and takes on roles given to him or her by the
society and culture surrounding them. And it is also one of the
social circles that have the most interactions between family
members, intimate or not, and especially when a person is not
yet of legal age to be called an adult. As such it can be
challenging for the members to interact effectively when there
are barriers involved. With the members having different
personalities and interests, sometimes getting along can be
hard, more so when ideals and beliefs between these members
oppose each other. This applies to the adolescent SHS students
who also belong to different families, with different
backgrounds and customs. A study from Kobak (2017)
supports the idea that as much as parenting poses a challenge to
the ever changing needs of the adolescents, adolescents also
have a hard time interacting with their parents as these
adolescents strive for autonomy and social reorientation.
c. Managing duties and responsibilities as a member of the
family. As an older sibling or as a child itself, there are also
roles and tasks that parents and other elderly or authority
figures in the family assign to them. They can be basic
household chores such as cleaning, cooking, and taking care of
younger siblings. These things can be quite challenging given
that these adolescents are already students who also have
responsibilities (Morin, 2021). Participant G agreed on this and

said that: “. . . it is stressful for me since besides schoolwork, I
also have to do my chores simultaneously.”
d. Socializing with peers. Social circles play a crucial part in the
lives of adolescents. Besides family, friends are also one of the
intimate groups of people an individual can have. As such it
can be quite stressful when finding the right group of people an
individual feels that he or she belongs to, mostly towards
people who share the same interest and qualities as them
(Laursen and Veenstra, 2021). As such, communicating with
people who they don’t have common ground with can be
difficult. Reaching out to these people can be hard, especially
when an individual’s personality is reserved and not outgoing.
Participant O said that: “It can be tiring and hard for me to
socialize with others. A traumatic experience of bullying
experienced by Participant A had a great effect on his
perspective of life, which was also one of the sources of stress
he identified caused by conflicts between him and his social
circle in the school.
e. Significant events in their personal life. Some of the stress the
humans go through are not only limited to those that they
experience every day. Sometimes they can be one-time events
that give off a significant effect that makes a big change in their
lives (Kettlewell et al, 2019). One of which was what
Participant F shared about her loss of a loved one to death,

which is painful and full of grief. Another by Participant O, is
when they grow apart from those whom they cherish such as
friends.
f. Other personal afflictions. Some of these causes of stress from
their experiences were not as generalized due to the fact that
our sample size was small. Nonetheless, the participants still
expressed some of their personal concerns that made them feel
stressed. One of which was mentioned by Participant C who
said that: “Sometimes I get stressed because of my insecurities .
. . like how I feel about my body. And it becomes a cycle since
I overeat to relieve myself, and I dislike my body more when I
gain weight”. Participant J also mentioned on his insecurities:
“I also feel somewhat insecure about my pimples and body
weight”. This aligns with what Pickhardt (2016) identified as
an interpersonal source of stress about the concerns of
adolescents on their personal appearance. Participant B and F
mentioned how they were concerned about their financial
situations. It is important to take not that money is used to
provide for the needs and wants of an individual. If these needs
and wants are not met, it can be stressful for the individual,
especially when it is an absolute necessity that is being kept
away from them. A study by Algren et al (2018), stated that the
poor socio-economic status of a family affects the emotional-
affective support for their children, increased the levels of

stress for the family members, related to the decline on the
academic performance of adolescents, and depressive
symptoms of adolescents.
The researchers found that the factors that affect the stress of Grade 11
students came mostly from their completion of academic requirements,
followed with interacting with their family members, doing their duties as a
member of the family, socializing with peers, significant events and changes
in their lives, and other personal reasons.
These findings are supported and similar to what Hudson (2013) and
Morin (2020) discovered on the social issues that adolescents go through as
they explore life.
On the Effects and Benefits of Music
Taken individually, participants shared their experiences on how music
affected their ability to cope and manage with stress. Based on these, they
identified several reasons or ways that music affected them and helped them
deal with stressors. They are grouped into three main dimensions that are
supported and have been identified by Schäfer (2013) as the main
psychological functions of music listening. The following are namely:
a. Self-awareness. This includes statements of self-related
thoughts, emotions and sentiments, solace, escapism, and
meaning. One of the ways of indirect coping mechanisms is
emotional management. Managing emotions includes
understanding one’s feelings, and processing it in a way that
one is able to be okay with feeling that way (Brady, 2020).

Functioning well even in the midst of hard to acknowledge
emotions such as sadness and anger, is what emotional
management aims to achieve. Participant P stated that: “Music
acts as an emotional catalyst that helps me sit down and process
my emotions”. She added that: “. . . listening to music that
makes you sad can really add to the heaviness of what you are
feeling, but it helps you to embrace that and be better
afterwards.” Participant Q and D also shared how they listen to
music as a form of escapism. Delgado (2019) stated that
escapism can be a means that allows people to deal better with
a world that is too overwhelming. It can help create the
necessary psychological distance to solve a problem.
b. Social relatedness. This includes statements of social bonding
and affiliation. Social support is important in maintaining
psychological health (Ozbay et al, 2007). It can boost resiliency
towards stress. Participant G agreed on this saying: “I feel like I
am not alone when I listen to music that makes me realize I
share similar feelings and experiences with other people.” She
also added: “. . . it makes me feel like I can also get through my
challenges like what they (the artist(s) or composer(s) of the
song) have done with theirs.” Participant O also mentioned:
“My friends share songs and playlists that they think I like or
can relate too, sometimes they are sad songs, and I feel like
that’s how they comfort me or give me advice.”

c. Mood regulation. This includes statements of using music as
entertainment, getting into a positive mood and regulation of
physiological arousal. Under the methods of indirect coping
strategies to deal with stress, emotional management also
comes in the form of managing one’s mood (Aldwin and
Yancura, 2004). Many of the respondents shared similar
answers as to how music helps manage their mood, makes them
feel relaxed, and be calm. Participant J stated that: “When I
listen to music I feel energized, and I even listen to music while
doing my academic tasks.” Participant G also shared: “I listen
to music with upbeat vibes to make me feel energized when I
am doing chores, and sometimes I follow the beat or sing and it
makes me finish my work faster.” While Participant L said that:
“Music, especially mellow tunes, makes me feel relaxed”
Another from Participant S: “When I listen to music, I feel like
I am at peace of mind, and my stress levels go down.”

Chapter III
SUMMARY, CONCLUSION AND RECOMMENDATION
This portion presents the summary of the findings, the conclusion
drawn from the study results, and the recommendations forwarded in the
analysis of the effects of music on the mental well-being of Grade 11 students.
Summary
The study aimed to determine the various factors that affected SHS
students when using music as a means to cope and relieve stress.
This study focused on how students use listening to music as an
emotional and cognitive function to help them deal with stress. The focus
group of informants are from the Grade 11 classes of the Science, Technology,
Engineering, and Mathematics strand under the Senior High School program
of Ilocos Sur National High School.
On the sources of stress, under the collective data gathered from the
informants, there are six identified sources of stress of SHS students. These
are namely: completion of tasks for academic requirements, getting along with
family members, managing their duties and responsibilities as a member of the
family, socializing with peers, significant events in their personal lives, and
other personal afflictions.
On the effects and benefits of music, under the collective data gathered
from the informants, they are grouped into three psychological functions of
musical listening. These are namely: self-awareness, social relatedness, and

mood regulation. The first function, self-awareness includes the use of music
as
a form of mediation of self-related thoughts, emotions and sentiments, and
escapism. The second function, social relatedness includes the use of music as
a means for social bonding and affiliation. The third function, mood regulation
includes the using music as a form of entertainment and mood management.
Conclusion
On the conduct of the study, the researchers have drawn the following
conclusions:
1. Listening to music allows students to develop indirect coping
strategies that focus on one’s emotional and mental well-being
to able to alleviate stress and prepare their state of well-being to
deal with the challenges they face.
2. Among the sources of stress identified by the participants of
this study from the perspective of adolescents, most of the
stress they experience come from the completion of tasks for
academic requirements, and getting along with the members of
their family.
3. As this study establishes that there is indeed an impact of music
to the adolescents’ way of thinking and feeling, the researchers
acknowledge that there are more factors revolving around these
concepts. Based on additional data gathered from participants,
it suggests that the different types or genres of music, the
meaning and message of the music, and the audience that the
music is intended to, also appears to have an effect towards the

reason behind the behavior of an individual who listens to
music within these dimensions.
Recommendation
Based on the foregoing findings during the conduct of this study, the
following suggestions were proposed:
1. People and institutions concerned with the mental well-being
of students and or adolescents should promote the use of music
as an indirect coping strategy, as well as develop and spread
awareness on how adolescents can maximize the effects and
healthy use of music.
2. The continuous support of parents and counselling figures
including teachers in the lives of adolescents are encouraged.
They should also make use of music to connect and relate with
these adolescents as a form of parenting and or counselling to
better establish ways to adapt and communicate. Furthermore,
as students do tasks for their academic requirements, one can
possibly enjoy working on them more when playing music as a
background. As well as listening to motivating, inspiring, or
uplifting music in between breaks as a form of recharging. In
addition to this, schools can also conduct music festivals, or
integrate music that the young students like into their programs
and activities.
3. The researchers also deem that there is a need to conduct more
studies on these dimensions on the factors affecting

adolescents’ behavior with regards to the music they listen to.
As such, other researchers should continue to explore and
expand this study for further essential data.

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APPENDICES
Appendix A
LETTER OF REQUEST
Appendix B
INFORMED CONSENT
Appendix C
INTERVIEW QUESTIONNAIRE
1. What are the sources of stress in your life? As a teenager? As a student?

And as other aspects of your individual life?
2. How does music help you manage your stress?
Appendix D
SAMPLE TRANSCCRIPTION
Question: As a student/teenager what are your sources of stress?
Answer: Madami akong pinagmumulan ng stress gaya ng madaming

schoolworks at requirements ganon, tapos kasama na din yung research alam mo
naman, at tapos kapag deadline at nakakapresure din kase madaming gagawin at
personal problems na nakakaapekto din sakin sa online learning.
Sa family wala naman, tapos sa kaibigan yun kase sa kaibigan parang nagiging
toxic sila ganon, parang hindi na sila yung dati na nakilala mo parang nagiiba
yung ugali nila kaya minsan kinacutoff ko sila pero naiisip ko din yung
pinagsamahan namin kaya minsan kapag nagsosorry sila ayon pinapatawad ko
sila kase bakit hindi diba na bigyan sila ng pangalawang pagkakataon.
Question: Paano nakatulong sayo ang music sa pagharap mo sa stress?
Answer: Nakatutulong yung music sakin pampakalma para makayanan ang

stress. Kapag naiistress ako nakikinig ako ng music tapos pakiramdam ko ang
saya ko na, naboboost yung mood ko at yung energy ko tapos nagiging
motivated ako gumawa ng school works.
Question: Meron na bang time na ginamit mo yung music para makalimutan mo

ang nararamdaman mo?
Answer: Oo, tapos minsan din ginagamit ko yung music kapag sad ako parang
nakikinig ka ng malungkot na kanta tapos bigla nang lalabas ang emotion mo,
parang mas naproprocess mo yung emotion mo na yun.)
Question: Meron bang tine na like kapag nakikinig ka don sa mga sad music
parang mas lalong lumala pa yung nararamdaman mo or parang mas
dinagdagan?
Answer: Oo
Question: So para sayo nakakatulong parin ba yun?
Answer: Kase parang tinutulungan nya na maging sad ako lalo. Nagsesearch pa
nga ako ng sad song playlist kapag nalulungkot ako.
Questions: May time ba na yung kapag nakikinig ka tapos bigla bigla mong
marerealize na parang relate ka don sa kanta?
Answer: Oo minsan depende sa musika. Kapag sad ka mas nauunawaan mo

yung nilalaman ng lyrics ng kanta.)
Question: Sa tingin mo makakatulong yun sayo? Paano?
Answer: Oo nakakatulong din, nakakatulong na ilabas yung sama ng loob.)
Question: Sa part naman like kapag parang alam mo na may mga tao rin pala na
nakakaramdam or nakakaranas ng mga bagay na maaaring pinagdadaanan mo
rin?nakakatulong ba yun sayo?
Question: Di ko rin sure, kase naiisip mo din na marami din pala na

nakakarelate sakin. Siguro oo ,kase kapag inopen up mo sa iba tapos
nakakarelate sila suguro makakatulong din.
Appendix E
SAMPLE TRANSLATION
Question: As a student/teenager what are your sources of stress?
Answer: I have a lots of sources of stress, like lots of school works and
requirements, the ongoing research is also included, deadlines are also stressful,
it pressures me like a lot of things to do and personal problems also affects me in
online learning.
In the family, there’s nothing I am stress about, but when it comes to my friends
I feel like as time goes by I tend to discover their true colors and they become
toxic. They are no longer the ones I used to know. It seems like their behavior
becomes different, so sometimes I cut them off, but I also think about the ones
we had shared together so sometimes when they apologize like that I forgive
them, because why not give them give them a second chance, right?
Question: How does music help you manage your stress?
Answer: Music helps me calm down to cope up with my stress. When I’m
stressed, I listen to music and then I feel happy, it boosts my mood as well as my
energy, and then I became motivated to do school works.
Question: Was there a time when you used music in order to forget things?
Answer: Yes, I also use music sometimes when I’m sad, it’s like you’re
listening to sad songs and then suddenly your emotions come out, it seems like
you can process your emotions better.
Question: Was there a time when you listened to sad songs and your feelings
became heavier?
Answer: Yes
Question: Do you think that is helpful?
Answer: Yeah, because it seems to be helping me become sadder. I even search

for sad songs and playlists when I’m sad.
Question: Are there times when you are listening to a song, and you suddenly
realize that you can relate with the song?
Answer: Yes, sometimes it depends on the music. Like when you are sad you
understand better the content of the lyrics.
Question: Do you think that is helpful? How?
Answer: Yes it is helpful, it helps to release my pent-up emotions.
Question: When you are listening to a song, do you think about how you share
these emotions and experiences with others?
Answer: I’m not sure, because you would also think that there’s a lot of people
who are similar to me and relate to me. Maybe yes, when you open up to others
and they can relate to you maybe it also helps.
Appendix F
DOCUMENTATION
CURRICULUM VITAE
CURRICULUM VITAE
Personal Profile
Name : JOHANNS GERARD P. FIGUERAS
Permanent Address : Lingsat, Sta. Maria, Ilocos Sur
Date of Birth : September 28, 2004
Civil Status : Single
Citizenship : Filipino
Religion : Jehovah’s Witnesses
Parents : Mr. Mark Anthony P. Figueras
Mrs. Michelle P. Caparas
Educational Background:
Elementary : University of Northern Philippines

Barangay Tamag, Vigan City, Ilocos Sur
(2010-2015)
Pulo Elementary School

Barangay Pulo, Cabuyao, Laguna
(2015-2017)
Secondary
Junior High School : Ilocos Sur National High School
Gomez Street, Barangay VII, Vigan City
(2017-2020)
With Honors
Senior High School : Ilocos Sur National High School

Gomez Street, Barangay VII, Vigan City
Science, Technology, Engineering, and
Mathematics
First Semester, With Honors
CURRICULUM VITAE
Personal Profile
Name : MARY ROSE B. RAGUINDIN

Permanent Address : Pantay Fatima, Vigan City, Ilocos Sur
Date of Birth : May 31, 2005
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Parents : Mr. Rodrigo B. Raguindin
Mrs. Paulina B. Raguindin
Educational Background:
Elementary : Pantay Elementary School

Barangay Pantay Fatima, Vigan City,
Ilocos Sur
(2010-2017)
Secondary
Junior High School : Ilocos Sur National High School
Gomez St, Brgy VII, Vigan City
With Honors
Senior High School : Ilocos Sur National High School

Gomez St, Brgy VII, Vigan City
Science, Technology, Engineering, and
Mathematics
First Semester, With Honors

Figueras Et. Al. 2022 FINAL

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ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

POWER TO HEAL US WITH A SONG: EXPLORING THE

In Partial Fulfillment of the

JOHANNS GERARD P. FIGUERAS

MARY ROSE B. RAGUINDIN

This qualitative research entitled “POWER TO HEAL US WITH A

SONG: EXPLORE THE EFFECTS OF MUSIC ON THE MENTAL

WELL-BEING OF SENIOR HIGH SCHOOL STUDENTS” prepared and

submitted by Johanns Gerard P. Figueras, and Mary Rose B. Raguindin, in

partial fulfilment of the requirement for the subject, Practical Research 1,

recommended for acceptance and approval for Oral Examination.

JEFFERSON R. GANNABAN, MAEd Bio

Approved by the Panel of Examiners on Oral Examination with grade of

EUGENE R. AGUILAR, MAME

JOAN PAULET A. ALCANTARA, MAT ENG

EDWARD HENRY M. CAOILE, BS Ed

Accepted and approved in partial fulfilment for the subject, Practical

Research 1, Second Semester, School Year 2021-2022.

RICKY F. BOSQUE, Ed. D.

Date: May 26, 2022

of this study. In the absence of their words of guidance, encouragement, and

moral support, this piece of work would be nonexistent.

The researchers acknowledge the following with sincere and heartfelt

appreciation for the completion of this work.

Mrs. Editha C. Bagcal, Principal IV of Ilocos Sur National High School

in giving endless reminders for the completion of the study;

Mr. Ricky F. Bosque, Officer-in-Charge, Subject Group Head of the

Science, Technology, Engineering, Mathematics (STEM) and Accountancy,

of the research paper;

Mr. Jefferson R. Gannaban, research adviser, for his fatherly support,

not only to the researchers but also their peers;

Mr. Eugene R. Aguilar, chairman of the panel members, for his

intellectual concepts, suggestions, and expertise that contributed to the

enhancement and development of the study;

impeccable insights and technical assistance in the conduct of this study;

provision for them to continue pursuing their study;

The informants who shared their knowledge which contributed to the

but who contributed to the success of the study, and

to the researchers for the completion of this piece of work.

This study is faithfully devoted to

Our Almighty Father, who is the source of all,

To our brothers, sisters, nephews, nieces, and other relatives

To the students of today’s time.

From the center of our heart and soul,

Adolescence is a crucial part of one’s life. It can be full of new

students as adolescents develop healthy ways to cope with stress. This

qualitative study sought to understand the experiences of Grade 11 students of

the Science, Technology, Engineering, and Mathematics (STEM) strand students

manage their stress.

(20) students interviewed in a semi-structured format. Students identified their

deal with these stressors in the dimensions of self-awareness, social relatedness,

listen to music as a coping mechanism. Listening to music helps them to process

calm, or get into a positive mood.

Researchers recommend the following: People and institutions

concerned with the mental well-being of students and or adolescents should

The continuous support of parents and counselling figures including

of music to connect and relate with these adolescents as a form of parenting

or counselling to better establish ways to adapt and communicate with them on

when playing music as a background, but of course with regulation according

to their ability to focus to avoid distractions. As well as listening to

motivating, inspiring, or uplifting music in between breaks as a form of

recharging. In addition to this, schools can also conduct music festivals, or