Chapter I

INTRODUCTION

Background of the Study(introduction)

The equation most closely related to the form we know today was first written

down by a Hindu mathematician named Brahmagupta. Other slightly different forms

followed in India and Persia. European mathematics gained resurgence during the

1500s and, in 1545, Girolamo Cardano compiled all that was previously was known

about the quadratic formula and also allowed for the possibility imaginary solutions.

(www.study.com)

Additionally, Quadratic Formula is used to solve a quadratic equation, a

quadratic equation according to www.bookrags.com it is a second order, univariate

polynomial with constant coefficients and can usually be written in the form: ax^2 + bx +

c = 0, where a 0. In about 400 B.C. the Babylonians developed an algorithmic approach

to solving problems that give rise to a quadratic equation. This method is based on the

method of completing the square.

Lastly, Quadratic equations, or polynomials of second-degree, have two roots

that are given by the quadratic formula: x = (-b +/- (b^2 - 4ac))/2a. There is another form

of this equation yielding the roots for a quadratic equation that is obtained by first

dividing the original quadratic equation through by x: x = (2c)/(-b +/- (b^2 - 4ac)). This

equation, which provides the roots to the quadratic equation, is often useful when b^2 >

4ac.

A song is a short poem of words set to music which is meant to be sung in this

case, the researchers will use a song to teach the Grade 8 pupils of Princeton Science

School - HYA of SY 2019 - 2020. A song has different musical genres such as, Jazz,

Rock, Hip hop music, Folk music and many more. Songs can also be a strategically way

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of teaching. In the early grades, transitions are a little harder to set because the students

are still learning what the concept of a minute is and what one feels like. A song can

improve transitions because it becomes a behavior cue: Students grow accustomed to

the length of the song or part of a song and internalize the time they have to move on to

the next task, which helps them begin to take responsibility for their own learning.

Nearly everyone enjoys music, whether by listening to it, singing, or playing an

instrument. But despite this almost universal interest, many schools are having to do

away with their music education programs. This is a mistake, with schools losing not

only an enjoyable subject, but a subject that can enrich students’ lives and education. 

Statement of the Problems

Particularly, this study sought to answer the following questions:

1. What is the test result of Grade 8 students in the control group?

2. What is the test result of Grade 8 students in the experimental group?

3. Is there a significant difference with the test result of the controlled and experimental

group?

Statement of the Hypotheses

1. There is no significant difference between the control and the experimental group

integrating a song in memorizing the quadratic formula.

Significance of the Study

The findings of this study would be beneficial to the following:

Students. The is important to student because it can provide them a new way of

memorizing the quadratic formula

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 Teachers. So they can teach the Quadratic formula in a more efficient way to the

Grade 8 students.

Future Researchers. This study would also be beneficial to the Future

Researcher who will be conducting the same study. They can also use this as a

guideline if they are planning to conduct the same study.

Scope and Limitations of the Study

This study was focused on Effectiveness of using a Song to Memorize the

Quadratic Formula for Grade 8 students of Princeton Science School.

This study was conducted during SY 2019-2020.

Definition of Terms

Students this refers to the Grade 8 students of Princeton Science School –

Home of Young Achievers.

Quadratic Formula a formula used in algebra to solve quadratic equations.

Theoretical Framework

This study was anchored on various theories and insights from some

psychological and educational principles.

The Howard Gardner’s multiple intelligence theory, in this theory explains that

each individual possesses full range of abilities and talents. While a person might be

particularly strong in specific areas such as, mathematics, or an individual might be

strong in verbal, which makes this theory a framework. Logical-mathematical

intelligence consists of the capacity to analyze problems logically, carry out

mathematical operations, and investigate issues scientifically. In Howard Gardner’s

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words, it entails the ability to detect patterns, reason deductively and think logically. This

intelligence is most often associated with scientific and mathematical thinking.

The APOS theory, in this theory explains that the level of cognitive development

of students who completed a pre-calculus using a traditional lecture/recitation model.

APOS theory states that in analyzing a mathematical concept by looking at the actions,

processes, and objects related to the concept and organizing these into a coherent

schema, a detailed description of possible mental constructions necessary for

developing conceptual understanding of a particular mathematical concept, referred to

as a genetic decomposition, can be hypothesized.

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Conceptual Framework

Experiment
Traditional way of learning the
quadratic formula

A new way of learning

the quadratic formula

Figure 1: Effectiveness of using a Song to Memorize the Quadratic Formula for

Grade 8 students of Princeton Science School – HYA for SY 2019-2020

This study tries to determine the Effectiveness of using a Song to Memorize the

Quadratic Formula for Grade 8 students of Princeton Science School – HYA for SY

2019-2020.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature relevant to the concept of the present study. It

also analyses some studies and materials from the Internet to provide sufficient

background and information essential for the accomplishment of this study. It sought to

collect claims of previous studies about the Quadratic Formula.

Foreign Related Literature

In New York the Oswego City School District suggests the students to use this

kind of method and give an example on their website. The brain has a better time

remembering content that has a rhythm with a beat. Using a song or the tune of a

popular song to point the important parts of the formula is a great way to remember the

information. To help students memorize "x equals negative b plus or minus the square

root of b squared minus 4ac all over 2a," the school district tells them to sing this

equation to the tune of "Pop Goes the Weasel" and even shows where to make the line

breaks for the song. Kraus et al.(2014) compares the neural effect of music on students

who just listen to music (through musical classes) and those who like to participate in

playing instruments . They showed that after studying a year of musical training, the

children showed efficiency and faster brainstem responses to speech than children who

participated only in musical classes. Instruments playing caused faster memory

analyzation of word and more robust encoding of high frequency spectral content. Those

who played instruments showed stronger contrast for the case when processing urges

were stronger but for other cases, the contrast wasn’t even noticeable. The authors

stated that acoustical learning, especially through songs, may outdo the queasy coding

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of behaviorally renounced, yet acoustically hard, examples of speech (e.g., consonant

transition).

Foreign Related Studies

The most concerning of all the data was that, out of a subsample of 29 second-

year university students in the United States who were pre service middle-school

mathematics expert teachers, only 37% and 78% respectively could answer the two

questions correctly (Vaiyavutjamai et al., 2005). Other than studies by the researchers

noted above, there is a deficit in research and observed evidence regarding students’

performance with respect to solving quadratic equations. It is also important to consider

the impact and current evidence relating to teaching methods and the learning of

quadratic equations.

Kotsopoulos (2007) reported that students need to develop procedural and

conceptual knowledge through different learning experiences in an unified manner. The

Australian Academy of Science (AAS) also recognises the intertwined relationship

between conceptual understanding, procedural fluency, and problem solving and

reasoning due to the ranked nature of mathematics (AAS, 2015, p. 17). The cognitive

load work by Kirschner, Sweller, and Clark (2006) gives an explanation for the necessity

of fluency with essential knowledge. Without essential fluency, short-term memory

becomes overloaded and unable to effectively process the new concepts being learned.

Hattie (2009) noted that fluency with essential knowledge, even at a very early stage,

was highly predictive of latter success.

The National Council of Teachers of Mathematics (NCTM) has developed a

series of books that explore the big ideas and essential understandings in a range of

mathematics topics. Big ideas are statements of concepts that are central to the

mathematical topic. These big ideas link together essential understandings, which are

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smaller, more solid ideas. For this study of quadratic functions, The researchers have

used Developing Essential Understanding of Functions (Cooney, Beckman, & Lloyd,

2010) as a starting point in identifying the big ideas and essential understandings in the

study of quadratic functions.

Local Related Literature

The Researchers show that infants' long-term memory representations for

melodies are not just reduced to the structural features of relative pitches and durations,

but contain surface or performance tempo and timbre-specific information. Using a head

turn preference procedure, we found that after a one-week exposure to an old English

folk song, infants preferred to listen to a novel folk song, indicating that they

remembered the familiarized melody. However, if the tempo (25% faster or slower) or

instrument timbre (harp vs. piano) of the familiarized melody was changed at test, infants

showed no preference, indicating that they remembered the specific tempo and timbre of

the melodies. The results are consistent with an exemplar-based model of memory in

infancy rather than one in which structural features are extracted and performance

features forgotten.6 Long-Term Memory for Music: Infants Remember Tempo and

Timbre Author(s): ( Trainor, Laurel J.; Wu, Luann; Tsang, Christine D. Source:

Developmental Science, v7 n3 p289-296 Jun 2004 Pub Date: 2004-06-00)

Local Related Studies

Defined learning style and established study period are two things that help direct

learners to improve their capabilities in learning Mathematics. This study focused on the

description and evaluation of the perceptional learning style, study habits and its

significance to the students’ academic performance, particularly in College Algebra.

Three sets of questionnaires were used to gather the numerical data: the Learning Style

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Inventory guide, the study habit assessment form, and the teacher-made test .This

includes one hundred (100) students who were enrolled in College Algebra during the

second semester of 2013 at Kalinga-Apayao State College. The study showed that 46%

percent of the students are have desirable learning through visual style of the learning,

thirty-six (36%) percent prefer auditory learning and only 18% of them prefer tactile style

of learning. On the hand, it is observed that the students had an average study habit.

Among the indicators; the students got a highest mean of 2.05 in the number of hours in

studying their lessons. On the students’ performance, it was noted that the students in

College Algebra had an” average performance” as evidenced by the computed mean of

2.15. Specifically, there are 50 % of them fall under average performance, 35% of them

are within ”low performance.” While only 15% of them have “high performance.” In the

assessment of whether there is a significant difference of the study habits and the

performance of the students, the null hypothesis is rejected.

This implies that the study habits of the students in College Algebra have great

impact to their performance in the said subject. The students described themselves as

visual style in learning and auditory rather than being tactile. When asked if what areas

do they students need remediation in learning College Algebra, they reflected that: 35%

of the students need remediation on the following areas: synthetic division and quadratic

equations, and systems of equations with problem solving. There are 30 0r 30 % of the

students need remediation on the areas like: Rationale expressions and equations.

Polynomials and Algebraic expressions also are areas where students need

remediation.

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 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data in the study from the Grade 8 students in

Princeton Science School – Home of Young Achievers. These were analyse and

interpreted as follows:

1. Test results of Grade 8 students after memorizing the Quadratic Formula

without music

Table 1 reflects the test results of Grade 8 students after memorizing the

Quadratic Formula without music.

It can be noted that class intervals 6-10 (rank 1) got the highest percentage of

7. 65% while class intervals 0-5 (rank 2) got the lowest percentage of 4%.

The mean score of the Grade 8 students is 5.33, described as High.

Most of the students got a score of 8 because they tend to focus more on memorizing

the given quadratic formula.

Table 1. 1 Test results of Grade 8 students after memorizing the Quadratic

Formula without music

Scores Frequency Percentage Rank

0-5 10 4 2

6 - 10 20 7. 65 1

Total 30 80%

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 Mean score: 5.33 Description: Moderate

2. Test results of Grade 8 students after memorizing Quadratic Formula with

music

Table 1 reflects the test results of Grade 8 students after memorizing Quadratic

formulas with music

It can be noted that class intervals 6-10 (rank 1) got the highest percentage of

6.89 % while class interval 0-5 (rank 2) got the lowest percentage of 2.72%.

The mean score of the Grade 8 students is 4.11, described as High level.

Most of the students got a score of 7. Their brains relax while listening to music

so the tendency of it is, they can focus on the Quadratic formula that was given to them.

Table 2. Test results of Grade 8 students after memorizing Quadratic Formula with

music

Scores Frequency Percentage Rank

0-5 18 2.72 2

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6 - 10 6.89 1

Total: 27 82%

Mean score: 4.11 Description: Low

3. T-test Analysis between the Test Results of Grade 8 Students in

Mathematics after integrating Classical Baroque Music

Table 3 presents the T-test analysis on the mean difference between the test

results of Grade 8 students after integrating classical baroque music.

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 Since the computed p-value of 0.00004 is less than the critical p-value of 0.05 at

0.05 level of significance using 53 degree of freedom, reject the null hypothesis.

Therefore, there is a significant difference between students’ test results in Mathematics

after integrating classical baroque music.

Table 3. T-test Analysis between the Test Results of Grade 8 Students in

Mathematics after integrating music for memorize the Quadratic Formula

Computed Critical p-value

Variables Result
p-value (0.05)
With music
0.000014 0.05 Significant
Without music

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 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

The purpose of this chapter is to summarize the study that was conducted.

Included in this summary are a review of the purpose of the study and a summary of the

study results, conclusions and recommendations for further research and possible

studies conclude this chapter.

Summary of Findings

1. Test results of Grade 8 students after memorizing the Quadratic Formula

without music

The composite mean score of the Grade 8 students is 6.43, described as High.

Most of the students got a score of 8 because they tend to focus more on

memorizing the given quadratic formula.

2. Test results of Grade 8 students after memorizing Quadratic Formula with

music.

The composite mean score of 4.11, describes as low, implies that most of the

students got a score of 7. This is because of their brains relax while listening to

music so the tendency of it is, they can focus on the Quadratic formula that was

given to them.

3. T-test Analysis between the Test Results of Grade 8 Students in Problems

involving Quadratic Formula before and after integrating music.

Since the computed p-value of 0.00004 is less than the critical p-value of 0.05 at

0.05 level of significance using 53 degree of freedom, reject the null hypothesis.

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 Therefore, there is a significant difference between students’ test results in

problems involving quadratic formula before and after integrating music.

Conclusions

The following conclusions were drawn from the findings:

1. The test result of Grade 8 students was high before the integration of music in

memorizing the Quadratic formula.

2. The test result of Grade 8 students was low after the integration of music in

memorizing the Quadratic formula.

3. The use of a music in memorizing the Quadratic formula of Grade 8 is not

effective.

Recommendations

Based on the foregoing conclusions, the researchers recommend the following:

1. For students the researchers recommend to memorize the quadratic formula in

the traditional way.

2. For math teachers the researchers recommend them to teach the students in a

creative manner rather than using a song in memorizing the quadratic formula.

3. For aspiring researchers who wants to conduct the same study, the researchers

recommend to attempt the study in another grade level.

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