CHAPTER 1

INTRODUCTION

In today’s time and era, the majority of students have a tendency to listen to music

while doing duties around the house, playing with their toys, eating, doing schoolwork,

and even studying lessons for tests and examinations. Collins (2002) provided weight to

this claim with research that revealed 50% of the students study at home with music

playing in the background. Similar research was done in Ghana (Cabanac et. al., 2013),

where it was found that most of the kids who were polled admitted to listening to music

while they studied, despite the strong opposition of the majority of their parents.

In addition to the above statement, Mabborang-Caban (2016) found out in her

study “The Effect of Songs on Students’ Attitude and Achievement” that the employment

of songs in the classroom creates a positive learning environment that leads to a better

and more effective teaching and learning activities. A multisensory learning experience is

made possible by listening to music, which stimulates cognition (Southgate & Roscigno,

2009), enhances memory (Kang & Williamson, 2014), boosts attention, and inspires and

motivates.

A recent study conducted in the Philippines (Canesares et. al., 2022) tested 21

students with different presentations of music on specific cognitive tasks. It was shown

that English lyric music and foreign lyric music may both improve memory and verbal

skills. Moreover, the usage of English lyric music is preferable to no music at all for

1
arithmetic problems. The provided research statements above focus on the impact of

music on students’ cognitive and academic performance however none specifically

addresses the impact of religious music on cognitive function.

Naga View Adventist College (NVAC) is an institution that offers Adventist

education and religious activities to support students’ religious practices and beliefs as

they get ready for citizenship in heaven and to face the problems of life. White (1975)

reiterated that “music is a priceless gift from God, intended to inspire and raise the hearts

to high and noble themes” (p. 169). Seventh-day Adventist standards firmly believed that

the gospel impacts all aspects of life. They, therefore, hold that, given the vast potential

of music for good or ill, they cannot be indifferent to it.

While realizing that preferences in music may vary greatly from individual to

individual, the researchers believe that the Scriptures and writings of Ellen G. White

suggest principles that can reform one’s choices. NVAC is an institution that

highly believes that because God created humanity in His image, we all share a love and

respect for music. In order to avoid engaging in singing and listening to secular music

connected with ungodliness and worldly desires, the school administration and policies

advise students to listen to holy music suited to Christian standards.

As an academic institution holding the torch of Christ, NVAC advocates

education that deals with the holistic development of men. Due to these, students are

expected not just to be spiritually equipped but also mentally. In this light, this paper

aims to examine the effect of playing and listening to religious and sacred music on

college students’ cognitive performance.

2
 Statement of the Problem

Music has been associated mainly with psychological, emotional, and behavioral

well-being. However, the primary goal of this study is to investigate the effect of

religious music on NVAC students’ cognitive performance during the collegiate year

2022-2023. Simultaneously, it tries to determine the cognitive performance of individuals

with and without listening to religious music.

Research Questions

1. What is the cognitive performance of the NVAC college students without

utilizing religious music?

2. What is the cognitive performance of the NVAC college students when

utilizing religious music?

3. Is there a significant difference between the cognitive performance of the

NVAC college students with and without utilizing religious music?

4. The researchers will conduct a religious music seminar that will promote

playing and listening to religious music.

Hypothesis

There is no significant difference between the cognitive performance of the

NVAC college students with and without utilizing religious music.

Purpose of the Study

Music has been shown to have a substantial impact on the cognitive task of

college students despite the fact that there are several undiscovered aspects and variables

that have not been evaluated (Canesares et. al., 2022). Numerous types of research,

have been done on the impact of music (Cockerton et al., 1997, Angel et al., 2010) but

3
none have looked specifically at how this particular music type affects students' cognitive

behavior, particularly at NVAC. The majority of research focuses only on music in

general and how it affects the ability of the person to think or learn and studies about

religious music discuss its transformation effects on the spirituality of a person. As

members of the younger generation where music is readily available whether it be

through the internet, mobile phones, laptops, computers, television, and other multimedia

platforms, as well as college students of NVAC who study music as one of the Bachelor

of Culture and Arts Education major courses, our top priority is to study music and arts.

With the evident effects of music on our cognitive function, the researchers have found

the purpose and motivation to conduct a study on the effects of religious music on

students' cognitive performance.

Significance of the Study

Many students listen to music for relaxation to relieve stress and anxiety when

completing difficult academic tasks (Dolegui, 2013). This study offers a fresh perspective

on music academia as it focuses on how religious music affects a student's cognitive

performance. It will give a new insight into whether patronizing religious music

positively affects one’s cognitive performance or not. The findings will also benefit the

school, administrators, teachers, and students by providing credibility and support to the

strong implementation of listening to religious music while strictly avoiding secular

music.

Delimitation of the Study

This study focuses on the effect of religious music on the cognitive performance

of NVAC college students during the collegiate year 2022-2023. The respondents are

4
NVAC undergraduate students who are enrolled in the year’s second semester. The level

of cognitive performance is limited to the test questions that the researchers provided.

Due to a dearth of literature to corroborate the study’s conclusions, the researchers turned

to other forms of music studies in connection with its effect on cognitive function in

chapter 2. In addition, this study conducts a test for the respondents to assess their

cognitive abilities rather than using the overall grade point average of the students to

determine cognitive performance. It will no longer conduct further examinations to test

cognitive performance other than the standardized examination.

Research Gap

Music has been discovered to have an impact on the brain's cognitive function in

numerous studies. The majority of studies concluded that listening to music enhances

memory, concentration, responsiveness, creativity, and other mental processes. Although

other experts dispute these assertions, the relationship between music and cognitive

function has become controversial, piquing researchers' interest and leading them to

conduct various studies on the topic. However, the subject of whether or not religious

music affects cognitive performance still exists, and the effects of religious music on

cognition have been overlooked and never addressed.

Definition of Terms

For the purpose of clarity and a better understanding of this study, the important

terminologies are defined and considered below.

Cognitive performance refers to a wide range of mental talents such as learning, thinking,

reasoning, remembering, problem-solving, decision-making, and attention (Fisher

5
 et al., 2019). This variable recognizes the performance of the respondents with or

without utilizing religious music.

NVAC college students are learners who are enrolled during the school year 2022-2023.

Religious music is a style of music performed or written for religious purposes or under

religious inspiration. White (1972) states, “These songs were made to serve a holy

purpose, to lift the thoughts to that which is pure, noble, and elevating, and to

awaken in the soul devotion and gratitude to God” (p. 291). This variable will be

used to recognize the significant difference in the cognitive performance of the

respondents.

6
 CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter contains a review of related literature that gives insights and

understanding of the problem raised in the study particularly the religious music and

cognitive performance of the college students at NVAC during the school year 2022-

2023. The researchers have used these studies and kinds of literature as the bases of this

study. These studies and pieces of literature are helpful in conducting this study.

Music and Cognitive Performance

The researchers have presented literatures that aid understand music and cognitive

performance. The significance of music and religious music particularly, explaining

cognitive performance, and effects of music on different cognitive performances are

discussed in this section. The kinds of literature presented below are essential in making

this study credible and significant.

Significance

Perlovsky (2014) states music is essential in enabling human evolution, without

music human intellect and civilizations would not exist as they do today. Music matters,

said Hesmondalgh (2013) because it has the ability to improve people's lives and society.

In 20th-century schools, music has aided in building on existing information to analyze

pupils’ cognitive growth. In their 2009 study, Portowitz et al. discovered that learning

music “exposed and illuminated more general organizing patterns important for different

disciplines” (p. 4). It is also widely used to enhance well-being, reduce stress, and distract

7
patients from unpleasant symptoms according to Kemper and Danhauer (2005), they also

added that “music also improves the quality of life for patients receiving palliative care,

enhancing a sense of comfort and relaxation” (p. 285).

Analyses of Yssseldyk et al. (2021) have revealed the significant interactions

between (ir)religious group and music type on memory, self-esteem, and mood. Listening

to music that potentially threatened one’s religious identity appeared to undermine both

performance self-esteem and actual memory performance while increasing feelings of

hostility. Bradshaw et al. (2015) also suggest “that the frequency in listening to religious

music is associated with the decrease to death anxiety and increase in life satisfaction,

self-esteem, and a sense of control” (p. 170). Religious music, according to Trauger-

Querry and Haghighi (1999), might serve this function, in part, by shifting thoughts and

energy away from the undesirable and painful aspects of life and toward more desirable

and healthy ones. Jones (1993) suggests that religious music serves as a source of

strength and meaning in the face of suffering and that it also promotes a closer

relationship with God

Cognitive Performance

Fisher et al. (2019) state that “cognitive performance refers to multiple mental

abilities, including learning, thinking, reasoning, remembering, problem-solving,

decision-making, and attention” (p. 20). According to Doyle (2017), cognitive abilities

include the capacity to find, classify, understand, employ understanding, examine and

rationalize, as well as to assess and decide for oneself. Cognitive psychology according to

Eysenck and Keane (2015) plays a massive and essential role in understanding human

cognition and is stronger because of its close relationships and interdependencies with

8
other academic disciplines. It also comprises multiple cognitive domains, such as

memory, language, vasoconstriction, perception, attention, and executive functions

according to Lezak et al. (2004). As Plomin (1999) defined cognitive ability, it is

sometimes referred to as general intelligence which is essential for human adaptation and

survival. In addition, it includes the capacity to “reason, plan, solve problems, think

abstractly, comprehend complex ideas, learn quickly, and learn from experience” (p. 26).

The seven concepts of Gardner’s Multiple Intelligences were musical, kinesthetic,

logical-mathematical, linguistic, visual-spatial, interpersonal, and intrapersonal

(Szpringer et al., 2014, p. 351). Helding (2009) discusses that there were initially three

concepts to Howards Gardner’s Theory of Multiple Intelligences containing seven

intelligences and eight supporting concepts that explained intelligence. According to

Gardner's Theory of Multiple Intelligences (Gardner & Hatch, 1989), each human being

is capable of seven largely independent kinds of information processing, with people

varying in the precise profile of intelligences that they display. Contextually oriented,

intelligence-fair tools are excellent for assessing the variety of human intelligences.

Effects of Music on Cognitive Performances

Listening to music while studying is a common occurrence among the student

population. The relationship between music and learning has been an area of interest for

researchers for many years. Controversial evidence suggests that music can enhance

cognitive performance, according to Mammarella et al. (2007). Helding (2010) states that

“music and speech start in the same section of the brain” (p. 195). Furthermore, the

research of Schlaug et al. (2006) indicated the impact of music on the intelligences is

effective on children resulting in long-term improvement in visual-spatial, linguistic, and

9
mathematical abilities. The study of Hall (1952) shows that music can enhance cognitive

abilities and others while the study of Fogelson (1973) has shown that it can interfere

with complex cognitive processes but not simple processes.

The Tennessee Educator Acceleration Model (2017) states that each lesson should

involve students in high-order thinking activities such as evaluating, applying, being

creative, and performing research. Participation in music was used to highlight student

responsiveness, creativity, and intellectual processes. According to Hollenbeck (2008),

instrumental music education increased students’ cognitive skills by 58%, affective skills

by 70%, and metacognitive skills by 71%.

Patterson (2018) believes that music is used for studying, religious purposes,

forms of entertainment, sports, making friends, and furthering academic endeavors by the

participants. Music could help, according to Kumar et. al. (2016), the student to

concentrate while studying to the extent when he or she prefers to listen to music, they

also have added that individual preferences of particular types of music seem to play a

significant role in helping the student to concentrate. Results from the study of

Schellenberg et al. (2007) indicate that (a) exposure to different types of music can

enhance performance on a variety of cognitive tests, (b) these effects are mediated by

changes in an emotional state, and (c) the effects generalize across cultures and age

groups. The study conducted by Cockerton et al. (1997) to learn about the effects of

musical distraction on cognitive task performance, the findings have demonstrated the

idea of music improves cognitive performance. It is a well-known truth that, when done

correctly, class work in music … has the effect of stimulating the cerebral powers of

those who participate in it and, as a consequence, increasing the grade of work in other

10
disciplines (MacPherson, 1992). However, according to Furnham and Bradley (1997),

there is research contradicting those results, where music was found distracting for

participants performing cognitive tasks.

Lesiuk (2005) indicates that because music fosters a positive view of the work

completed, it is frequently seen as a mood enhancer. Music’s ability to uplift one’s mood

inevitably helps students focus better when learning. Furnham and Bradley (1997) state

that the influence of music on cognitive performance has also been linked to personality

types. Pop music, in particular, serves as a distractor in the cognitive performance of both

introverts and extroverts (p. 447).

Costa-Giomi (1997) demonstrated that 2 years of piano instruction significantly

improved the verbal, quantitative, and especially spatial abilities of 10-11-year-olds,

compared with match controls and Rauscher et al. (1997) found that 2 years of keyboard

lessons significantly improved preschool children's spatial-temporal reasoning ability.

Thus, Leng and Shaw (1991) suggest that music training at an early age is an exercise for

higher brain function. Perhaps more impressive are studies which seem to indicate that

music can develop particular cognitive abilities. For example, Hurwitz et al. (1975) found

that first-grade children who had received 7 months of Kodaly music training performed

more effectively on spatial and temporal tasks, compared with matched controls

Richards (1968) stated that music lessons strengthen visual-auditory perception skills and

eye-motor coordination.

According to Lim and Park (2019), even when arousal changed following active

musical tasks, the change in arousal had no bearing on recollection. Instead, an indirect

connection between arousal and recollection is discovered: arousal change following a

11
musical task is associated with task enjoyment, and enjoyment mediated this connection

by foretelling recall. Schellenberg (2005) suggests that listening to music improves

performance on a number of cognitive tests but that these effects are only temporary and

result from the way music affects a person’s mood and arousal level, which in turn affects

how well they perform cognitive tasks. Other experiences also have similar effects. The

findings in the study of Schellenberg (2005) are consistent with the view that the positive

benefits of music listening on cognitive abilities are most likely to be evident when the it

is enjoyed by the listener.

A group of researchers examined the effects of tempo and mode on spatial ability,

arousal, and mood. A Mozart sonata was performed by a skilled pianist and recorded as a

MIDI file. The file was edited to produce four versions that varied in tempo (fast or slow)

and mode (major or minor) (major or minor).

Measures of spatial ability, arousal, and mood were completed while participants

listened to a single rendition. When listening to music at a rapid pace as opposed

to a slow one and when it was presented in major rather than minor mode,

performance on the spatial task improved. While mode manipulations affected

mood but not arousal, tempo manipulations affected arousal but not mood (Husain

et al. 2002, p. 166.).

The result of the study of Angel et al. (2010) indicated that background music can

have predictable effects on cognitive performance. Rickard et al. (2005) highlight how

music-affected animals could be a useful complement to research on people and may be

crucial in figuring out how music might be used to improve cognitive function (p. 250).

Hallam (2002) showed in his study that elementary school students who listened to

12
mood-calming music while completing mathematical problems were able to complete

more problems and solve a higher percentage of them correctly than the group who

listened to no music at all. Furthermore, Cash et al. (1997) claimed that classical music

improves cognition, and this effect may be tied to music (para. 3).

Wattanborwornwong and Klanvinitchai (2016), stated that participation in music

has been shown to evoke the thinking process, as Gardner cited in his Theory of Multiple

Intelligences, “the cultivation of music intelligence is mainly by music creation, rhythm

exercising, pitch training, background music activities, singing and ballad” (p. 302). The

findings of Curtis and Fallin (2014) revealed advancements in brain growth after the

music study by examining the psychological linkages required to learn and carry out the

neuroeducation process (p. 54). In the study of Emery et al. (2003), the result revealed

that verbal fluency significantly improved in the music-controlled condition, while there

was no cognitive change in the no-music control condition. The study offered preliminary

evidence of the beneficial effects of exercise and music consumption on cognitive

function in respondents (p. 370).

Findings from the study of Dolegui (2013) suggest that one’s favorite music can

be distracting when working on a cognitively demanding task, possibly because fewer

cognitive resources are available when attention is pulled to the lyrics, feelings, and

memories that particular music can conjure up. Therefore, according to Harmon et al.

(2009), Any change in the participant’s test average can most likely be attributed to the

condition. A recent study conducted in the Philippines (Canesares et. al., 2022) tested 21

students with different presentations of music on specific cognitive tasks. It was shown

that English lyric music and foreign lyric music may both improve memory and verbal

13
skills. Moreover, the usage of English lyric music is preferable to no music at all for

arithmetic problems. Diaz and Villanueva (2022) stated that a reading remediation

program utilizing Jazz, Pop, and Classical music as a reading supplement has the

potential to aid struggling readers. Research suggests that music have the capacity to

reinforce student’s engagement and academic attainment to improve reading performance

(St. Clair, 2014). The people in the Philippines are commonly regarded as highly musical

(Manuel, 1980) so one might presume to find this musicality permeating language

instruction and other educational processes (Rockell & Ocampo, 2014).

Synthesis

This study is concerning the effects of religious music on the cognitive

performance of NVAC college students. Furthermore, this will determine the significant

difference between the cognitive performance of the respondents with or without utilizing

religious music. The preceding investigations made a significant contribution to

substantiating the necessity for further research and strengthening the basis for this study.

Therefore, the researchers discovered reliable related literature and papers that are

required for this study.

Most of the related literatures and studies indicate the effects of music on

cognitive performance. Mammarella et al. (2007), and Schlaug et al. (2006), states that

music increases cognitive capabilities and performance as a student and learner. In

addition, Kumar et al. also agree that a crucial factor in aiding the student’s ability to

focus is listening to music. Thus, there is a study contradicting the previous studies on the

effects of music on cognitive performance. Fogelson (1973) states that music can obstruct

sophisticated cognitive functions.

14
Theoretical Framework

This research is based on five theories: Arousal Theory, Divided and Focused

Attention Theory, Topdown and Bottom-up Processing Theory, Bottleneck Theory, and

Operant Conditioning. Figure 1 depicts the concept of how these theories are related to

the current study. The informations provided are considered essential in carrying out this

study.

According to the Arousal Theory of Nickerson (2022), there are two main factors

that influence one’s level of arousal: challenge and threat. When people face challenges

or threats in their environment, it causes them to experience heightened levels of arousal.

In turn, these higher levels of arousal can motivate people to act or increase their efforts

toward achieving a goal or objective.

Sutton (2021) highlights that there is also a difference between divided attention

and focused attention (selected). Research into the former looks into how a person can

concentrate on one thing (noise, image, etc.) when there are many other things going on.

The latter investigates how we can keep our focus split between two or more stimuli.

Eysenck and Keane (2015) say that according to cognitive psychology, attention

is most active when driven by an individual’s expectations or goals, known as top-down

processing. On the other hand, it is more passive when controlled by external stimuli,

such as a loud noise, referred to as bottom-up processing. Top-down processing clearly

accelerates the interpretation of the retinal picture when familiar settings and objects are

met and can fill in the information required to perform a job (Cavanagh, 1991).

Goldstein (2011) stated that Donald Broadbent proposed the Bottleneck Theory to

explain how people can attend to just one message when several messages are presented.

15
For example, in dichotic listening experiments, where different auditory stimuli are

presented to each ear. Broadbent’s model suggests multiple processing stages, each one

progressively restricting the information flow.

According to B. F. Skinner’s Theory of Learning (1971), behaviors are developed

or conditioned through reinforcements. He referred to `this process as operant

conditioning which refers to any behavior that acts on the environment and leads to

consequences.

Mozart Theory of Rauscher, Shaw, & Ky (1993) suggested that music with a high

degree of long-term periodicity, whether of Mozart or other composers, would resonate

within the brain to decrease seizure activity and to enhance spatial-temporal performance.

(dagdagan mo ang figure)

These theories help us understand

16
Figure 1. Theoretical Paradigm

17
Conceptual Framework

This study seeks to find out the effectiveness of listening to religious music on the

cognitive performance of NVAC college students within the school year 2022-2023.

Figure 2 shows the concept of this research study wherein the respondents will have two

separate examinations. The first group will answer read and review information about the

test before the examination without listening to any religious music. The process will be

given to the second group however, they will be listening to a piece of religious music

while reading and reviewing. It also determines the significant difference between the

cognitive performance of the respondents with and without utilizing the aid of religious

music.

Naga View Adventist

College Students

Reviewing without the Reviewing with the aid of

aid of religious music. religious music.

Test Result Test Result

Difference of Cognitive
Level

Figure 2. Conceptual Framework

18
 CHAPTER 3
METHODOLOGY

This chapter presents the methodology of this study. It includes the research

design, research population, research tools, data collection, data analysis, and ethical

considerations. The summary is also given at the end of the chapter.

Research Design

This study applied a two-group test or method of experimental research to figure

out the significant difference between the cognitive performance of the NVAC college

students with and without listening to religious music. Fraenkel et al. (2011) discuss,

“Experimental research is the only type of research that directly attempts to influence a

particular variable and is the best type for testing hypotheses about cause-and-effect

relationships when done properly” (p. 265). This research approach first ascertains how

well respondents function cognitively without listening to religious music, and then how

well respondents perform cognitively after listening to religious music. Furthermore, it

determines whether or not there is a connection between the respondents’ cognitive

abilities when listening to religious music.

Research Population

The respondents of this survey are students enrolled at NVAC during the

academic year 2022-2023. The aforementioned respondents are made up of college

freshmen, sophomores, juniors, and seniors who are chosen randomly based on their time

19
and availability (see Table 1). The intended number of respondents is at least 100

individuals.

Table 1

Total Number of Participants

Year Level Population Percentage
1st Year 25 25%
2nd Year 25 25%
3rd Year 25 25%
4th Year 25 25%
Total 100 100%

Research Tools

To ascertain whether there is a significant difference in the respondents’ cognitive

performance when listening to religious music or not, this research administers two-group

examinations to the respondents. The examination is a standardized general education

question derived from Academia to evaluate the respondents’ cognitive abilities. The

examination paper that will be used for the 2 groups is composed of a 30-item multiple-

choice test. By this, the study is able to collect valid and reliable data from the

respondents.

Researcher Reflexibility

As BCAED students and aspiring teachers, we have experienced academic

difficulties and struggles in college life and we sometimes find the motivation to continue

when we focus on things we love, like music. Listening to music specifically religious

music helps to relax and focus attention, especially when studying or reviewing the

lessons. We the researchers found the motivation to make this research. We like to

conduct research that would benefit college students and also the teacher in daily life.

20
 Data Collection

To begin with the gathering of the data, a letter is written to the Academic Dean

and Dean of Student Services to ask for their permission in conducting the research.

Then, the respondents are asked for their consent to participate in the study before

collecting the data. With the respondents’ approbation, a schedule is created for the

respondents’ collective availability. Moreover, a set of questions that is a multiple-choice

exam style derived from Academia is prepared to test the cognitive performance of the

respondents.

An examination is distributed to the participants in order to gather data. The first

group will have a 15-minute reading and review period before answering the assessment

papers, without the benefit of listening to religious music. The second group will follow

the same approach but during their 15-minute reading and review period, a piece of

religious music will be used and played as a background sound. The exam contains

standardized general education questions generated from Academia to assess NVAC

college students’ cognitive capacity. To prevent the multiple choice set of questions from

being repeated, it will be rearranged and protected such that the questions are not

duplicated. The information gathered is contingent on the respondents’ correct answers.

The examination papers of the respondents are recorded, transcribed, and assessed in

light of the study’s research purpose.

Data Analysis

To analyze and interpret the data that will be collected from the respondents, table

2 weighted average or mean will be used to understand the interpretation of the cognitive

performance of the respondents in both two groups. Furthermore, table 3 will be used to

21
analyze and interpret the significant difference between the cognitive performance of the

respondents with or without utilizing religious music using the independent t-test

performance. This statistical treatment determines whether there is a change in the mean

scores between two independent groups.

Table 2

Cognitive Performance Interpretation

Score Verbal Interpretation
28-30 Outstanding
25-27 Very Satisfactory
22-24 Satisfactory
19-21 Unsatisfactory
below 19 Poor

Table 3

Significant Difference between the Cognitive Performance of the Respondents with or

without Utilizing Religious Music
Independent T-test Descriptions
Group 1 < Group 2 Group 2 result is greater than group 1.
Utilizing religious music positively affects
cognitive performance.
Group 1 – Group 2 = 0 No difference between the independent
paired samples.
Group 1 > Group 2 Group 1 result is greater than group 2.
Utilizing religious music negatively affects
cognitive performance.

Ethical Considerations

Chetty (2016) states that ethical considerations form a major element in research.

Below are the descriptions of how are we going to address the ethical issues in this

research.

1. Permission. The researchers got complete consent from the Academic Dean, the

Dean of Student Services, the Guidance Counselor, and all the participants in this

22
 study. Attached to the letter is the authorized day, time, and schedule for the

examination, as well as the location and test paper that will be used.

2. Informed consent. The individuals who will take part in the study are given a

letter of consent. The letter provides information on the study’s origins and

objectives, as well as the fact that there will be no consequences or awards

provided to the participants. Furthermore, the participants are able to withdraw or

discontinue the exam if they are not feeling well, and the data will not be counted

in any case.

3. Confidentiality. It is critical to acquire the trust and confidence of the study’s

participants since the data obtained from them is private and must be kept

confidential. The researchers would safeguard the information that was revealed

to them in order to protect the respondents from damage (physically, emotionally,

and socially) as well as their personal information.

4. Withdrawal: This study considers any situations that may arise for the participants

in this investigation. Thus, if a participant does not feel well enough to take the

exam during or before the exam, he or she may suspend or quit the exam.

5. Spreading of results. This study considers the rights of the participants to know

the results or outcome of this study. Therefore, the participants may have a copy

of the examination results if they ask.

Summary

This chapter discusses the specific strategies to make this research study possible.

The flow and procedures of the study are necessary for conducting this kind of research.

The participants of this study are the NVAC College students including the freshmen,

23
sophomores, juniors, and seniors during the school year 2022-2023 who are willing to

participate. The data gathered are analyzed and interpreted accordingly so as to the main

objective of this study.

24
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