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MUSIC MNEMONICS - Glee El Blanco.pptx

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MUSIC MNEMONICS:
An Intervention
Towards Learners
Learning Recall
Glee El S. Blanco
Manat National High School
Nabunturan East District
Division of Davao De Oro
Rationale
Among the four components of
MAPEH (Music, Art, Physical
Education and Health) Subject
taught in Junior High School, as
observed during quarterly
assessments particularly in Grade
9 level, learners’ score are
generally low in music.
Rationale (cont.)
The content of music – 9
highlights the life and works of great
composers who have made
remarkable contributions to the field.
This includes different historical
periods namely Medieval,
Renaissance, Baroque, Classical,
Romantic and 19th and 20th Century
Music. More or less, this is covers one
thousand five hundred and fifty years
of musical experiences. Recalling all
important information at this level is
relatively a demanding effort.
Rationale (cont.)
Recall definitely has to be
reinforced. The ability to solve
problems is directly related to
comprehension, of which is directly
related to its foundation – the recall
(TPRI Newsletter, 2013).
Remembering important musical
information such as names of
composers, dates, and their relative
events, significant compositions and
other relevant facts regarding them is
Rationale (cont.)
With the intent to always
look for the betterment, this has
put countless educators,
researchers and scientists into
the tasks of constantly seeking
meaningful ways to address the
need, this has put the inclusion
and significance of this study.
Purpose of the Study
The study is mainly focused
in finding out the impact of
utilizing music mnemonics in the
recall of students pertaining to
the life and works of three
Romantic Vocal composers
name Giuseppe Verdi, Franz
Peter Schubert and Richard
Wagner

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MUSIC MNEMONICS - Glee El Blanco.pptx

  • 1. MUSIC MNEMONICS: An Intervention Towards Learners Learning Recall Glee El S. Blanco Manat National High School Nabunturan East District Division of Davao De Oro
  • 2. Rationale Among the four components of MAPEH (Music, Art, Physical Education and Health) Subject taught in Junior High School, as observed during quarterly assessments particularly in Grade 9 level, learners’ score are generally low in music.
  • 3. Rationale (cont.) The content of music – 9 highlights the life and works of great composers who have made remarkable contributions to the field. This includes different historical periods namely Medieval, Renaissance, Baroque, Classical, Romantic and 19th and 20th Century Music. More or less, this is covers one thousand five hundred and fifty years of musical experiences. Recalling all important information at this level is relatively a demanding effort.
  • 4. Rationale (cont.) Recall definitely has to be reinforced. The ability to solve problems is directly related to comprehension, of which is directly related to its foundation – the recall (TPRI Newsletter, 2013). Remembering important musical information such as names of composers, dates, and their relative events, significant compositions and other relevant facts regarding them is
  • 5. Rationale (cont.) With the intent to always look for the betterment, this has put countless educators, researchers and scientists into the tasks of constantly seeking meaningful ways to address the need, this has put the inclusion and significance of this study.
  • 6. Purpose of the Study The study is mainly focused in finding out the impact of utilizing music mnemonics in the recall of students pertaining to the life and works of three Romantic Vocal composers name Giuseppe Verdi, Franz Peter Schubert and Richard Wagner
  • 7. Conceptual Framework MUSIC MNEMONICS LEARNERS’ LEARNING RECALL LEARNERS’ EXPERIENCES FACTORS AFFECTING PERFORMANCE LEARNERS’ INSIGHTS A G E NO. OF W E E K S G E N D E R
  • 8. Review of Related Literature Music mnemonics in a clinical experiment has been tested to patients with multiple sclerosis (Thaut, Peterson, Mcintosh and Hoembergs, 2014). Their study proved that those patients in the music condition showed better word memory and better word order memory compared to patients in the
  • 9. Review of Related Literature (cont.) Another study conducted by Ho, Cheung and Chan (2003) revealed notable impact of music mnemonics pertaining to the development of a certain part of the brain among children. Their research shows that musical training develops the region of the brain responsible for verbal memory.
  • 10. Review of Related Literature (cont.) Experts considered that there is something special about music and memory as hearing a song triggers memory. One expert, Henry L. Roediger III, professor of psychology at the Memory Lab at Washington University in St. Louis, explains how songs easily stick in the mind (Mitchel, 2013).
  • 11. Review of Related Literature (cont.) On the other hand, there are also studies that disproved the effectiveness of utilizing music as a mnemonics device. In a study conducted by Sims (2008) found out that in a certain situation, familiar melodies can actually decrease recall.
  • 12. Review of Related Literature (cont.) Rainey and Larsen (2002) also conducted experiments on whether music can act as an effective mnemonics device or not. Results revealed that both the sung and the prose groups learned the list in the same amount of time, which means there is no difference between the two conditions.
  • 13. Research Questions QUANTITATIVE PHASE 1. What is the mean performance of the control group and experimental group as reflected in their pre-test and post-test scores? 2. Is there a significant difference between the mean scores of the control group from the experimental group? 3. Is there a significant difference between the test scores of the participants when analysed according to; - Age - Gender - Number of Weeks Tested
  • 14. Research Questions (cont.) QUALITATIVE PHASE 4. What are the experiences of the learners during the implementation of the intervention? 5. What are the factors that affect performance during the learners’ participation of the program? 6. What are the insights of the learners about the intervention being implemented?
  • 15. Significance of the Study  The findings of this study will benefit the students in improving their memory or recall and consequently, academic performance.  Results will supplement educators especially music teachers the basis in addressing the problem of short memory retention of students in dealing with facts of a noted musical figure, and probable other facts in general.
  • 16. Significance of the Study (cont.)  Music industry may also find this study interesting as they will start producing songs that are content-based in the academic set-up.  For the researchers who will conduct further studies related to this, this will help them as reference uncovering more critical ideas that will be in turn, a sounding benefit in the academe.
  • 17. Scope and Delimitation  The intervention introduced only covered the Music Mnemonics’ effects to memory retention pertaining to three musical romantic vocal figures (Richard Wagner, Franz Peter Schubert and Giuseppe Verdi) under Music component and does not cover other MAPEH components or any other subjects such as Math, Science, Language Etc.  The study was conducted to Grade –9 learners from three municipalities within the Division of Davao De Oro.
  • 18. Definition of Terms  Music Mnemonics – pertains to replacing the lyrics of a certain popular song or any song with the information or facts of a certain topic or lesson  Recall – is the ability to remember what has been learned or experienced in the past
  • 19. METHODOLOGY Research Design  Sequential Explanatory Design consisting of two distinct phases was employed. The first phase was the collection and analysis of quantitative data through Pre-test-Post-test Control Group Experimental Design. The second phase follows the collection of qualitative data in a Phenomenological Research Design through Series of Focus Group
  • 20. Research Design (cont.)  During the first phase, 120 participants were subjected to a Pre-test. Participants were then randomly assigned to experimental or control group. The Experimental Group received the intended intervention with the utilization of Music Mnemonics and provided with Mp3 copies of the songs while Control Group received the conventional lecture type and were provided with copies of the reference material used. Both groups were encouraged to study on their own and at their own pace but not obliged. Both Groups after a certain period of time were
  • 21. Research Design (cont.)  During the second phase, Five (5) from each of the experimental groups or a total of fifteen participants were subjected to Series of Focus Group Discussions.
  • 22. Sampling School Municipality First Phase Second Phase Mainit NHS Nabunturan 40 5 Camanlangan NHS New Bataan 40 5 Gabi NHS Compostela 40 5 TOTAL 120 15  Multi – Stage was the main sampling utilized followed by Purposeful Sampling during the second phase
  • 23. Research Instrument  A 45-item self-developed test was utilized for both pre-test and post-test during the first phase.  A semi-structured interview guide was utilized in the second phase.
  • 24. Data Analysis Quantitative Phase  Paired T-Test – this calculates the difference within each before and after pair of measurements, determines the mean of these changes and reports whether this mean of the differences is statistically significant. This answered Statement of the Problem No.1  Z –Test – This is used for testing differences between two large groups. This answered Statement of the Problem No.2  F-Test Anova – This answered on the question on whether there is significant difference between the test scores of the participants when analysed
  • 25. Data Analysis (cont.) Qualitative Phase  Creswell’s (2009) Six Stages of qualitative analysis
  • 26. RESULTS AND DISCUSSION (cont.) Quantitative Phase (SP No.1) (Mean performance of the experimental group) Conclusion: Experimental group performed better; Music Mnemonics is profitable since the computed t value of 8.3347786 is greater than t critical value of 1.671093 T-test: Paired two sample for means Post –test Pre-test Mean 27.633333 13. 0666667 T Stat 8. 3347786 T Critical one tail 1.671093
  • 27. RESULTS AND DISCUSSION (cont.) Quantitative Phase (SP No. 1) (Below is the mean performance of the control group) Conclusion: there is a significant increase in the performance since the t Stat Value of 4.77836322 is greater than t Critical value of 1.671 tested at 0.05 level of significance T-test: Paired two sample for means Post –test Pre-test Mean 22.116667 14.4 T Stat 4. 77836322 T Critical one tail 1.671093
  • 28. RESULTS AND DISCUSSION (cont.) Quantitative Phase (SP No. 2) (Significant Difference between control and experimental groups) Conclusion: there is a significant difference between the means scores of the two groups since the Z value of 2.325819692 is greater than z critical value of 1.644853627 tested at 0.05 level of significance Z-test: Two sample for Means Experimental Control Mean 27. 633333 22. 116667 Z 2.325819692 Z Critical one tail 1.644853627
  • 29. RESULTS AND DISCUSSION (cont.) Quantitative Phase (SP No. 3) (Significant Difference between the test scores as to AGE ) Conclusion: there is no significant difference as to age since the computed F value of 2. 6926 is less the critical value of 3.18 Source of Variation Sum of Squares Degrees of Freedom Mean Square (Variance) F Between Groups 637.1984 2 318.5992 2.62926 Within Groups 6422.159 53 121.1728 Total 7059.357 55 F critical 3.18
  • 30. RESULTS AND DISCUSSION (cont.) Quantitative Phase (SP No. 3) (Significant Difference between the test scores as to Gender) Conclusion: mean of the female participants is greater than male; there is also a significant difference when grouped according to gender since the Z value of 4. 133196 is greater than the z critical value of 1, 644854 Z Test: two samples Female Male Mean 34.05882 22.72727 Z 4.133196 Z Critical one tail 1. 644854
  • 31. RESULTS AND DISCUSSION (cont.) Qualitative Phase (Below are the emerging themes after the Series of Focus Group Discussions) Experiences Factors Affecting Performance Insights Engaging Song Choice Uniquely New Easy Learning Personal Inhibitions Boost Interest Entertaining Language Barrier Applicable Sense of Appeal Less musical Sense of Relief Combined Dialects
  • 32. Conclusion  The result in first phase showed that both groups improved, but experimental group performed better  In affirmation to Thaut et al., and Ho et al., substantiating the effects of music as a mnemonics device that enhances recall  The result in second phase revealed that the intervention can attract interest of the lesson
  • 33. Recommendation  A group of musicians within the Schools Division should be gathered for the purpose of making localized and contextualized music mnemonics  The approach must be tested in Different locality  Conduct further research on gaps and on the factors that affect better performance as revealed in the second phase