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
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
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
