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Introduction
The relationship between academic performance and different levels of loudness of music while studying is an interesting topic to investigate. Many students often listen to music while studying as they believe it enhances their focus and concentration. However, the impact of music, especially its loudness, on academic performance is not well understood. This research aims to explore the relationship between academic performance and various levels of loudness of music during studying.
Literature Review
Music and Academic Performance
Numerous studies have examined the influence of music on cognitive processes, including studying and academic performance. According to Thompson et al. (2018), music influences mood and arousal levels, which can affect cognitive performance. While some studies suggest that listening to music improves cognitive functioning, others argue that it can be distracting and hinder academic performance (Dobbs et al., 2011; Furley & Memmert, 2015).
In a study conducted by Keller and Landers (2014), participants who listened to music while studying performed worse on a memory task compared to those who studied in silence. This finding suggests that the presence of music, regardless of its loudness, can negatively impact certain cognitive processes. However, it is essential to determine whether the loudness of music has a more significant effect on academic performance than the mere presence of music.
Loudness of Music and Cognitive Performance
The impact of loudness on cognitive performance has been studied extensively. Research by Särkämö et al. (2008) found that while moderate noise levels can be beneficial for cognitive tasks involving creativity, higher noise levels can hinder performance. This implies that different levels of loudness of music may have different effects on academic performance.
Some studies have indicated that low-volume background music can improve focus and concentration (Cockerton et al., 1997; Furnham & Bradley, 1997). These findings suggest that low levels of loudness may not be detrimental to academic performance and may even provide some benefits. However, the effects of moderate to high levels of loudness on academic performance are still unclear.
Methodology
Participants
To investigate the relationship between academic performance and different levels of loudness of music while studying, a convenience sample of university students will be recruited. The inclusion criteria will include students who regularly listen to music while studying and have a minimum GPA of 3.0. The sample size will be determined based on power analysis conducted using G*Power software to ensure sufficient statistical power for detecting meaningful effects.
Procedure
Participants will be randomly assigned to one of four conditions: no music, low volume, moderate volume, or high volume. They will be instructed to study a specific academic task for a set duration while listening to music at the assigned loudness level. Academic performance will be measured using a standardized test relevant to the participants’ field of study, administered immediately after the study session.
Data Analysis
The data collected will be analyzed using appropriate statistical techniques. Descriptive statistics will be used to summarize the demographic information of the participants. The relationship between academic performance and different levels of loudness of music will be analyzed using analysis of variance (ANOVA), followed by post-hoc tests to examine specific group differences.
Conclusion
This research aims to contribute to the understanding of the relationship between academic performance and different levels of loudness of music while studying. The findings will inform students, educators, and policymakers about the potential beneficial or detrimental effects of music on academic performance. By examining the impact of loudness specifically, this study will provide valuable insights into whether there is an optimal level of loudness for music to optimize academic performance during studying.
