Central Philippine University

Department of Social Sciences

CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

THE IMPACT OF MUSIC ON MEMORY

RETENTION

A Replicated Study

Presented to Miss Pauline Marie D. Wong, RPm, RPsy

Central Philippine University

In Partial Fulfillment

Of the Requirements for

Experimental Psychology Subject

By:

Ikia Mari Aspa

Ester Joy Belicano

Kristine Mae Catolin

Gwen Ryu Esponilla

Enrique Simon Hautea

MAY 2025
Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

Abstract

Researches has been done on the effects of music and sounds on performance in many study

areas. However, there have been mixed results about what kind of effects music have. This study

aimed to have an experiment to investigate if music had helped memorize a three-letter nonsense

syllables. The respondents of this study were the students from BS-Psychology second-year of

different blocks (N = 30, 80% females) and (N=30, 20% males) between the ages of 18-22 years

old. The experiment was consisted of two different conditions including the instrumental music and

no-music condition. The instrument used were researcher-made tests and were based on the

experiment of nonsense syllables from Ebbinghaus (1885). The first test of this experiment included

instrumental music, while the second test and last test, which is the condition, has no music used.

The first group was taking the test while listening to instrumental music, and the second group was

taking the test with no music at all. The two groups had five minutes to memorize as much as they

could in the 104 nonsense syllables. Then, they were asked to write down whatever they could

recall. This study concluded that music affects memory negatively. This means that students who

were not listening to any kind of music were able to memorize and recall more items. This study

also concluded that silence helps to detect and memorize the same nonsense syllables more than

while being distracted with music. When it comes to memorizing better keep the music down.

(abstract 1 paragraph lng na, tapos little intro about the study, respondents, research design

used, instrument, results, findings, bsan little lng. No indention justified tanan. Keywords italicized.
Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

Exclamation point not used. Research/ thesis don’t used first person

pronoun.pwedi na ma remove Ng highlighted nga part add nlng.)

Keywords: Memory, Music, Memory tests, Effects of music, Psychology students

Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

TABLE OF CONTENTS

Page

Title Page………………………………………………………………………………. i

Abstract ………………………………………………………………………………. ii

Table of Contents ……………………………………………………………………… iii

CHAPTER I. INTRODUCTION

Background of the Study…………………………………………………….…. 1

Objectives of the Study………………………………………………………… 3

Hypothesis ……………………………………………………………………... 3

Theoretical Framework………………………………………………………….5

Conceptual Framework………………………………………………………….6

Definition of Terms……………………………………………………………...7

Significance of the Study………………………………………………………..8

Scope and Limitation of the Study…………………………………………,,,….9

CHAPTER II. REVIEW OF RELATED LITERATURE………………………….…..10

Synthesis…………………………………………………………………….…..17

CHAPTER III. RESEARCH DESIGN AND METHODOLOGY

Research Design……………………………………………………………..…..18

Target Population……………………………………………………………..…18

Sampling Procedure……………………………………...…………………..….19

Instrumentation…………………………………………………………………. 20
Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

DataCollection

…………………………………………………………………..23

Data Analysis…………………………………………………………………….24

Ethical Considerations……………………………………………………………25

CHAPTER IV. RESULTS AND DISCUSSIONS

Demographic Profile……………………………………………………………..27

Results……………………………………………………………………………29

Discussion……………………………………………………………………….. 32

CHAPTER V: SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS

Summary………………………………………………………………………….34

Major Findings……………………………………………………………………35

Limitations………………………………………………………………………..36

Conclusions……………………………………………………………………….36

Recommendations………………………………………………………………...37

CHAPTER VI: REFERENCES AND APPENDICES

References…………………………………………………………………………39

Appendix A. Informed Consent…………………………………………………...46

Appendix B. Letter of Reservation …………………………..…………………...47

Appendix C. Demographic and Answer Sheet……………………………………48

Appendix D. Statistical Output..………………………………………………….49

Appendix E. Table of Contributions….…………………………………………..50

Appendix F. Photo Documentations……………..……………………………… 51

Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

CHAPTER 1 (not roman numeral)

INTRODUCTION

Background of the Study (not bold)

In this present day generation dominated by constant distractions and cognitive overload,

Memory Retention has become a growing concern among educators, parents, psychologists, and

neuroscientists. This noticeable decline in student’s ability to retain and recall information has

led the Harvard Psychologist Daniel Schacter to release an updated version of his book exploring

memory research on ability to recall, highlighting the underlying causes and contributing factors

in the decline of memory (Cox, 2024) .

In a study recently published in Scientific Reports, researchers from the University of

Tsukuba have revealed that music with a groove, known as groove music, has significantly

increased measure of executive function and associated brain activity in participants who are

familiar with the music. (2022). Researchers from the University of Tsukuba performed brain

imaging on study participants while they completed a colour-word matching task. The 58

participants did the same colour-word matching task before and after they listened to three

minutes of groove music or white noise. They also completed a survey about their subjective

experience of listening to 'groove' music. Scientists imaged the left dorsolateral prefrontal cortex

(l-DLPFC), a region of the brain associated with executive function, while they took the task.

They found that the groove rhythm increased the executive function and l-DLPFC activity in

participants who felt a 'greater groove sensation' or more alert after listening. This research

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Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

endeavors to addressed the inconsistent findings regarding music's impact on

memory. Despite various existing studies, it remained unclear whether music aided or hindered

the memorization of different types of information.

The study seeks to explore the following questions:

1. Does instrumental music aid in the memorization of nonsense syllables?

By investigating these questions, the study aimed to provide a clearer understanding of

how music affects memory performance.

Objectives of the Study (not bold)

General objective: (pwedi nani ma remove)

To investigate the impact of music (instrumental and no music) to the memory

performance (memorization and retention abilities) of students.

Specific objectives:

1. To determine the effects of instrumental music on memory performance on students'

ability to memorize and recall information.

2. To assess the influence of no-music on memory performance compared to studying

with background music.

Hypothesis (not bold)

The study consists of two hypotheses:

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Department of Social Sciences
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H1: Instrumental music enhances short-term memory retention in

comparison to the no-music control condition.

H2: No-music condition does not affect nor boost short-term memory.

Theoretical Framework (nb)

To support this study, Baddeley and Hitch's Working Memory Model (1974) were

applied to determine the effect of music on short-term memory. It included the central executive,

which managed attention and coordinated two subsystems; the phonological loop (for auditory

information) and the visuospatial sketchpad (for visual and spatial information). This theory

illustrated that people had performed two tasks simultaneously if they involved different

processing systems. However, it became challenging to perform two tasks at the same time if

they rely on the same slave system, such as the phonological loop or the visuospatial sketchpad.

This was because each slave system has a limited capacity, making it difficult to process multiple

streams of similar information simultaneously. In this study, both the phonological loop,

listening to background music, and the visuospatial sketchpad, reading the three-letter nonsense

syllables, were utilized. This sensory information was first processed by perceptual modules

before being transferred to storage buffers, which temporarily hold the information. Baddeley

(1986) suggested that the central executive in working memory functions as a controller of

attentional processes and manages cognitive tasks. It decided which issues to focus on and which

to ignore, and integrated information from various sources, including long-term memory, with

the helped of the phonological loop and the visuospatial sketchpad.

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Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

Another theory that helped support this study was the Rauscher et al

Mozart effect theory (1993) suggesting that listening to Wolfgang Amadeus Mozart's music has

temporarily enhanced performance on certain cognitive tasks and processes. This effect implied

that exposure to Mozart's compositions might boost specific types of mental functioning, such as

spatial-temporal reasoning or other related cognitive abilities, for a short duration. Rotaru et al

(2012) hypothesized that they observed a priming phenomenon in the neural pathways

responsible for processing both complex musical tunes, and certain spatial tasks. They suggested

that once the relevant brain area was activated by listening to music, subsequent tasks are

performed more quickly and smoothly.

Conceptual Framework

The researchers seek to determine whether this experimental study aimed to investigate if

instrumental music can help to memorize tests like nonsense syllables, with the control variable

of no music at all.(pwedi nani ma remove guro)

According to Naveen Kumar (2016), music affected memory. Music during a study or

learning phase hindered memory but increased mood and sports performance. The aim of this

experiment was to investigate whether music, either lyrical or instrumental, helped to recall the

three-letter nonsense syllables obtained from Ebbinghaus (1885).

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Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

Figure 1 below shows the independent and dependent variables of the study.

(Focus kmu sa aim ka study nyo.)

Dependent Variables Independent Variables

Impact of Music on Memory

Retention of 2nd Year BS-Psychology a. With music/ Instrumental
b. Without music
(Student’s ability to memorize and
recall information)

Statement of the Problem:

Original study:

The experimental study aimed to investigate if lyrical and relaxing instrumental music

can help memorize different tests, such as nonsense syllables derived from the three-letter

nonsense syllables from Ebbinghaus (1885), numbers, and rhyming poems.

Replication:

The experimental study aimed to investigate if instrumental music can help to recall the

nonsense syllables derived from the three-letter nonsense syllables of Ebbinghaus (1885).

Further, we aimed to answer the following research questions:

Specific Statement of the Problem:

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Department of Social Sciences
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1. Does instrumental music have a statistically significant effect on

short-term memory retention?

2. Is there a statistically significant difference in short-term memory retention between

participants exposed to instrumental music and those in no music at all? (pwedi mni

e butang sa babaw po depend isa format nyo mn ini)

Definition of Terms

Short-term memory - this refers to the cognitive principle concerning the small amount

of information humans can retain in their minds simultaneously (Encyclopaedia Britannica,

2023).

In this study, short-term memory refers to the cognitive performance of the students in a

free-recall task.

Recall - It is the act of retrieving information or events from the past while lacking a

specific cue to help in retrieving the information (Ferguson, 2017).

In this study, recall refers to the ability of students to correctly list down as many of the

three-letter nonsense syllables given in a short period of time, specifically in under 5 minutes.

Instrumental music - A music intended to be performed by a musical instrument or

group of instruments (vocabulary.com, 2024).

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Central Philippine University
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In this study, instrumental music has the same definition which refers to a

music with no vocals and purely musical instruments, particularly the researchers used a classical

music by Bach Brandenburg Concerto no. 4 in G major.

Significance of the Study

This study will be beneficial to the following:

The Students. The results of this study will greatly benefit the students in terms of their academic learnin

The Educators. The results of this study will guide educators to design focused learning spaces and stude

The School. The results of this study will assist academic administrators and

the college curriculum in assessing the cognitive performance of students and improving their learning strategies

The General Public. This study will provide the general public awareness about the influence of the diffe

grocery list, phone numbers, and names).

Future Researchers. This study will provide valuable insights for the future researchers.

This will give them evidence-based data for their future studies related to music and their

impact on short-term memory.

Scope and Limitations

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Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

This study used a quantitative research design. The researchers conducted

a face-to-face experiment to evaluate the impact of music on short-term memory in a conditioned

setting. It focused on one condition: instrumental music. In addition, a simple random sampling

method was utilized to ensure each student had an equal chance of being included. The selected

respondents were initially a total of 30 second-year BS Psychology students enrolled in the

second semester Academic Year 2024-2025 of Central Philippine University.

CHAPTER II

REVIEW OF RELATED LITERATURE

Statistics on individual music preferences when recalling

The impact of music on cognitive performance, especially short-term memory, is a

complex subject. Many people enjoy listening to music while doing cognitive tasks, but there is

ongoing debate about how it affects performance. A recent study looked at how music, lyrical

and instrumental, influences cognitive tasks. A 2020 meta-analysis by De la Mora Velasco and

Hirumi found that the overall effect of background music on cognition was inconclusive, as

positive and negative effects seemed to balance each other out. One possible factor contributing

to this variability is the presence of lyrics. While a systematic review didn't establish a clear link

between the type of music and its effects, a meta-analysis focused on reading revealed a more

pronounced negative impact of music with lyrics compared to instrumental music (Vasilev et al.,

2018). To delve deeper into this, researchers studied the effects of music with lyrics and

instrumental music on short-term memory.

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Central Philippine University
Department of Social Sciences
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Lopez Jaena St., Jaro, Iloilo City

A recent survey showed that people listen to music about 40% reading or

writing, and 20% while memorizing (Goltz & Sadakata, 2021). Other surveys have reported

these percentages as 60% while studying and 20% while reading (David et al., 2015; Kiss &

Linnell, 2022). Overall, opinions on the impact of background music vary, but individuals who

study music generally consider it advantageous (Goltz & Sadakata, 2021).

Although there are limited studies on the subjective impact of music, the consensus is

that people have limited awareness of its influence. For example, a study by Hallam and Godwin

(2015) found that stimulating music negatively affected performance despite being perceived as

more enjoyable and beneficial. Another study by Christopher and Shelton (2017) indicated that

background music hindered performance in reading and arithmetic tasks, yet participants were

unaware of its detrimental effect. Overall, the need for more literature suggests a lack of

awareness regarding the influence of music on performance. Students often enjoy studying music

and do not realize its true impact.

In conclusion, the influence of music on cognitive performance, particularly short-term

memory, is intricate and varies based on factors such as the presence of lyrics and the type of

music. While many individuals believe music assists their cognitive tasks, research yields mixed

results, with some studies suggesting that background music, especially with lyrics, can

negatively impact tasks such as reading and arithmetic. This study seeks to explore these

dynamics and offer insights into optimizing lyrical and instrumental music use for cognitive

activities.

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Department of Social Sciences
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Lopez Jaena St., Jaro, Iloilo City

Short term memory

Short-term memory refers to the ability to retain a limited amount of information in the

mind and access it quickly for a short amount of time (Cherry, 2023). While the terms "short-

term memory" (STM) and "working memory" (WM) are often used interchangeably (see Norris,

2017), there are studies that distinctly refer to their slightly different processes. STM is typically

seen as the temporary storage of information, while WM encompasses both storage and

manipulation of that information (Cowan, 2017).

Studies like Miller's classic research in 1956, which proposed the "magical number

seven" as the capacity of STM, often use simple span tasks to estimate this capacity. Hermann

Ebbinghaus, a pioneer in memory research, also contributed to our understanding of STM

through his experiments on memorizing nonsense syllables in the late 19th century. These

studies laid the groundwork for further exploration into the mechanisms of memory storage and

processing.

The Impact of Music in Memory

The impact of music on cognitive functions, particularly memory and concentration, has

been extensively researched and debated. Some studies suggest that music can improve cognitive

performance and elevate mood, while others indicate potential adverse effects, especially in tasks

requiring high levels of concentration and memory retention. This paper delves into the intricate

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relationship between music and memory, focusing on various aspects such as the

type of music, individual preferences, and specific cognitive tasks.

Christopher and Shelton (2017) revealed that music negatively affects overall reading

performance. They emphasize the importance of attention in managing the distractions caused by

music and sounds during specific tasks. Their study shows that short-term memory, or working

memory, plays a role in moderating the impact of music on reading performance.

As opposed to the study conducted by Naveen Kumar (2016), they found that students

generally have a positive attitude toward listening to music while studying. This preference could

be related to the current preferences among the student population, many of whom enjoy music.

Interestingly, students only occasionally listen to music while studying, with most doing so only

when appropriate. A small group of students mostly listens to music while studying. This

behavior might be based on the idea that music is a motivational tool and a mood enhancer.

According to Kumar's findings, 75% of participants demonstrated improved concentration with

slow music.

Conversely, the lowest concentration was observed in tasks completed without music,

with only 31% of participants answering all questions correctly. The study suggests that students

benefit from listening to pleasant or soft music during tasks, enhancing their concentration. In

contrast, louder and faster music becomes noise, disrupting their ability to perform tasks and

decreasing their concentration (Kumar 2016).

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Anyanwu (2015) argued that music-induced positive mood elevation

inevitably enhances student concentration while studying. Furthermore, Emeka Anyanwu

reported a positive relationship between background music and learning in a dissection

laboratory experiment. The study concluded that background music can reduce student stress, as

evidenced by significantly higher examination scores under the influence of background music.

Additionally, background music effectively reduced the number of teacher prompts needed for

academically weak students during curricular activities.

The Impact of Instrumental Music on Memory

The effect of classical music on cognitive performance, particularly on short-term

memory, has attracted significant attention in research. Previous studies (Smith et al., 2020;

Johnson & Williams, 2019) have suggested that classical music can positively impact short-term

memory. This type of music, with its complex melodies and regular rhythms, has been found to

stimulate brain activity and aid cognitive processes such as recall (Battista, 2019). Music serves

various purposes, from being an art form and a source of entertainment to acting as a form of

therapy and meditation for the mind and body. However, music can be distracting and unhelpful

if played too loudly (Sharma, 2019).

According to a study by Singh, Mohan, and Kathrotia (2019), music did not significantly

affect short-term memory. However, when the tone of the music matches the emotion of what is

being seen, it may aid in memory encoding and recall. Research has shown that Mozart's music

positively impacts brain activity, and listening to "Sonata for Two Pianos in D Major" can

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enhance mental ability (LeMind, 2012). On the other hand, a study by Giannouli

(2017) suggested that classical music may only improve mood and not short-term memory in

healthy adults. As there is no existing study on the effects of "Symphony No. 40" by Mozart and

"Never Get to Me" by Deaf Election on recall ability, researchers aimed to understand the impact

of these two pieces on short-term memory, specifically on the Digit Span scores of the

participants. Rock and classical music were chosen because they have distinct effects on the

dependent variable. Both types of music were played at only 30% volume, which is equivalent to

6 on a scale of 1 to 10 for loudness in the location of the experiment.

While few studies have considered the subjective impact of music, the consensus is that

people need more awareness of this topic. Hallam and Godwin (2015) examined the effects of

calming versus exciting music (compared to silence) on children's story-writing quality. The

findings revealed that exciting music impaired performance, although perceived as more

enjoyable and beneficial.

In summary, the impact of classical music on cognitive function, particularly short-term

memory, is a complex and intricate topic. Previous research has suggested that classical music

may enhance short-term memory due to its complex melodies and consistent rhythms. However,

other studies have produced mixed results, suggesting that the emotional content and volume of

the music also play significant roles. This current study aims to explore the effects of Mozart's

"Symphony No. 40" and Deaf Election's "Never Get to Me" on short-term memory, specifically

by using Digit Span scores. By examining these distinct musical genres, this research contributes

to a better understanding of how different types of music affect cognitive function.

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Department of Social Sciences
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Lopez Jaena St., Jaro, Iloilo City

Synthesis

After the analysis of these many studies, there isn't clear evidence on whether or not

background music may potentially enhance cognitive performance. The reviewed literature

provides information regarding the effects of background music on memory in regards to factors

such as type of music, individual preferences, and specific tasks. Studies show that there are

about 40% and 20% of people who listen to music while reading and memorizing respectively

(Goltz & Sadakata, 2021). Short-term memory, also known as working memory, involves the

temporary storage and manipulation of information (Cowan, 2017). Classic studies like Miller's

"magical number seven" and Ebbinghaus's work on nonsense syllables laid the foundation for

understanding memory processes.

The impact of music on memory and cognitive tasks is debated. Some studies suggest

music can improve mood and performance (Anyanwu, 2015), while others show potential

adverse effects (Singh, et al., 2019), especially in tasks requiring concentration and memory. For

instance, classical music, with its complex melodies and rhythms, is thought to positively impact

short-term memory (LeMind, 2012), but the emotional content and volume of the music also

matter (Giannouli,2017). Recent research explores how music with lyrics affects cognitive tasks

like reading comprehension and working memory (Chew et al., 2016). While some studies show

negative effects of music with lyrics, others indicate the impact may vary based on familiarity

with the language (de Groot and Smedinga, 2014). Overall, the relationship between music and

cognitive processes is complex and requires consideration of various factors in experimental

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design.

CHAPTER III

METHODOLOGY

Research Design

This study was conducted using the quantitative research methodology which utilized a

between-subject design, wherein participants were placed in each of two treatment conditions

through random assignment. The between subject design was composed of two groups (control

and experimental group), instrumental, and no music instruction. In each treatment, a different

set of participants were subjected.

Target Population

The target population of the study comprised second-year students enrolled in the

Bachelor of Science in Psychology program during the second semester of the Academic Year

2024–2025 at a private higher education institution (HEI) in Iloilo City. The inclusion criteria

were as follows: (1) the participant must be a second-year student (regular or irregular) enrolled

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in the Bachelor of Science in Psychology program; (2) currently enrolled in a

private HEI during the specified academic period; (3) at least 18 years of age; and (4) must have

voluntarily agreed to participate in the study. Exclusion criteria included students who were in

their first, third, or fourth year of the program, those enrolled in other degree programs, and

individuals who did not meet the inclusion requirements.

Sampling Procedure

Original

The participants were students from different faculties of the University of Prishtina

“Hasan Prishtina” and Heimerer College (N = 74), with 75% being female, and aged between 18

and 22 years. A majority of the participants (57.8%) having only one preferred music genre,

with R&B being the most favored (21.6%). Above half of the participants (54%) listen to music

while studying.

Replication

The participants were second-year BS Psychology students of Central Philippine

University who were enrolled for the second semester of Academic Year 2024–2025. From a

total population of 148 students, the researchers obtained a sample size of 30. The respondents

were selected using probability sampling, specifically simple random sampling, with the aid of a

computer-generated method. An online tool, Research Randomizer

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(https://www.randomizer.org/), was used to randomly select numbers

corresponding to students listed in alphabetical order. This method was utilized to minimize bias

and enhance the representativeness of the sample.

Instrumentation

The study was conducted in a face-to-face classroom setting, with all participants having given

their informed consent prior to participation. Data collection was facilitated through an answer

sheet with two parts:

This research employs Ebbinghaus's meaningless syllables to guarantee that participants'

performance is solely affected by their cognitive processing during the study without being

influenced by any previous knowledge. This method provides valuable insights into how

different kinds of music impact memory tasks, contributing to a detailed understanding of how

music affects cognitive functions in educational settings. These results can help shape strategies

for improving learning environments and student outcomes by thoughtfully using background

music instrumentation

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In this experimental study, two tests were designed based on Ebbinghaus's

nonsense-syllable experiment (1885). The first test involved presenting 104 nonsense syllables to

participants while they listened to Instrumental music. The second test was the control group,

presenting 104 nonsense syllables without accompanying music. These tests were administered

prior to the actual experiment. The type of music used is Classical music (Bach et al. no. 4 in G

major), which is instrumental music.

Figure 2. A shows the nonsense syllables used for the study. Retrieved from:

https://www.crumplab.com/cognition/slides/L10_Memory_1/L10_Memory_1.html?

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fbclid=IwAR392eUEfUNprrFGCME_25Oz9-ce4chI-8n6hXEV9XP-

tGJJBu5hnWLA-84#/nonsense-syllables

Part Three. Objective Free Recall Type Test. Selegi (2019) categorizes tests into two types:

objective tests and subjective tests. Objective tests are scored based on predetermined answer

choices, with each question having only one correct answer. On the other hand, subjective tests,

also known as essay or essay-form tests, are scored subjectively, considering individual

considerations. The scoring of subjective tests is influenced by the subjectivity of the scorer

(Mardapi, 2015). Objective tests are commonly used for questions with clear-cut answers, while

subjective tests are often employed in social sciences, where answers can be broader and more

diverse.

The objective test is one of the most commonly used methods for evaluating student

learning outcomes (Rahmawati & Huda, 2022). The term "objective" in this context means that

this test's scoring is based on an impartial assessment of the answers. Consequently, the examiner

can objectively score the responses to the questions (Rukajat, 2018). This type of test comprises

questions with multiple-choice answers that test takers must choose from. The test maker

provides the answer options, and students must select one of the provided answers. Objective

tests are practical for evaluating a wide range of knowledge and are conducive to

straightforwardly assessing students' responses. They are also known as short-answer tests

because they only require students to provide concise answers, typically by selecting codes that

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correspond to the provided answer options, such as by marking, circling, or

shading in the chosen answer.

This experimental study examines the assessment of an objective-type free recall test in

which participants are asked to memorize three-letter nonsense syllables for five minutes and

then recall them within five minutes.

Data Collection:

Authorization to obtain the whole population of an HEI’s 2 year BS Psychology students

nd

was first obtained from the Social Sciences department office. Then, a letter to the dean was

proposed. Approval to conduct was sought from Ms. Pauline Marie D. Wong, Rpm, RPsy

(Social Sciences Department, Faculty) and the researcher’s instructor in Experimental

Psychology. The researchers conducted a face-to-face experiment that lasted a day, which

consisted of three different groups of participants to determine the impact of music (lyrical and

instrumental) and no music at all, in short-term memory. Once the target respondents were

established after using a randomized sampling method, the researchers submitted a list of the

selected respondents per each block representative through a social media platform, specifically

the Messenger app.

The researchers made a group chat in Messenger, including the selected participants, to

request their participation in the study. The researchers made a poll for the availability of the

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participants to conduct the study, but not all of the participants voted “Yes”,

others have voted “No” due to conflict and personal reasons. Before conducting the experiment,

an informed consent form was given to the participants to indicate their rights to participate in

the study. At any time, the respondents may withdraw their consent and refuse to answer any

questions.

After obtaining the data, a debriefing was done wherein researchers informed the

participants about the nature of the study and where their data would be disposed of. The

researchers then collected, verified, encoded, and scored the results from each of the three

different groups. The data, including the participants' responses and results, was stored in a

secured laptop while the hard copies were kept in a long white secured folder in one of the

researcher’s file organizers.

Data Analysis

A. Original

Data were collected from students from different faculties of Prishtina “Hasan Prishtina”

and Heimemer College to determine the impact of music on the memory performance of

university students. A total of [insert number] students participated. In the first phase of the

experiment (day 1), students were tested to create three balanced groups based on their initial

performance. In the second phase (day 2), the groups were exposed to different conditions: the

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first group took tests without music, the second group with lyrical music, and the

third group with instrumental music.

Individual scores from the tests were analyzed using descriptive statistics (mean, standard

deviation) and inferential statistics. ANOVA was used to test for significant differences among

the groups (no-music, lyrical music, and instrumental music). The analysis revealed significant

differences in performance on the "same nonsense syllables" (p = 0.002) and "rhyming lines of

poems" (p = 0.015) tests between the no-music group and both music groups. Specifically, the

no-music group performed significantly better in memorizing and recalling these items. The p-

values indicate strong evidence against the null hypothesis, suggesting that the observed

differences in memory performance between the groups are unlikely to have occurred by chance.

B. Replication

Data were collected from 2nd year Bachelor of Science in Psychology students from

three different blocks of Central Philippine University to determine the impact of music on

memory performance. A total of 30 students participated. The study followed the same three

conditions as the original experiment: no music, lyrical music, and instrumental music.

Individual scores from each condition were analyzed using descriptive statistics (mean, standard

deviation) and inferential statistics. The results from the one-way ANOVA indicated no

significant differences in memory performance between the groups (F (2, 27) = 1.041, p =

0.367). Since the p-value (0.367) is greater than the conventional threshold of 0.05, we fail to

reject the null hypothesis. This suggests that the type of background condition (no music, lyrical

music, or instrumental music) did not significantly affect overall memory performance. Possible
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explanations for the lack of significant findings could include differences in

participant demographics, experimental conditions, or contextual factors.

Ethical Considerations:

(Summarized Version)

The researchers’ chosen replicated study was approved by Ms. Pauline Marie D. Wong,

RPsy, Experimental Psychology Professor. Informed consent was obtained from the participants.

The main purpose of the study was discussed by the researchers after conducting the experiment

to avoid bias and to avoid being confounded, along with its benefits and potential risks, was

explained to them. Each of the participants was provided with a token for their participation;

specifically, the researchers gave them biscuits and candies.

The study is designed to be non-harmful and non-deceptive. However, as stated in the

informed consent, the participants may withdraw at any time if they feel uncomfortable.

Participation is entirely voluntary and not coerced. All data, including names, will remain

confidential and only accessible to the researchers, even after the study concludes, to protect the

participants' rights. The researchers have taken measures to ensure the participants' safety

throughout the experiment.

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CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the summaries of data, results of analysis and implications of the

result obtained from 30 respondents. The experiment was given to 2nd year BS Psychology

students of the school year 2024-2025 at Central Philippine University on May 8, 2024. The data

from the experiment were statistically analyzed through IBM SPSS (Statistical Package for the
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Social Sciences) Statistics version 23. The findings were systematically discussed

according to the specific statement of the problem of this study which aims to answer the

following research questions:

1. Does instrumental music have a statistically significant effect on short-term

memory retention?

2. Is there a statistically significant difference in short-term memory retention between

participants exposed to instrumental music and those in no music at all?

Demographic Profile

Total Sample size: 30 students (15 participants per condition)

Demographic Variable: Gender

Gender Distribution:

Table 1.

Profile of students when classified according to gender under 2 control groups.

Variables f Percentage (%) Total (%)

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Condition A (Instrumental)

Male
1 3.33%

50%
Female
14 46.67%

Condition B (No-music)

Male
3 10.00%

50%
Female
12 40.00%

Total 30 100% 100%

Table 1 shows the breakdown of participants in this study when classified according to

gender and the conditions they were assigned to. There are two conditions: instrumental music

and no music at all. In total, there are 30 students involved in this study. Condition A

(Instrumental music): There was 1 male (3.33%) and 14 females (46.67%). Condition B (No music):

There were 3 males (10.00%) and 12 females (40.00%). The data in the table also shows that

females have a higher number of participants followed by males.

Results

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Table 2. Descriptive Statistics

Number of Recalled Items Scale Score

Conditions N Sum Mean Standard Deviation

A. Instrumental 15 129 8.6 4.47

B. No Music 15 120 8.0 3.72

Table 2 compares memory retention of the experimental group (instrumental music) with

the control condition of no music after the participants received the treatment . According to the

data presented, both groups (instrumental and no music) obtained equal participants (N=15,

N=15). This means that participants are equally distributed before the experiment is conducted.

In the data presented, all of the participants have an equal opportunity to participate to ensure the

integrity of the data and to understand the underlying factors of the study (Bozic, 2024).

Table 2 focuses on the number of correct nonsense syllables remembered and recalled by

participants in each condition. The results show that participants in the instrumental condition

recalled significantly more correct nonsense syllables therefore gaining a mean score of 8.60 and

standard deviation of 4.47, indicating the highest mean score and standard deviation compared to

the no music condition (M=8.0, SD=3.72). This suggests that memory retention was best with

music. According to Zatorre and Zarate (2020), instrumental music has cognitive benefits

because of its complexity in a way-structured manner through harmony. Indicating that

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instrumental music could enhance attention and memory-related cognitive

processes (Dacillo et al., 2025).

Furthermore, the comparison between the instrumental music and no music conditions

showed a smaller difference in mean scores, with instrumental music having a slightly higher

mean (M=8.6) than no music (M=8.0). However, the more significant standard deviation in the

instrumental music condition (SD=4.47) suggests more significant participant performance

variability, indicating that individual differences and preferences might influence how

instrumental music affects memory performance.

Table 3. T-test for Independent group

Group Statistics

GROUP N Mean S. D. SE M t-prob p- value

SCORE INSTRUMENTAL 15 8.60 4.47 1.15 0.602 .552

NO MUSIC 15 8.00 3.72 .96

p-value > 0.05 (no statistically significant difference)

Table 3 shows that there is no statistically significant difference between groups and

within the group of lyrical music, instrumental music and no presence of music. As the t-statistic

is 0.602 with a p-value of 0.552, which is much higher than the threshold of 0.05 for

significance. Thus, we fail to reject the null hypothesis, which states that instrumental music and

no music does not significantly affect short-term memory performance. Even though the data

show high mean for participants on instrumental music which translates to a positive effect on

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memory retention still is not enough evidence to guarantee that instrumental

music improves memory retention. The relatively high p-value (p = .44) suggests that the

observed difference in mean scores is likely due to random variation and chances rather than a

real effect of background music.

Discussion

This study aims to investigate the impact of instrumental music on memory performance.

We hypothesized that instrumental music would hinder the effectiveness of memory retention

compared to no music. In order for us to test these hypotheses, participants were divided into two

groups and their performance on a memory task was measured. The results of the T-Test, as

detailed in the table, indicated that there were no significant differences in short-term memory

retention with an T-statistic that is 0.602 and a p-value of 0.552. The result of this study is in

agreement with the general conclusion of the study conducted by de la Mora Velasco and

Hirumi (2020), which found that background music can have both positive and negative impacts

on cognitive function resulting in a neutral effect. While our results align with their conclusion in

terms of statistical significance, there is a notable difference in the mean scores. Participants

exposed to instrumental music in our study performed slightly better, although not significantly

so, with a mean of (M=4.47) . Various factors contribute to the variability of music's effects on

individuals. One significant factor is the participants are already used to studying with

background music, potentially reducing its disruptive impact which could be a confounding

variable. Another visible factor is that the participants may possess inherently strong cognitive

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abilities which could make them less susceptible to the influence of background

music. Thus, the use of background music may neither significantly hinder nor enhance memory

retention or performance. While some recent studies have not established a clear link between

the type of music and its effects, their study specifically focused on reading comprehension and

highlighted that music with lyrics may have a more pronounced detrimental effect compared to

instrumental music (de la Mora Velasco et. al 2020).

Significant Differences Between Two Condition

These findings suggest that the presence of background music (instrumental) did not

significantly impact the short-term memory retention of the participants. The p-value of 0.552 is

substantially higher than the conventional alpha level of 0.05, indicating that any observed

differences in memory retention between the groups are likely due to random variation rather

than the effect of background music.

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CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS

Summary

In this quantitative descriptive study, the researchers investigated the influence of

music (both lyrical, instrumental, and no music) on students' short-term memory performance,

specifically their memorization and retention abilities. The researchers administered 104

nonsense syllables adapted from Ebbinghaus (1885) to thirty-second-year BS Psychology

students from a private higher education institution. The students participated in an objective free

recall task to evaluate their memorization.

For the data analysis, the researchers conducted an in-depth examination of the data using

SPSS, which stands for Statistical Package for the Social Sciences. The statistical approach

encompassed a range of methods, including descriptive statistics (e.g., mean) and variability

(e.g., standard deviation) and inferential statistics such as One-Way ANOVA, allowing for the

researchers to draw conclusions about the data beyond the immediate sample.

This study aimed to achieve the following objectives:

1. To assess the impact of lyrical music on students' memory performance in terms of

their ability to memorize and recall information.

2. To evaluate the influence of studying with no music compared to studying with

background music on memory performance.

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3. To determine the effect of instrumental music on students' memory

performance regarding their ability to memorize and recall information.

Major Findings

It has been found that the total number of participants in this was 30, where 6 (20%) were

male. and 24 (80%) were female. In our replicated study aimed to investigate the effect that

music has on short-term memory. Based on the results of the study, music negatively affected

short-term memory. Because the highest test scores among the three conditions which are the

lyrical music group, the instrumental music group and the no-music group, is the group that has

not been exposed to music. Our first hypothesis, which proposed that lyrical music impairs short-

term memory compared to a no-music condition, was validated. The data revealed significant

differences between the no-music group and the lyrical music group, with the no-music

participants memorizing and recalling more nonsense syllables.

Our second hypothesis, suggesting that instrumental music enhances short-term memory

compared to no music, was not supported. And lastly, our third hypothesis which states that no-

music condition does not affect nor boost short term memory, was also not proven. The no-music

group outperformed both the lyrical and instrumental music groups in detecting and

remembering the nonsense syllables. Therefore, we conclude that memorizing and recalling

nonsense syllables is less effective when music-whether lyrical or instrumental is present.

Without music, the participants are better able to encode, memorize, and recall the syllables.

These results suggest that music acts as a distraction, hindering the participants’ ability to detect,

memorize, and recall nonsense syllables.

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Limitations

1. The generalization of the research results was limited to 2nd-year Bachelor of Science

in Psychology students. All the respondents take up the same collegiate program and are all in

the same year level. Therefore, these results might not be generalizable to other students taking

up other programs and are at different year levels.

2. The most significant limitation is the sample size 30, with unbalanced genders. This

was out of the control of the researchers because availability among the target area of students is

crucial at the time of conducting the experiment.

3. The main material used for the experiment of memorization and retention is the

nonsense syllables from Ebbinghaus (1885). There was no use of numbers and rhyming poems

as materials, in contrast with the original study.

Conclusions

Original

Based on the findings of this study we conclude that trying to memorize and recall

rhyming lines of poems while listening to music—lyrical or relaxing music, it does not matter—

is less effective than memorizing them without music at all. In other words, without the

distraction of music, students are able to code, memorize, and recall rhyming lines of poems

better. Furthermore, according to the findings of this study, we also conclude that music is a

distraction to students, making them unable to detect, memorize, and recall the same nonsense

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syllables. Although one out of three same nonsense syllables was detected and

memorized from all the students in every group, participants in the no-music group did better in

comparison to other groups.

Replication

The study concluded that background music, whether lyrical or instrumental, does not

significantly impact short-term memory performance compared to no music. However,

participants generally performed better without music, suggesting that both types of music might

interfere with memory-related cognitive processes. Lyrical music appeared to have a slightly

more negative effect, potentially due to the extra cognitive load of processing lyrics.

Additionally, there was more variability in memory performance with instrumental music,

indicating that individual differences might influence how instrumental music affects memory.

Overall, while background music did not show a significant impact, these patterns highlight the

potential influence of music type and individual differences on memory performance.

Recommendations

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This study provided valuable insights into the impact of music on short-

term memory in second-year BS Psychology students at HEI in Iloilo City. Following a thorough

analysis and evaluation of the findings and conclusion of the study, the subsequent

recommendations are made:

1. For future researchers, include a broader range of short-term memory tasks that cover

various aspects of memory function, such as visual memory (e.g., remembering spatial

patterns), auditory memory (e.g., recalling sequences of tones), or working memory

(e.g., solving math problems while remembering a list of words). Additionally, include

tasks with different difficulty levels to see if the influence of music on memory

performance changes with task complexity.

2. For Future researchers, recruit a larger and more diverse participant pool, with at least

100 individuals, to strengthen the study's statistical power and improve its external

validity. This expansion would involve participants from different academic disciplines,

age groups, and backgrounds to better assess the effects of music on memory across a

broader population.

3. For future researchers, explore different genres and styles of Music such as, (e.g., pop,

jazz, lo-fi, classical) to expand evaluation of how various genres and styles affect

memory recall as different styles may evoke distinct emotional responses that can aid or

hinder memory.

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4. For future researchers, supplement quantitative data with qualitative

methods like interviews or focus groups to gain a richer understanding of participants'

experiences and perceptions regarding the impact of music on their memory

performance.

By incorporating these recommendations, researchers can conduct a more robust and

generalizable replication of this study, furthering our understanding of the complex relationship

between music and short-term memory.

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APPENDICES

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APPENDIX A. Informed Consent

Dear Participants,

We, the researchers of Bachelor of Science in Psychology 2nd year students at Central Philippine
University would like to invite you to a research study. The information in this consent form is provided to
help you decide whether you wish to participate in our study. Your participation is entirely voluntary,
meaning you have the freedom to withdraw from the study at any point.
For this study you will be given a word list to study and then you will be asked to recall as many words as
possible. This will take approximately 10-15 mins of your time. Your responses will only be viewed by the
researchers listed below, ensuring anonymity and confidentiality. There are no known health risks
associated with participating in this study, and your identity will not be linked to the results.
Upon completion of your participation in this study, you will receive a brief explanation of the research
question being addressed, along with small incentives in the form of snacks and drinks as a token of our
appreciation for your voluntary involvement. If you have any questions not addressed by this consent form,
please do not hesitate to ask.

We thank you for your time and highly appreciate it.

FRANCES KATE B. ADARLO ARAJEAN L. BETITA VEEJAY C.LUPERA

Reseacher Researcher Researcher

HUMPFREY II. C. MELGAREJO STELLA VICTORIA F. STA. MARIA

Researcher Researcher

CONSENT STATEMENT:

I have read the above comments and agree to participate in this experiment. I understand that if I
have any questions or concerns regarding this project, I have the opportunity to ask the researchers listed
above.

Printed Name and Signature of Participant

Noted by:

PROF. PAULINE MARIE D. WONG

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APPENDIX B: Letter of Reservation

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APPENDIX C: Demographic and Answer Sheet

Name (Optional): __________________________________ Date: _____________

Gender: M F

Instructions. List down as many as you can in the space provided your recalled three
(3) -letter nonsense syllables. You are given five (5) minutes to answer.

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APPENDIX D: Statistical Output

N= 30
x= scores

Tally Sheet
Conditions Scores (x)
3
10
A. Lyrical Music 7
11
7
5
6
10
9
12
Total: 80
5
10
B. Instrumental Music 9
14
8
15
2
10
13
2
Total: 88
10
9
11
C. Control Condition- No-music 14
15
13
10
9
7
5
Total: 103

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Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

(Sum Total)= 271

APPENDIX E: Table of Contributions

Researcher Contribution

Ikia Mari P. Aspa Theoretical Framework, Definition of terms, Significance of the study,

Scope and Limitations, Chapter II (RRL & synthesis), Target

Population, Sampling Procedure, Handled Revision & Finalization

Ester Joy Belicano Background of the study, Objectives of the study, Significance of the

study, Data Analysis, Chapter IV: Demographic Profile, Discussion,

Limitations

Kristine Mae Table of Contents, Objectives of the study, Theoretical Framework,

Scope and Limitations, Research Design, Chapter IV: Results and

Catolin Interpretation, Conclusions, Recommendations, Finalization

Gwen Ryu Abstract, Hypothesis, Conceptual Framework, Statement of the

Esponilla problem, Data Collection, Chapter IV: SPSS Table, Ethical

Consideration, Major Findings

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Central Philippine University
Department of Social Sciences
CPU Psychological Society
Lopez Jaena St., Jaro, Iloilo City

Enrique Simon Abstract, Background of the Study, Conceptual framework, Objectives

Hautea of the Study, Significance of the study, Chapter II (RRL),

Instrumentation, Chapter iv (Table and Interpretation of datas),

Summary, Handled Revisions

APPENDIX F. Documentation of Experiment

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