Music, one of the many factors that enhance our lives, has been a widely ranged field. From Classical music to Hip Hop, there are listeners of all ages, each having their own preference of music. Through research, it has been discovered that memory can be affected by many different factors, including music. Music has been found to stimulate parts of the brain, alleviating stress and depression. Additional research also shows that music, especially Classical, enhances the storage and recall of memory. Therefore we decided to test the effect of music on memory to evaluate the changes and differences.
Population Inference: B.A. HS Students. Two classrooms were used for the treatment with music and two classrooms were used for the control groups. A test on vocabulary consisting of 10 words was given to two of these classrooms where the vocabulary words are provided prior to the test to see if music will affect the student’s memory. No name was required to be written on the tests, of course. Classical music was played during the entirety of the experiment. 5 minutes were given for studying for the test and 5 minutes were given for taking the test. The number correct was averaged from the two classrooms treated with music and the scores correct were averaged from the two classrooms with no music playing. The differences between these averages were compared using a two-sample mean inference testing. μ1 represents the control group’s average score, μ2 represents the treatment group’s average percentage. The null hypothesis (H0): there is no difference in test score with and without music: μ 1= μ 2; The alternative hypothesis (Ha); there is a difference in test score with and without music: μ 1≠ μ 2 Lurking Variable
Different people might be affected by different types of music, so it is fair to control that difference by limiting the music to one type, Classical. Representative Sample
A total of four classes were chosen by blocking. Since all students have non-overlapping English classes, we decided to choose Honors English classes from the 12th grade to study the effect of music on memory. Honors English 12th grade classes are taught by 2 anonymous teachers. Therefore, since both teachers had a minimum of two English classes, we selected one class from each teacher to test the music effects on the students and the other two classes were tested without the music. Classes tested without music were used as the control.
Our design is good because controls the variable of individual’s vocabulary by taking people of English classes in the 12th grade only. This allows us to assume that the individuals have approximately similar knowledge of vocabulary so that the memory will not be favorable to people who already know the vocabulary words provided in the test. Using one class from each teacher allows us to eliminate the possibility of certain teachers providing more vocabularies to their students than others. This method was imposed to accommodate a fairly reasonable sample size of over 50 students.
The bias that may result in this experiment includes voluntary response, where some students who know the vocabulary willingly respond and help us conduct the experiment , while those who distrust us decided to deliberately not answer any questions or not answer according to the test. Another type of bias includes students collaborating with one another and refusing to focus on the test. Therefore, the fact that the students did not take the test seriously affected the results.
Study for this test.
1. Forbearance: tolerance and self-control, patience
2. Impromptu: without preparation
3. Mawkish: excessively and objectionably sentiment
4. Mollify: to soften, make gentle
5. Onus: something that is heavy or burdensome
6. Presentiment: a vague sense of approaching misfortune
7. Profligate: given over to dissipation and self-indulgence
8. Remit: to send or hand in
9. Requisite: needed, necessary
10. Sartorial: of or pertaining to a tailor or his work