The question on whether learners can listen to music while studying, reading, and writing raises a logical and fundamental question of multitasking in people.

Music and Study
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Music and Study
The question on whether learners can listen to music while studying, reading, and writing raises a logical and fundamental question of multitasking in people. Some researchers demonstrate that there is no single individual that can handle two tasks concurrently. In essence, they provide an assertation that one can only do one task at ago and hence, listening to music is some kind of task just like when people talking while reading which may affect comprehension. On the hand, some researchers assert that listening to music increases productivity among learners. Teresa Lesiuk, an assistant professor in the music therapy program at the University of Miami demonstrates that listening to music increases productivity. Dr. Lesiuk state that individual working with music at the background increases productivity to most people compared to those working who do not listen.
This study is hypothesized to explore the perception that music increases attention if it does not interfere with the primary task. While there exists evidence for multiple types of ancillary benefits from music, the literature on how it affects learning processes is limited. Therefore, it is wise to examine the question surrounding the narrative of whether listening to music impacts positively or negatively the learning procedure. Importantly, many diversified factors associate the influence of music on the notion of people remembering information.
Listening to music can be an attention grabber for some persons, but it provides some convenience. Arguably, researchers have acknowledged that continuous music reduces detrimental effects on recall of digits and influences the essential cognitive processes required in reading (Mensink & Dodge, 2014). Moreover, Chitwood (2019) agitate that studying with music has minimal effect on learning since it aggravates the cognitive functions necessary for concentrating better. In that regard, this study bases its assessment from the Mozart Effect theory that supports listening to music makes people smarter with increased capacity for spatial reasoning. With full class participation, the study aims to examine whether it is true that music increases attention if it does not interfere with the primary task notion. Arguably, the subject is complicated, but the methodology of study coupled with research agrees the idea and support music has no sizeable negative impact on learning.
In the class, a heated debate arose regarding whether or not music affects learning when listened on the act. Some were for the view supported by Bird (2017) that music is a teaching tool for comprehension skills if it does not affect the primary task. Similarly, others felt that this could only attest to selective lyrics thus not all genres. Therefore, we sought to investigate the effects of background and noisy music on the speed of scholar’s reading, starting from the fastest to the lowest. In that regard, the anticipated resulting outcome concerning the exercise was thought to be no effect by music listening other than slowing the speed of reading since students listen to their preferred tunes. Therefore, listening to specific genres of music has no harmful effects because they activate both hemispheres of the brain hence improving memory and maximizing learning.
Twelve students in our class will be chosen voluntarily, grouped in four member platforms of three types; fastest, medium, and slowest in reading capabilities will participate in an experiment of testing their memory and speed of reading for a text studied earlier presented in two different auditory settings of approximately four hundred words. These settings will be in simple and complex formats, readable while listening to music and without the same. The gender of the participants shall be of equal measure, and the age ranging between nineteen to twenty-four years. Additionally, the text will accommodate a math problem as a distraction strategy. The choice of music will be according to the participant’s decision and the reading period for about six minutes. Upon arrival, participants will sit at a round table, assigned to preferred musical tone, and issued with the scripts. Finally, the music will be played at a reasonable volume then the actors requested to read at a fair tone.
After testing their reading speed under different environments, they will be tasked to memorize the phrases under the influence of music to check the memory remembrance rates. The participants then will be requested to tackle the math problem and then complete a complex questionnaire without referring back to the text. The operational dependent variable will be reading speed, manipulated with interruptions in order to measure the test of the thesis. The eyes and memory recognition will be considered as the independent variables but critical in the study. The other class members will act as judges on the occasion to have adequate monitoring and capturing the most exquisite details. These concepts will be aimed at examining the cognate functions of the students when induced to different learning avenues. Precisely, it is a guarantee that this qualitative and quantitative approach will produce the actual figures of assessment.
Each questionnaire task shall accrue five marks for a veracious riposte and cipher for erroneous ones under both environments. The reading accuracy and speed will be measured over ten scores with the class acting as the point issuers. Then we calculate the mean and subject it to one-way variance. Those reading under music influence are perceived to produce a better speed and accuracy as compared to those on silent forums while on the questionnaire, those on calm conditions are anticipated to score higher correct answers compared to music conditions. Therefore, no significant impact can be observed for average reading scores on both occasions, although on silence mode, distractions can slow the pace no matter how small. In that regard, the musical environment portrays reading concentration on higher levels.
It will be evident that scholars listening to music while learning remember minimum data while the other group recall much and moderately signified support of the hypothesis. Moreover, the silence mode cannot indicate a large sign that can contradict or portray the opposite of the thesis. Therefore, it is worth suggesting that the exercise will show studying while listening to music no matter the reason, for either a test or regular learning, has no adverse reaction to cognitive functions. Students are generally better at executing chores while heeding to music, as supported by Tufts & Skoe (2018), that students learn different crucial languages through music. Then, the thesis we intend to experiment will become a reality.
The methodology does not produce distinct differences, as might be expected. Arguably, the results perceived to be achieved will be considerably similar on both occasions, becoming challenging to draw precise lines contradicting the hypothesis. One aspect favors silence modes while the other favor music indicating that students cannot be encouraged to practice either scenario but just to let them decide which way by themselves regarding their preferences. Moreover, outside factors might easily influence the result of this research. Arguably, participants could lack motivation in the exercise of the experiment. Precisely, the practice will be class-oriented examination accruing no grade marks; hence participants might lack the capability to exert more effort for the process. Moreover, the session timing of six minutes can be inadequate, forcing participants to hurriedly try to beat the time, thus producing poor results.
Therefore, the article suggests that future experiments should allow unlimited time, as it is the case when individuals are revising on their own. The concept will facilitate deeper comprehension, especially when assessing cognitive functions. Moreover, students should not be allowed to choose their preferred musical tones since the process demands distracting aspects. In addition, the music should be played through headphones rather than laptop or radio speakers to personalize the effect of distraction. Therefore, the apparatus of the scheme need to be well organized to avoid any shortcomings that can affect the performance.
Music, in the real sense, listened while studying elevates attention when not interfering with personal preferences and primary task. The appraisal evidence sanctioned a minimal distinction linking jingles and no melody comparison but proved the hypothesis under scrutiny right. However, a larger sized sample can induce consequence hence creating room for more experiments by maybe incorporating different learning institutions. Finally, the effects produced by music genres familiarity invites future research geared at acquiring evident-based results of this avenue regarding cognitive tasks.

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Bird, J. (2017). Listen up! The impact of music on students’ reading comprehension.
Chitwood, M. R. (2019). Cognitive performance and sounds: the effects of lyrical music and pink noise on performance.
Mensink, M. C., & Dodge, L. (2014). Music and memory: Effects of listening to music while studying in college students.
Tufts, J. B., & Skoe, E. (2018). Examining the noisy life of the college musician: weeklong noise dosimetry of music and non-music activities. International journal of audiology. 57(1), 20-27.

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