LISTENING TO MUSIC AS AN EMOTIONAL OUTLET: A PERCEPTION STUDY AMONG SBSN SENIORS A Thesis Presented to The Faculty of High School Department St. Benedict School of Novaliches In partial fulfilment of the requirements of English IV By: Caryl Lloyd V. Santelcies Submitted on: November 14, 2012 ACKNOWLEDGEMENT The researcher would like to offer a bountiful of thanks and gratitude to the following individuals who offer themselves in helping and whose guidance led to the completion of the research work. To Ms. Daciel Elias and Ms.
Ivy Lugtu, his beloved thesis advisers, who really showed their whole efforts in assisting him to finish this study from the beginning until to the end of the school year. To Mr. Emmanuel C. Fabella, the school director and principal, for including the thesis writing in the school curriculum and for launching a Thesis Writing Workshop for the fourth year students. To Allen Villabroza, Mark Abejero, Benedict Caliwara, Dyan Castillo, Ira Banez, Kyle del Castillo, Prince Sero, Chariz Arroyo, and Faye Perez for sharing their knowledge about thesis writing which helped him finish some arts with his thesis. To Cristaleen Punzal and Lovella Esperida, who helped the researcher in accumulating and tabulating data for his study and helping him to organize this as well. To Stefan Pablo, Leenyel Rosales, Marvin Glean, Gabriel Contreras, Stephen Tan, and Ishmael Aguilar who accompanied him during the time when he still gathers data from different sources up to the time when he encodes his whole research work. To his very bestfriend, Karen Bataller, for motivating him morally and serving as the inspiration of the researcher in doing every part of his thesis.
To St. Landric Batch 2012 – 2013, for being the best section and second family of the researcher and for making him feel gratified in spite of all hardships he encountered. To his parents, Mr. Oscar Santelices and Mrs. Malou Santelices, and to his siblings, Carmae Santelices, Louie Santelices, and Ciara Santelices, for supporting him throughout the school year and handling his family responsibilities while he is doing his work. And most of all to God, for His never-ending guidance, love, and wisdom. The Researcher DEDICATION All those sleepless nights, unending cramming, rain-draining hardships, great efforts are dedicated to St. Benedict School of Novaliches, my beloved school, To the United Seniors, Batch 2012 – 2013, To Allen Villabroza, Mark Abejero, Stefan Pablo, Marvin Glean, Leenyel Rosales, Gabriel Contreras, FLIRTZ Family, Karen and Katherine Bataller, Ira Banez, Lovella Esperida, Cristaleen Punzal To Ms. Daciel Elias and Ms. Ivy Lugtu, my thesis advisers, To Ms. Katherine Rose Cabias, my class adviser (St. Landric, SY. 2012 – 2013) To his nautical siblings, and most especially to my beloved parents: Mr. Oscar Santelices, my hardworking father
Mrs. Malou Santelices, my supportive mother THESIS ABSTRACT Music is considered as an essential part of our existence. It is proven that our life will be worthless without music. We listen to music almost every day, even every time. Listening to it became a habit in us. We started listening to music since our childhood stage until our adolescence stage and even up to the stages where we already have our own families. Music really creates a relationship with our daily lives. But it seems that music can really change a human person, particularly in this research, the emotions.
As someone listens to music, his emotions vary depending on what he hears. He feels something different inside of him, therefore his actions are changed. Music serves as opening for releasing the emotions. Many reactions are proven among the respondents; therefore the researcher wants to deduce their different reactions. This is the reason why the researcher conducted a perception study regarding listening to music as an emotional outlet among the Senior students of Saint Benedict School of Novaliches of 2012 – 2013 with his hypothesis that the said students don’t consider listening to music as an emotional outlet.
The main purposes of this research work include the relation of music to the lives of the SBSN Seniors and the emotional expressions of the SBSN Seniors through music-related media as well and lastly the points of view of the SBSN Seniors in music as an emotional outlet. As to accomplish these purposes, a 30 – item descriptive type of questionnaire was photocopied and was directed to the 154 fourth year students of SBSN batch 2012 – 2013, but only 147 of them have answered the questionnaires because the rest of them are absent during the conducted survey. The questionnaire consists of 3 parts.
The first part is all about the relation of listening to music to the daily lives of the SBSN Seniors. The second part pertains to the emotional expressions of the respondents through different music-related media. The last part is the type of test that would evaluate their points of view about music as an emotional outlet. Based in the results of the survey, the researcher has concluded several things. The first one, since the respondents are really interested in listening to music. Next is that music also offers many benefits to the lives of people. Based from these, there is an obvious relation of music to the lives of people.
The third one is that the emotions of the listener actually changes whenever he listens to music. Lastly, listening to music is a really effective emotional outlet among the respondents. The researcher came up with some recommendations for the students, the school administration, and also to the society upon arriving with these conclusions. CHAPTER 1 THE PROBLEM AND ITS BACKGROUND 1. 1. INTRODUCTION Music is very essential in our lives. As a part of our existence, we cannot live without music. We listen to music almost every day, no matter what we feel.
Either we are happy or depressed, we still jive with the rhythm and harmony of our favorite music. We’ve grown up in listening to music. From our childhood to our elderly stage. We still appreciate this blessing. As an essential part of our lives, how can music affect our states of being and sensations? Researches conclude that music has different direct accesses to emotions. Music gives excitement at its essential level. It also provides strong sensations which can cause deep, thrilling emotional experiences. Listening to music promotes tranquillity of one’s mind by putting him away from his misery.
At the extent, it offers stability. Finally, music grants comfort to those who are experiencing distress and are lacking of self-esteem. For the researcher, music is very beneficial. He believes that music can cause great effects on the person who is listening to it. The researcher chose this certain topic for him to determine the role of music in the changes of emotions and aspects of minds of the people. 1. 2. OBJECTIVES OF THE PROBLEM The main objective of this study is to understand how listening to music can affect the emotional states of the senior students of Saint Benedict School of Novaliches.
The study aims to: * Ascertain the relation of music to the lives of the SBSN Seniors. * Analyze the emotional expressions of the SBSN Seniors through music related media. * Evaluate the points of view of the SBSN Seniors in music as an emotional outlet. 1. 3. STATEMENT OF THE PROBLEM This perception study is conducted to understand how listening to music is used as an emotional outlet among the senior students of Saint Benedict School of Novaliches. This research work looks for partial answers to the following sub-problems: * What is the relation of music to the daily lives of SBSN Seniors? How do the different music-related media affect the emotions of SBSN Seniors? * What is the SBSN Seniors’ viewpoint in music as an emotional outlet? 1. 4. SIGNIFICANCE OF THE STUDY The researcher intended to inform the readers of how our emotional states of being can be affected as we listen to music. Students will benefit from this study for they will become familiar that music can affect their study habits, interpersonal relationships, and both their positive and negative mood management as well.
Moreover, this study addresses to: parents that they will help their children to cope up with distress and providing them enough knowledge of how can music affects them; teachers that they will educate their students with familiarization to music and likewise will guide them form emotional problems; future researchers for their fund of knowledge will grow as they use the study for their own researches; and the whole community for they will acknowledge music as an essential part of our vitality. 1. 5. SCOPE AND DELIMITATIONS
This study includes the perception of the senior students of SBSN Batch 2012-2013 to music and how they react with it. It encloses the music itself and its relation to the lives of the respondents. It discusses the effects of listening to music and how their emotions are being altered. This research work also includes the other studies that are gathered and acquired by the researcher which are related to music and are helpful to the study. This study involves only the above topics mentioned earlier. Furthermore, these subject matters are elaborated and discussed in the Review of the Related Literatures and Studies.
Other than those, the researcher does not include any more topics. 1. 6. HYPOTHESIS The research assumes that listening to music is not an emotional outlet among the SBSN Seniors. CHAPTER 2 REVIEW OF RELATED LITERATURES AND STUDIES 2. 1. INTRODUCTORY MESSAGE Music is very incredible for its capability to affect and control emotions and the brain, and is greatly incomprehensive. Music is really versatile, it can convey the states of mind of the listener, and also can draw out one’s personality drastically (Ramarkers, 2011).
Moreover, this chapter presents the relevant literature on the matter of listening to music as a passage of inner sensations or in other words, emotional outlet, among the Fourth Year students of Saint Benedict School of Novaliches. It includes some gathered references related about the music-emotion relationship and what can it cause to the listener. Since the review of related literatures informs the conceptual framework, a synthesis of the studies covered is also included which shall not only identify gaps in research work but, more importantly, establish the variables that shall involve the research framework.
These variables are then operationalized in the section of Definition of Terms. 2. 2. EFFECTS OF MUSIC TO THE BRAIN Antonia, J (2007) presupposed that music became and essentiality of humanity for it was worth listening for centuries. A specific music genre with specific rhythms and melody can call upon certain reactions and expressions. Some may feel anger, loneliness, joy, and other different emotions. Researches were formed to analyze whether different kinds of music can affect different parts of the brain, thus creating different emotional reactions.
She added that brain systems are manipulating reactions, and each fundamental emotion is controlled by a specific brain system. Amygdala, a certain brain system, is often consociated with emotions. It is responsible for different emotions like fear, anger, loneliness, joy, ecstasy, and despise. Thus, emotions are perceived if we listen to different kinds of music. 2. 2. ESSENCE OF MUSIC According to Bobbie and James Dill, together with David Biebel (2010), we can’t imagine ourselves living in the world without music.
As we grow older, music continues to evolve – from classical to modern music like pop, R&B, country, or even hip-hop or rock and roll. We got our favourite songs since childhood and music tastes which eventually change depending on what ourselves currently experience. “Our bodies are designed by God to have a rhythmical nature,” they said. Our ears are made to perceive different sounds. Our different body parts go in unison with the rhythm or we dance and jive with the tune. Music can directly reminisce us to our memories, either happy or depressing ones.
It can also alter our present moods and emotions in several ways. Hearing a certain song can gradually change our mood swings due to some events remembered (i. e. loss of loved one, hatred, etc. ) in listening to the said song. Furthermore, it was proven that music has certain emotional healing abilities, curing different negative sensations such as hurt, loneliness, or pain. In contrary that music can transport us into our memories, music also ensures a better life ahead of us. Inspirational songs and gospel music provide hope and the right path for us to take heed in the future.
A singing group found in New England named Young at Heart, concluded that music keeps them lively and ecstatic in every performance they execute and motivates them to keep moving forward in spite of the problems and catastrophes they encounter. According to Bob Cilman, the director of the choir, he did not see stressful reactions on their faces of his choir members in every practice they carry out due to the harmonious music they sync their voices with. “Stan Goldman, one of the choir members, advises us all to keep moving, keep learning, and have fun,” said Bobbie & James Dill (2010).
Moreover, the authors stated that music being played in some stores is not only random, but is played to pursue people to shop longer, to walk faster or slower, and even to help them relax. This kind of musical instrumentation is called Elevator Music. Researchers stated to acknowledge the significance of music at work. According to these, music can help you concentrate in your work, thus making you more productive. “A trial where 75 out of 256 workers at a large retail company were issued with personal stereos to wear for work for four weeks showed a 10 percent increase in productivity for headphone wearers.
Another similar research conducted at the University of Illinois found a 6. 3 percent increase when compared with the no music control group. ” Music with easy beats and light melodies such as jazz, blues, and mellow R&B, provides further concentration. Music with upbeat rhythm such as pop, alternative rock, and contemporary R&B reduces the production of stress hormones in the body by as much as 41 percent. Through music, different people show about the same physical responses at the same time. It is able to unite people for it brings in different groups together.
Music simultaneously coordinates the emotions of a group of people thus causing the amplification or intensifying of emotions of the particular group. It was pointed out that music is an activity which is rooted in our human body. Frequent listening to music will increase arousal to the listener. 2. 3. AROUSAL OF THE BODY THROUGH MUSIC During this process called arousal, our body experiences different sensations. The electric resistance of the skin decreases; the pupil of the eyes dilate; the respiratory rate either becomes faster or slower.
Blood pressure and heart rate gradually rises. Overall, arousal can prepare our body for some encounters. Unfortunately, not all music can trigger these sensations. Some kind of music like lullabies cannot cause arousal due to the fact that it lowers alertness thus puts children or infants into sleep. Music can really cause extreme arousal to a person – from his overflowing joy to his miserable grief flooding with tears – yet this does not happen to everyone. The person with less interest to music experiences less physiologically aroused that the musical ones.
The music-interested person experiences more of these sensations, respectively. 2. 4. WESTERN THEORIES CONCERNING THE MUSIC AND EMOTION From the time of Plato and Aristotle, most of the philosophers discussed the influence of music to the listeners and concluded that it has a powerful effect on their ethnical viewpoint and behavior. Due to this, the Western attitudes towards music and culture developed abundantly. There afterwards came the three major Western explanations between the relationship of music and emotion. These three are: * Music imitates or represents emotion Music arouses emotion * Music expresses emotion 2. 4. 1. Imitation Theory of Music The theory wherein music imitates emotion became a typical study among philosophers through the writings of Plato and Aristotle. Both of them believed that music does imitate person’s emotions by its modes and rhythms, and that imitation creates an impact to the listener. According to the book The Republic, Plato suggested that specific interval patterns or modes evoke particular emotions, and specific rhythms reminisce the active character of specific sensations, correspondingly.
Aristotle also credited emotional characters to the mode and rhythms of music in his work The Politics, and came up tat music has a thoughtful contact on a person’s character and spirit. In his work he stated, “Besides, when men hear imitations even apart from the rhythms and tunes themselves, their feelings move in sympathy…” In this line, he uttered that music really has a deep connection on the human states of being. Rhythm and melody replicates such qualities of character like anger and gentleness, courage and self-control, and other qualities different from the said ones, for listening to music can change our souls.
Both Plato and Aristotle believed that music really imitates emotions, thus arousing the states of mind in the listener. Plato suspected about the capacity of music to express enthusiasm through imitations, while Aristotle considered it as a means for cultural learning. “If one distinguishes the mode and rhythm, one distinguishes the emotional content of the music. ” 2. 4. 2. Arousal Theory of Music Philosophers later concluded that music was thought to have a power to arouse the states of mind of a person due to its imitative capability.
Right after that conclusion, arousal theory was implemented and eventually surpassed the imitation theory. Saint Augustine is one of the supporters of this theory. He admired that music’s greatest purpose was to be a vehicle for rational appreciation of the divine order. Augustine was inspired by Plato in acknowledging the power of music in arousing emotions and states of mind. He linked worship-connected songs to emotions and assured that such music will have similar effects to all hearers, having debt to the character of the melody.
Moreover, he counted music as a great blessing for its ability to inspire and enliven people. Another supporter of arousal theory was Rene Descartes, a great mathematician. Unlike Augustine’s point of view, Descartes admired that music’s purpose was to please people and drive a variety of affections into them. Yet, he changed the nature of the theory. He denied that arousal theory did not come from the imitation theory. Instead, he claimed that aroused emotions by music were just the products of personal involvements, and not by the composition of music.
He asserted that, “That which moves some to dance, causes others to wish to cry. The reason for this is that certain images in our memories are aroused…” He affirmed that an experience in concurrence with music and emotion is simply a private, individual matter. But his skepticism regarding the music-emotion relationship did not gain dominance. As a result, arousal theory was again linked to the ideas of imitation theory. 2. 4. 3. Expression Theory of Musice affirmed that an expericentHe Some expressionists argued about the real aim of music.
They concluded that the goal of music was not to imitate peripheral reality, but to convey the true meaning of expressions from the inner world. Music was the opening for the heart to surge out different kinds of sensations. The composers later sought for ways to express their “intelligent selves”. It is a universal self where one can differentiate himself from others. This emotional expression was become a valuable means of communication between the composer, performer, and the listener. A high priest of expressionism, Wegner, considered music as the most vital vehicle for emotional communication.
According to him, music’s very basic aim was to serve as an instrument for the vision of any artist to manifest with the emotions. In his very point of view, music is the combination of the essential meaning beneath the realities of everyday endeavours of human and the basic outlook of the listener could become the union of one’s body and soul. 2. 5. PERCEIVED EMOTIONS FROM MUSIC Hevner (1935) developed an ‘adjective circle’ for the characterisation of mood/emotional responses to music which is very influential to the succeeding researches in this area.
The circle consists of eight groups of adjectives numbering 67 in all. Hevner studied affective responses to a large number of musical elements of music such as modality, rhythm, and tempo on the mood response. Farnsworth (1954) later revised Hevner’s list, and produced a group of ten adjective clusters that are reported to possess more mood consistency. These are grouped as follows: A| B| C| D| E| cheerful| fanciful| delicate| dreamy| longing| gay| light| graceful| leisurely| pathetic| happy| quaint| lyrical| sentimental| plaintive| joyous| whimsical| | serene| pleading| erry| | | soothing| yearning| playful| | | tender| | sprightly| | | tranquil| | | | | quiet| | | | | | | F| G| H| I| J| dark| sacred| dramatic| agitated| frustrated| depressing| spiritual| emphatic| exalting| | doleful| | majestic| exciting| | gloomy| | triumphant| exhilarated| | melancholic| | | impetuous| | mournful| | | vigorous| | pathetic| | | | | sad| | | | | serious| | | | | sober| | | | | solemn| | | | | tragic| | | | | 2. 6. DIFFERENT MUSICAL RESPONSES As to the human body, anything that we perceive or observe is a stimulus.
Music is considered as a stimulus for it is perceived by the ears through the sensory nerves. Berlyne (1971) characterized the different variables of the stimuli, such as complexity, novelty/familiarity, redundancy/uncertainty, and orderliness. Visual responses such as liking, interestingness, and subject familiarity and complexity are also connected to these variables. Apparently, novelty, or unfamiliarity, is an important potential source of musical dislikes. Zajonc (1968) stated his ‘mere exposure’ hypothesis in order to pertain to this matter.
His assumption says that ‘mere repeated exposure of an individual to a stimulus is a sufficient condition for the enhancement of his attitude toward it’. He explains that liking for such stimulus, such as music, increases as they become familiar with it. However, there is an opposing view for this – liking for stimuli likewise decreases as they become more familiar. Hargreaves (1997) himself reconciled his findings by constructing an inverted-U function relating familiarity to liking. The x-axis represents the pleasantness of the music according to the senses of the listener.
The y-axis represents the familiarity of the listener to the music. Pleasantness (y) Familiarity (x) *inverted-U function He implies that liking for a completely novel stimulus (music) is initially negative, which means that people really dislike unusual objects they remark with. As the objects become more familiar, liking becomes increasingly positive, reaching a peak at some optimum familiarity level, and further increases in familiarity gives rise to a decline in liking, which eventually becomes negative at very high levels of familiarity.
This aspect goes with the Law of Diminishing Utility, wherein as the person listens to the same music repeatedly, he becomes more familiar to it and at the same time his desire to hear the composition fades gradually. 2. 7. MUSIC BRINGS PERSONAL AND SOCIAL IDENTITY Music provides several ways for every person to show his self-interpretation, self-presentation, and other expression of emotional states related to self. DeNora (1999, p. 50) proposed that a sense of self can be located in music. For her, music gives hints for developing one’s identity. She (1999,p. 51) added that music is a “mirror” that allows one to see himself/herself.
It likewise allows the listener to configure or change the reflected images he/se perceived as well. In adolescence stage, identities of each individual are being tested. They are being fashioned, experimented with, and explored, thus creating a trial-and-error scenario. According to Green (1995), music can be an emblem of education and learning that helps the building-up and presentation of the selves of the adolescents. Several researchers suggested that musical tastes of adolescents these days are related to clothing, media preferences, drug use, and sexual activities (Hanaken & Wells 2000; Lewis 2005)
Maintenance and formation of identity during adolescence stage lead to the development of an individual’s self esteem and well-being. As this development occurs, emotions are typically drawn in the process (Shotter & Gergen, 1992) Due to the fact that most adolescents do not have jobs or family responsibilities, they use their time in using such media like TV or music. Eighty-one percent of these people said that music is a very significant part of their lives, for it has more personal involvement than that of watching TV (Larson et al. , 1994).
Larson and Kleiber (1996) synchronized their researches and proposed that “…the moving lyrics of ballads and the hard-driving beat of rock appear to stimulate a level of personal involvement that is lacking in TV watching. A teenager may be lying face-down on her bed, but her mind is active, thinking about friends, school or the future. ” (p. 130) North et al. (2000) differentiated the reasons for listening to music of both genders. Females used to listen to music for they use it to regulate their mood swings, while males testified that it is their means for impressing people around them.
No wonder that more females than males submitted to emotionality in relation to music listening. Given that masculinity, males are able to keep their emotions in secrecy and are trying to suppress their emotions while listening to music. However, this means for impression did not provide males a direct social contact with others at the time when they are listening to music. Instead, they were involved in developing their identity by having stereotypes and gendered role models related to the music they were listening to.
O’Neill (2003) concluded that these involvements with music appear to give males hints on how to become ‘trendy’ or ‘cool’, which is normally the mindsets forfeited during their music listening experience. 2. 8. MOTION AND EMOTION IN MUSIC Moods and emotions are sometimes spoken as properties of some objective incidents for each person, and as thought could be properties of music as well. Unfortunately, music cannot represent emotion literally because it is not a living body with its own physical processes. Caroll Pratt (1992) presented a theory about this matter.
She stated that the listener is mistakenly transferring his moods or feelings from himself to the music because the listener falls for the pathetic fallacy. As we listen to music, we tend to put some human characteristics to some non-living things we perceive in our imaginations. This hallucination is caused by strong emotions expressed in listening to music. If someone who listens to music is so powerfully affected by the music can intended to animate objects he perceive in his imaginations, therefore he falls into an instance of pathetic fallacy.
His strong emotions are leading the listener to project his feelings into the music, thus creating different hallucinations. Music can be agitated, restless, triumphant or calm since it can possess the character of the bodily movements which are involved in the moods and emotions that are given these names precisely because it is this character of the bodily movements which is felt when the mood or emotion is experienced. Paradigm: EMOTIONAL ASPECTS LISTENING TO MUSIC Emotions are being expressed Conceptualizing and Harmonizing with the Music
Analyzing of the gathered results Evaluating how does listening to music become an emotional outlet among SBSN Seniors Conceptual Framework: Listening to music is very essential in a person’s life. He is able to perceive different types of melodies and rhythms from different types of music. The human body also feels changes when music is being played. These changes depend on the characteristics of music being heard by the listener. Emotions are also an essential part of a human person. These vary depending on the scenario where the person is involved.
As one listens to music, which can be considered as a scenario, his emotions are automatically altered depending on the characteristics of the music being heard. In listening to music, several emotional reactions are evoked. In every beat and every note, the emotions are adjusted even into its minimum. It can convey a message of sadness, loyalty, happiness, anger, or the like. It can also cause different hallucinations such as pathetic fallacy, wherein the listener intends to put some human characteristics on non-living or abstract things such as love, hope, and hate due to the strong emotions being experienced.
Definition of Terms: For better understanding in several words, they are operationally defined and listed as follows: Adolescence is the growth stage of an individual where his/her identity is still being developed Arousal is the intensification of particular sensations of a person. It causes the person either to be more alert, aware, interested, and excited. Aspects of a person involve the inner states of a person such as personality, behaviour, emotions, and mood swings Elevator music are commonly played in public places like malls or stores.
This kind of music enables the people to shop longer or walk faster Emotions are the sensations felt in the inner aspect of a person that can be manipulated by a certain phenomenon he/she perceives. Emotional Outlet means a vent or opening for the emotions or sensations to be expressed or conveyed for means of comfort Imitation Theory states that music uses its rhythm and melody to replicate one’s emotions. Law of Diminishing Utility is a concept wherein if a certain habit is repeatedly done over time, the desire to it gradually decreases.
Pathetic Fallacy pertains to the psychological state wherein some human characteristics are personified to some non-living things due to extreme imaginations Perception means an observation in a certain idea or phenomenon CHAPTER 3 METHODOLOGY This chapter presents detailed discussions on how the study was conducted, measured, and analyzed. The subsections include research design, the respondents, the instrument or technique used, the questionnaire and its validation, administration, and retrieval, and how that data are treated through statistical use.
These are employed with a view of identifying, explaining, and harmonizing key characteristics of listening to music as an emotional outlet of the respondents. 3. 1. RESEARCH DESIGN In carrying its objective of evaluating the how does listening to music becomes an emotional outlet among the SBSN Seniors, the researcher used Descriptive Method in interpreting and analyzing the data and information gathered. In order to gather data concerning the objective of the study, the researcher provided questionnaires for the respondents. 3. 2. RESEARCH LOCALE
The researcher has chosen the Fourth Year High School Students of School Year 2012-2013 of St. Benedict School of Novaliches, 1037 Congressional Road, Clamor Compound, Bagumbong Novaliches, Caloocan City as his respondents for this research study. These students are 147 in number, excluding the 7 students absent on the day the survey was conducted. These students are grouped into five sections: St. Lambert, St. Landric, St. Lawrence, St. Leander, and St. Leonard. St. Lambert| St. Landric| St. Lawrence| St. Leander| St. Leonard| 30| 29| 30| 30| 28| 3. 3. RESEARCH INSTRUMENT
The questionnaire that the researcher had made is composed of three (3) parts. The first part aims to ascertain or to find out the relation of music to the lives of the SBSN Seniors. The second part intends to analyze the emotional expressions of the SBSN Seniors through music related media. The last part of the questionnaire aims to evaluate the points of view of the SBSN Seniors in music as an emotional outlet. In order for the respondents to understand the content and the whole concept of the survey instrument, the researcher used the English language as the medium of the whole study. . 4. DATA GATHERING PROCEDURE The researcher visited various libraries, including Ateneo de Manila University Library, Quezon City library, and University of the Philippines Diliman Library to gather data for the study. The researcher also uses the aid of internet to gather vital information on this study. The data gathered through survey are authorized by the following persons: * Ms. Daciel Elias, the thesis adviser of the researcher * Mr. Emmanuel C. Fabella, the thesis chairperson * Mr. Solomon B. Gusto Jr. , Officer-In-Charge of the SBSN High School Department
The survey was conducted by the researcher in the following dates: St. Lambert Saturday, August 18, 2012 St. Landric Saturday, August 18, 2012 St. Lawrence Saturday, August 18, 2012 St. Leander Saturday, August 18, 2012 St. Leonard Saturday, August 18, 2012 The researcher distributed survey questionnaires to the Fourth Year Students of St. Benedict School of Novaliches which consist of three types of test.
The first test is a set of ten (10) multiple choice questions in which the respondents will put a check mark on the space provided before the option they prefer. This will serves as the foundation of the answer of the first sub-problem of the study. The second part is ten (10) – item table in which the respondents will likewise put a check mark on the space provided which best corresponds to their answers. The respondents were expected to rate the given items from a scale of Great, Medium, and Partial. A scaling system (Likert Scaling Technique) was used to analyze the frequency of the gathered data.
The last part is another ten (10) – item table wherein Liker Scaling Technique was also used. The respondents were now expected to rate the given statements from a scale of Strongly Agree, Agree, Disagree, and Strongly Disagree. 3. 5. STATISTICAL TREATMENT OF DATA The researcher made use of the following formulas to analyze the gathered results from the survey. Frequency is the number of items in a particular category in a set of data, while percentage is the proportion or share in a whole. The formula in finding the percentage is: ————————————————- P = fn x 100 P = Percentage F = Frequency = Total number of respondents Weighted mean is used when the data consist of frequency. The formula for the weighted mean is: Likert Scale or Scaled Variables by Dr. Rensis Likert is a process of using a relative weight of 1- 56 with corresponding values and interpretation that are found below. When responding to a Likert questionnaire item, respondents specify their level of agreement or disagreement on a symmetric agree-disagree scale for a series of statements or the respondents is asked to answer in terms of several degree, usually five or four. Numerical Weight Verbal Interpretation . 34 – 3. 00 Greatly Affected 1. 67 – 2. 33 Medially Affected 1. 00 – 1. 66 Partially Affected Numerical Weight Verbal Interpretation 3. 25 – 4. 00 Strongly Agree 2. 50 – 3. 24 Agree 1. 75 – 2. 49 Disagree 1. 00 – 1. 74 Strongly Disagree CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA The gathered data being presented in this chapter aims to answer the sub problems of the whole research and explain all the results of the survey being conducted. This is the part of the thesis where different tabulations of data, which are gathered from the respondents who answered the distributed questionnaires, are being presented. This is also the part where the researcher analyzed the data presented. The title and the main topic of the thesis are being explained here and the researcher himself claims that this chapter is the center of the whole research study.
It is here likewise where the researcher expresses his own perceptions about the whole study. Sub-Problems: 1. What is the relation of listening to music to lives of SBSN Seniors? 2. How do different music-related media affect the emotions of SBSN Seniors? 3. What is the SBSN Seniors’ viewpoint to music as an emotional outlet? TABLE I. FREQUENCY AND PERCENTAGE OF PART I (RELATION OF MUSIC TO THE LIVES OF SBSN SENIORS) Table 1. 1 Yes or No Questions Question| St. Lambert| St. Landric| St. Lawrence| St. Leander| St. Leonard| Total| | | | | | | | | Percentage| 1. Are you much interested in listening to music? | | | | | | | | Yes| 30| 28| 30| 29| 28| 145| 98. 64%| | No| 0| 1| 0| 1| 0| 2| 1. 36%| 4. Do you enjoy listening to it? | | | | | | | | | Yes| 29| 29| 30| 30| 28| 146| 99. 32%| | No| 1| 0| 0| 0| 0| 1| 0. 68%| 5. So you relate music in your daily life? | | | | | | | | | Yes| 25| 27| 30| 26| 26| 134| 91. 16%| | No| 5| 2| 0| 4| 2| 13| 8. 84%| 8. Do you find listening to that/those genre/s as part of your daily routine? | | | | | | | | | Yes| 28| 25| 29| 26| 25| 133| 90. 48%| | No| 2| 4| 1| 4| 3| 14| 9. 52%| 10. Does listening to music affect your emotions or sensations? | | | | | | | | Yes| 26| 26| 30| 28| 23| 133| 90. 48%| | No| 4| 3| 0| 2| 5| 14| 9. 52%| ANALYSIS: In the first question, more students (98. 64%) show much interest in listening to music than those who finds music not quite interesting. (1. 36%) Apparently, the percentage of the respondents who enjoy listening to music (99. 32%) greatly outnumbered that of who do not. (0. 62%) The fifth question asks the respondents if they relate music in their daily lives. Majority of the respondents seem to relate music in their own lives (91. 16%) while the others don’t necessarily need music as an inspirational or a motivational tool. 8. 84%) In the eighth question, more students (90. 48%) mention that listening to different genres of music becomes a part of their daily routine in life than those who think that listening to these music are not really necessary (9. 52%). The last question asks them if music can really affect their emotions or sensations they feel. Apparently, more of them (90. 48%) have agreed with the scenario than those who think music doesn’t affect any aspect of a human person. (9. 52%) Table 1. 2 Multiple Choice Questions (more than 2 options) Question| St. Lambert| St. Landric| St. Lawrence| St. Leander| St.
Leonard| Total| | | | | | | | | Percentage| 2. If yes, how long do you listen to music? | | | | | | | | | less than 30 minutes| 3| 2| 1| 2| 2| 10| 6. 90%| | 1 hour| 6| 8| 11| 4| 8| 37| 25. 52%| | 2 hours| 3| 3| 0| 7| 4| 17| 11. 72%| | more than 2 hours| 18| 15| 18| 16| 14| 81| 55. 86%| 3. What are your reasons in listening to music? | | | | | | | | | just a mere pastime| 9| 16| 6| 7| 7| 45| 30. 61%| | personal entertainment| 17| 12| 14| 19| 14| 76| 51. 70%| | musical learning| 1| 1| 2| 0| 3| 7| 4. 76%| | self-internalization| 3| 0| 8| 4| 4| 19| 12. 93%| 6. How do you use music in relation to such situations? | | | | | | | | It serves as an inspiration| 5| 8| 8| 7| 12| 40| 27. 21%| | It relaxes my mind and body| 25| 12| 16| 15| 14| 82| 55. 78%| | It boosts myself to do certain activities| 0| 5| 3| 6| 1| 15| | | | | | | | | | 10. 20%| | It provides concentration in work| 0| 4| 3| 2| 1| 10| 6. 80%| 7. What genre of music do you listen to? | | | | | | | | | Pop| 24| 27| 24| 22| 20| 117| 79. 59%| | R&B| 20| 21| 25| 19| 16| 101| 68. 71%| | Rock| 17| 14| 15| 13| 11| 70| 47. 62%| | Country| 11| 14| 12| 17| 9| 63| 42. 86%| | Classical| 9| 9| 16| 20| 13| 67| 45. 58%| 9.
What made you interested in listening to that/those genre/s of music? | | | | | | | | | Because it trendy| 2| 5| 1| 2| 2| 12| 8. 16%| | It is pleasant to the ear| 14| 17| 11| 12| 12| 66| 44. 90%| | It is totally related to what I feel| 8| 3| 9| 5| 8| 33| 22. 45%| | I consider these as my stress reliever| 6| 4| 9| 11| 6| 36| | | | | | | | | | 24. 49%| ANALYSIS: In the second question, it excludes the 1. 36% of the respondents who are not quite interested in listening to music from answering the specific question. The respondents are asked how long they listen to music if they are much interested in listening to music (98. 4%). 6. 90% of them listen to music for just 30 minutes. 25. 52% listen for one hour, 11. 72% for about two hours, and 55. 56% of them really hooked up in music for they listen for more than two hours. Each of the respondents has their own reasons in listening to music. 30. 61% of the respondents only consider music as their mere pastime, which means they only listen to it whenever they have available time. 51. 70% of them listen to music in order to be entertained. 4. 76% listen to music because they use it in order to learn musical pieces through different instruments like piano and guitar. On the other hand, 12. 3% use music as a means to incorporate one’s self. In the sixth question, the researcher asks if the respondents relate music in certain situations in life. 27. 21% of the respondents use music as their inspiration for their lives. According to the other respondents (55. 78%), music has an ability to soothe and relax the mind and body of a person therefore; they use music in order to achieve comfort and relaxation. Some of them (10. 20%) say that it does something good that motivates a person to do certain activities, while the remaining people (6. 80%) do their work with additional concentration with music.
The seventh question tackles about the different genres of music the respondents are listening to. Since the respondents are allowed to check more than one option, the total of the succeeding percentages is not equal to 100%. Most among the 147 students prefer listening to pop (79. 59%) and R&B (68. 71%) music. Almost half of the respondents prefer rock music (47. 62%). 42. 86% of them prefer country music while the others listen to the musical pieces from the classical periods. (45. 58%) There are different ways that made the respondents become interested in listening to different genres of music.
The trendiness of the said genres of music made the other respondents (8. 16%) interested to them. The pleasure being heard from the music is also one of the ways that made music interesting to the ears of some respondents (44. 90%). Nearly one-fourth of them (22. 45%) state that music is really attractive because they can really relate to the music they are listening to. The remaining respondents (24. 49%) find music as beneficial for it relieves stress from them. INTERPRETATION: As to answer the first sub-problem, music is really relatable or there is a relationship between music and the lives of SBSN Seniors.
As the researcher goes deeper through the gathered information, he concluded that almost all of his respondents are really interested in listening to music. The remaining people who answered “No” in question no. 1 show no curiosity in music, but they are inevitable to listen to music for they can hear it everywhere and everytime. The researcher can say that the respondents are really interested for most of them listen to music for more than two hours in order to be entertained and to meet satisfaction with their leisure. Music can also be related or applied into one’s daily life.
It can be related because it can serve as an inspiration to a person, relax one’s mind and body, enhance one’s ego to do activities, and provides more concentration in work. Among these reasons, the respondents apply music in their lives in order to attain relaxation and comfort both physically and mentally. Among the music genres given in question no. 7, pop music is the most favorable among the respondents. It’s undoubtedly preferred by the students because aside of its catchy beats and lyrics, it is frequently heard from different media like televisions and radios.
Most of them agree with the thought that music can affect a person’s emotions or sensations. TABLE II. FREQUENCY AND THE LIKERT SCALE OF TEST II. (CAUSES OF MUSIC-RELATED MEDIA TO THE EMOTIONS OF SBSN SENIORS) QUESTION| St. Lambert| St. Landric| St. Lawrence| St. Leander| St. Leonard| Total| Weighted Mean| 1. Music with light beats| | | | | | | | | Great| 16| 21| 9| 12| 15| 73| 2. 45| | Medium| 12| 7| 21| 14| 11| 65| | | Partial| 2| 1| 0| 4| 2| 9| | 2. Music with upbeat melodies| | | | | | | | | Great| 16| 16| 13| 12| 22| 79| 2. 49| | Medium| 13| 13| 14| 16| 5| 61| | | Partial| 1| 0| 3| 2| 1| 7| | 3.
Music being played in stores and malls| | | | | | | | | Great| 2| 11| 6| 6| 9| 34| 1. 98| | Medium| 18| 14| 17| 11| 16| 76| | | Partial| 10| 4| 7| 13| 3| 37| | 4. Music being played in church (Gospel Music)| | | | | | | | | Great| 13| 11| 11| 6| 7| 48| 2. 16| | Medium| 10| 13| 14| 21| 18| 75| | | Partial| 7| 5| 5| 3| 4| 24| | 5. Music being played in certain occasions (recognition, graduation, wedding, etc. )| | | | | | | | | Great| 4| 9| 9| 9| 9| 40| 1. 99| | Medium| 11| 18| 12| 13| 11| 65| | | Partial| 15| 2| 9| 8| 8| 42| | 6. Orchestra Music| | | | | | | | | Great| 8| 10| 7| 13| 6| 44| 2| | Medium| 8| 12| 17| 9| 13| 59| | Partial| 14| 7| 6| 8| 9| 44| | 7. Instrumentals (piano, guitar, violin)| | | | | | | | | Great| 17| 21| 12| 17| 17| 83| 2. 48| | Medium| 10| 9| 14| 10| 10| 52| | | Partial| 4| 0| 4| 3| 1| 12| | 8. Classical Music (compositions of Mozart, Beethoven, Yiruma)| | | | | | | | | Great| 8| 15| 8| 16| 13| 60| 2. 14| | Medium| 10| 9| 14| 8| 7| 48| | | Partial| 12| 5| 8| 6| 8| 39| | 9. Synthesized Music (Electro-pop, Synthpop)| | | | | | | | | Great| 11| 16| 10| 14| 11| 62| 2. 22| | Medium| 13| 10| 15| 6| 11| 55| | | Partial| 6| 3| 5| 10| 6| 30| | 10. Music being played on entertainment media (television, radio, virtual games, etc. | | | | | | | | | Great| 20| 17| 13| 17| 15| 82| 2. 5| | Medium| 9| 10| 17| 8| 13| 57| | | Partial| 1| 2| 0| 5| 0| 8| | ANALYSIS: In the first question, 73 students answered that they are greatly affected in their moods when listening to music with soft and light beats. There are 65 of the total respondents feel medium affection while the remaining 9 students only feel partial affection. In the contrary of the music being sampled in question no. 1, music with strong beats and melodies cause great impact on 79 students, medium impact on 61 students, and partial impact on the remaining 7 students. 4 students are greatly affected by the music being played in different merchandises like stores and malls. Other students only feel medium affection however it is majorly chosen among all respondents (76 students). The 37 remaining students only feel quite or partial effects in their emotions. Gospel music greatly influences the emotions of the 48 students and partially influences 24 of them. Once again, the majority of the respondents (75 students) have chosen the “Medium” option. Background music being played in occasions like recognition or graduation days and wedding ceremonies also deals different impacts on people. 0 respondents really reminisce with the music, 65 respondents feel medium impact, and the remaining 42 sense the music partially. As to the sixth question, the options “Great” and “Partial” got the same number of frequencies (44 respondents) while the option “Medium” still got the most number of responses (59 respondents). Question no. 7 states that instrumental music made from different musical instruments like guitar, piano, and violin affect the emotions of a person. 83 students are affected greatly, 52 students are affected intermediately, and 12 of the total respondents are affected partially by these kinds of music.
In question no. 8, the researcher asks the effects of classical music to the emotions of the respondents. 60 seniors have their emotions greatly bothered whenever they listen to the compositions of the Classical musicians like Beethoven and Mozart. 48 respondents feel medium involvement while 39 only feel partial involvement whenever they listen to this kind of music. Synthesized music, which are wide artificial range of sounds produced by the electronic instruments, causes great effects on the moods of 62 students, medium effects on 55 students, and partial effects on the other 30 students.
Finally, the last question of the second table reveals that background music accompanying television shows, being played in radio, and being heard in some virtual games likewise cause different changes in moods and emotions of a person. Some feel great changes (82 students), some changes their moods averagely (57 students), and the others only feel partial changes (8 students). INTERPRETATION: The second table portrays all the information about the second part of the survey which gives answers to sub-problem no. 2, the relation of different music-related media to the emotions or sensations of SBSN seniors.
In this part, the questions are answerable particularly by putting a check mark under the columns “Great”, “Medium”, and “Partial”. As the researcher sees further to the results of the second table, majority of the questions have the option “MEDIUM” (1. 67 – 2. 33) being answered according to the verbal interpretation while the remaining questions have the “GREAT” (2. 34 – 3. 00) option. Music causes medium affection majorly to the respondents. This means that music causes moderate effects on their emotions or other feelings. As they listen to music, their dispositions and states of mind vary averagely.
The respondents are greatly affected both by light music and those that contain strong and fast beats, although their musical compositions are quite contrasting. Dill (2011) presupposed that listening to light music with easy beats provides further concentration in work while listening to music with upbeat rhythm relieves stress and reduces the production of stress hormones. Music being played from different media like televisions and radios provides liveliness and enjoyment. No doubt that most of the respondents are greatly innovated by these types of music. Majority of the given kinds of music cause average consequences on the seniors.
These are the types of music that are being played occasionally in different places and times. Different forms of music being played in malls, which are called Elevator music (Dill, 2010), helps people to shop longer in their merchandises or even relaxes them whenever they take seats. Gospel music are being played during masses and people, including students, who go to church every Sunday experience lifting in their hearts as they sing unto the Lord, thus feel change in their emotions. Music being played in different circumstances in life like wedding ceremonies makes the celebrants feel that they are well-given splendour in the celebration.
Orchestra and orchestra-like music made by stringed and brass instruments brings goose bumps and powerfully peculiar feelings to the listeners and makes them to hallucinate as they express their emotions to project his feelings into the music (Pratt, 1992). Music created both from the past and from the present time likewise causes average feelings on the seniors. Historic music like of the Classical compositions of Beethoven and Mozart “shifts” the brain of the listener to higher-awareness waves, through is melody and rhythm, and provides higher concentration.
Synthesized music is artificially made by machine-like instruments. These produce those funky-like sounds that give the listener such glee, excitement, and merriment. TABLE III. FREQUENCY AND THE LIKERT SCALE OF TEST III. (POINT OF VIEW OF THE SENIORS TO MUSIC AS AN EMOTIONAL OUTLET) QUESTION| St. Lambert| St. Landric| St. Lawrence| St. Leander| St. Leonard| Total| Weigh-ted Mean| 1. Music has direct relation with emotions| | | | | | | | | Strongly Agree| 17| 10| 16| 15| 16| 74| 3. 5| | Agree| 13| 19| 14| 15| 12| 73| | | Disagree| 0| 0| 0| 0| 0| 0| | | Strongly Disagree| 0| 0| 0| 0| 0| 0| | . Music can reminisce past events| | | | | | | | | Strongly Agree| 14| 7| 9| 11| 16| 57| 3. 37| | Agree| 15| 22| 21| 18| 12| 88| | | Disagree| 0| 0| 0| 1| 0| 1| | | Strongly Disagree| 1| 0| 0| 0| 0| 1| | 3. Music can immediately affect mood swings| | | | | | | | | Strongly Agree| 14| 7| 15| 11| 15| 62| 3. 38| | Agree| 14| 22| 14| 17| 12| 79| | | Disagree| 2| 0| 1| 2| 1| 6| | | Strongly Disagree| 0| 0| 0| 0| 0| 0| | 4. Music can heal emotionally| | | | | | | | | Strongly Agree| 16| 6| 11| 15| 13| 61| 3. 35| | Agree| 12| 20| 18| 13| 14| 77| | | Disagree| 2| 3| 1| 2| 1| 9| | Strongly Disagree| 0| 0| 0| 0| 0| 0| | 5. Music serves as a motivation for my future| | | | | | | | | Strongly Agree| 11| 9| 6| 16| 11| 53| 3. 27| | Agree| 17| 18| 22| 12| 12| 81| | | Disagree| 2| 1| 2| 2| 5| 12| | | Strongly Disagree| 0| 1| 0| 0| 0| 1| | 6. Music promotes unity among people| | | | | | | | | Strongly Agree| 12| 11| 10| 15| 8| 56| 3. 31| | Agree| 17| 15| 19| 15| 16| 82| | | Disagree| 1| 3| 1| 0| 3| 8| | | Strongly Disagree| 0| 0| 0| 0| 1| 1| | 7. Music intensifies awareness, alertness, and excitement| | | | | | | | | Strongly Agree| 11| 15| 8| 14| 10| 58| 3. 34| Agree| 18| 13| 19| 15| 1| 81| | | Disagree| 1| 1| 3| 1| 2| 8| | | Strongly Disagree| 0| 0| 0| 0| 0| 0| | 8. Music shows one’s identity| | | | | | | | | Strongly Agree| 18| 11| 12| 19| 15| 75| 3. 46| | Agree| 12| 17| 15| 10| 12| 66| | | Disagree| 0| 0| 3| 1| 1| 5| | | Strongly Disagree| 0| 1| 0| 0| 0| 1| | 9. Music draws one’s imagination| | | | | | | | | Strongly Agree| 23| 13| 15| 14| 14| 79| 3. 04| | Agree| 6| 16| 14| 15| 14| 65| | | Disagree| 1| 0| 1| 1| 0| 3| | | Strongly Disagree| 0| 0| 0| 0| 0| 0| | 10. Music can really imitate one’s emotions| | | | | | | | | Strongly Agree| 21| 13| 12| 16| 15| 77| 3. | | Agree| 8| 16| 18| 13| 12| 67| | | Disagree| 0| 0| 0| 1| 1| 2| | | Strongly Disagree| 1| 0| 0| 0| 0| 0| | ANALYSIS: In the first statement, all 147 respondents agreed that music has direct relation with the emotions of people. 74 of them agreed with all confidence while the 73 agreed chiefly. Moving on to the second statement, the researcher asks if certain past events can be brought back by music to the memories of a person. 145 students correspond to he statement. 57 students strongly agree, and 88 students agree. Only 2 of them have the opposite point of view to the statement.
One disagrees, and the other one strongly disagrees. In the third statement, 62 respondents strongly agree and 79 respondent to the statement that music can immediately affect the mood swings of a person who is listening to it. The remaining 6 students contradict to this thinking. According to Clynes (1976), music can heal emotionally. 61 respondents strongly agree and 77 agree with this thinking while the other 9 disagrees in this matter. 53 students greatly think that music serves as a drive or a motivation for one’s future, along with the 81 students who agree with this subject.
Contrasting the thinking of these people, 12 of the total respondents disagrees and one strongly contradicts music as a motivational tool. Music promotes unity among people. 82 accepted this assertion while 56 approved this strongly. On the contrary, eight respondents did not accept this statement and another one respondent contradicted it stoutly. 58 students strongly believe that music intensifies different sensations like awareness, alertness, and excitement. 81 likewise believe to this ability of music, while the remaining 8 students don’t believe that music can do such.
A total of 141 students accept music as it shows one’s identity to the listener – 75 strongly agrees, while 66 agrees. The remaining 6 thinks that music doesn’t have a connection with one’s identity – 5 persons disagree while one strongly disagrees. In the ninth statement, imagination is being drawn by music. This question received no answers of “Strongly Disagree”. It has 79 responses of “Strongly Agree:, 65 responses of “Agree”, and 3 responses of “Disagree”. Lastly, the researcher asked them if the respondents believe that music can imitate the emotions they feel. 7 agreed strongly, 67 agreed, 2 disagreed, and only one strongly disagreed. INTERPRETATION: The last table presents all the information about the last part of the survey which gives answers to sub problem number 3, the point of view of the seniors to music as an emotional outlet, In this part, the question are answerable particularly by putting a check mark under the columns “Strongly Agree”, “Agree”, “Disagree”, and “Strongly Disagree”. As the researcher sees further to the results of the third table, majority of the questions have the option “Strongly Agree” (3. 25 – 4. 0) being answered according to the verbal interpretation while the remaining one question has the “Agree” (2. 50 – 3. 24) Fortunately, all of the seniors agreed that music is really an emotional outlet. They use music as a vent for expressions and thoughts. They listen to music and as the same time, they let out their emotions flow with the music as well. Music has direct relation with emotion for they go in par with each other. Music can change the emotions being felt by the listener and emotions can manipulate music as well. For instance, a pianist feels depressed.
He plays a slow and gloomy composition in order to express his emotions as he hears the musical piece he is playing. “When I need a good cry, I know the music to play,” said Sharon (2010). Music, therefore, can affect the person himself. Dill (2010) says that music can directly bring us to an individual’s memories, either happy or depressing ones. The flow and even the lyrics of a song can remind him about something and eventually change his mood swings at a glimpse due to some events remembered. But aside from transporting the listener to his past, music can also guarantee his future.
Motivational songs full of inspiration such as gospel songs provide hope and positivity in life. Music can likewise bring people together and unite them. The respondents accepted these statements that came from the writer. As the respondents listen to music, their sensations and emotions intensify. They feel vigilant and aware as well to their surroundings. Their identities are also signified by the music being played. Music is like a ‘mirror’ that allows the individual to view himself as its rhythm and melody flow harmoniously with his emotions. CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS 5. 1. SUMMARY OF FINDINGS The study used the Descriptive Survey Method. It is composed of ten Multiple Choice questions, ten questions that are arranged in a Great-Medium-Partial table, and another set of ten questions that is designed in a Likert Scale table. The survey is conducted on August 28, 2012 at 7:30 AM to 3:00 PM. The researcher surveyed 147 students divided into 5 sections: St. Lambert (30), St. Landric (29), St. Lawrence (30), St. Leander (30), and St. Leonard (28). These are the following findings of the researcher: 1.
After collecting the responses of the SBSN Seniors, the researcher identified that they are really interested in listening to music. 2. Music is really beneficial to the daily lives of the SBSN Seniors. They use it as a stress reliever in order to feel relaxation physically and mentally. Music helps them in doing some activities and provides focus and concentration in doing such. Lastly, it serves as an inspiration for the respondents and gives positive outputs upon them. 3. The researcher deduces that emotions are really affected whenever a person is listening to music.
One feels glee, excitement, and other positive aftermaths in the emotions whenever they listen to lively music while one feels the contrast sensations whenever they hear the sentimental ones. 4. As an emotional outlet, music has many capabilities in triggering the emotions of the respondents. 5. 2. CONCLUSION Based form the accumulated data, the null hypothesis “Listening to music is not an emotional outlet among SBSN Seniors” is rejected. The following are the conclusions of the researcher: 1. SBSN Seniors are really interested in listening to music. 2. The respondents find music really beneficial. . Music can really change the listener’s emotions depending on its characteristics 4. Music is an effective tool of the listener to release the emotions the listener is feeling. 5. 3. RECOMMENDATIONS: After the procurement of the results, the researcher would like to give certain recommendations. There are enumerated as follows: 1. Since the students are really interested in music, the researcher suggests implementing music-related programs in school such as singing contests or Battle of the Bands. 2. As to the teachers, the researcher proposes to value music as a non-curricular subject.
As human beings, their students also need something where they can release their feelings and tensions after the different circumstances they have undergone. As an emotional outlet, music is a very effective tool. 3. Due to the fact that music is beneficial to one’s life, the researcher suggests the people to acknowledge music as one of the most important elements in life as they apply it to their actions as well. BIBLIOGRAPHY A. Books Dill, James & Bobbie; & Biebel, David, (2010). 50 ways to feel good today. Baker Publishing Group Hargreaves, D. , (1997). The developmental psychology of music. Cambridge University Press
Higgins, K. M. (1991) Music of our Lives. Temple University Press, Philadelphia 19122 Juslin, P. N. , & Slodoba, J. A. , (2001) Music and Emotion (Ed. ) Oxford University Press Paul, Routledge, & Kegan (1995) & Budd, Malcolm (2002). Music and the Emotions. Library of Congress Cataloguing in Publication Data B. Websites Antonia, J (2007). Music and Emotional Responses in the Brain. http://serendip. brynmawr. edu/exchange/node/333 Popova, Maria (2011). Sentics: Emotional Healing Through Music and Touch. http://www. brainpickings. org/index. php/2011/09/05/manfred-clynes-sentics/ Range Verbal Interpretation. ttp://www. scribd. com/doc/82862286/31/Range-Verbal-Interpretation APPENDICES APPENDIX A: LETTER TO THE RESPONDENTS To the Respondents, Greetings! You have been chosen to answer this questionnaire as part of the thesis entitled “LISTENING TO MUSIC AS AN EMOTIONAL OUTLET: A PERCEPTION STUDY AMONG SBSN SENIORS”. This questionnaire can contribute in the development of the researcher’s study. All information will be necessary to make the study complete. Rest assured that your answers will be trusted with outmost confidentiality. Thank you. Caryl Lloyd V. Santelices The Researcher APPENDIX B: SURVEY QUESTIONNAIRE
LISTENING TO MUSIC AS AN EMOTIONAL OUTLET: A PERCEPTION STUDY AMONG SBSN SENIORS A Thesis Presented to The Faculty of High School Department St. Benedict School of Novaliches In partial fulfilment of the requirements of English IV By: Caryl Lloyd V. Santelcies Submitted on: November 14, 2012 ACKNOWLEDGEMENT The researcher would like to offer a bountiful of thanks and gratitude to the following individuals who offer themselves in helping and whose guidance led to the completion of the research work. To Ms. Daciel Elias and Ms.