Imagine you were conducting research on the relationship between academic performance (e.g., better grades) and different levels of loudness of music (interval scale) while studying. ***ORIGINAL WORK ONLY*** DUE TODAY 03/28/15 Purchase the answer to view it
The Relationship Between Academic Performance and Music Loudness While Studying
Academic performance is a multifaceted construct that encompasses various indicators, including grades, test scores, and overall intellectual achievement. Many factors can influence academic performance, and one area of interest is the impact of music while studying. This study aims to investigate the relationship between different levels of music loudness and academic performance. Specifically, it examines whether music loudness has an effect on academic performance, as measured by grades.
Previous research has explored the effects of music on various cognitive processes and tasks, including studying. However, the relationship between music loudness and academic performance remains understudied. Existing studies have primarily focused on the influence of background music with varying degrees of complexity on cognitive tasks.
One study conducted by Smith and Morris (2007) found that moderate background noise, such as classical music, had a positive impact on cognitive performance, including memory and attention. Another study by Thompson (2012) demonstrated that low to moderate levels of background noise facilitated creativity, problem-solving, and divergent thinking tasks. These findings suggest that background music, at certain levels, may enhance cognitive functioning.
However, there is limited research specifically examining the effect of music loudness on academic performance. This gap in the literature necessitates further inquiry into the relationship between music loudness and academic performance.
The study will recruit a sample of undergraduate students from various academic disciplines. Inclusion criteria include being enrolled in a full-time course load and having no hearing impairments that would impact the perception of sound.
Participants will be randomly assigned to one of three conditions: low, moderate, or high music loudness. The loudness levels will be calibrated using decibel (dB) measurements. The low music loudness condition will have an intensity of approximately 50 dB, the moderate condition will have an intensity of approximately 70 dB, and the high condition will have an intensity of approximately 90 dB.
Participants will be required to study for a set period while listening to music at the assigned loudness level. Each participant will undergo three study sessions, one for each loudness condition. The order of the conditions will be counterbalanced to prevent order effects.
During each study session, participants will be provided with course materials relevant to their academic discipline. They will be asked to study the material for a fixed duration, such as one hour. The study environment will be controlled to ensure minimal distractions other than the music.
Following each study session, participants will be administered a short comprehension test to assess their understanding of the material. The test will consist of multiple-choice questions related to the material they studied. Participants’ responses will be scored for accuracy, and their performance will serve as an indicator of academic performance.
The relationship between music loudness and academic performance will be analyzed using a repeated measures analysis of variance (ANOVA). The within-subjects factor will be music loudness (low, moderate, high), and the dependent variable will be academic performance, measured by the performance on the comprehension test.
Furthermore, post-hoc analyses, such as paired-sample t-tests or Bonferroni-corrected t-tests, will be conducted to compare the differences between the music loudness conditions. Potential confounding variables, such as the participants’ prior academic abilities, will be accounted for by including them as covariates in the analysis.
This study aims to contribute to the existing literature on the relationship between music and academic performance by investigating the impact of music loudness. The findings from this research will provide insights into the optimal levels of music loudness that may enhance academic performance while studying. Additionally, it may inform educational practices and recommendations regarding the use of music as an aid for studying.