As mentioned previously, my initial thought that studying with music would have the ability to increase academic performance was disproved in multiple studies. However, specific types of music and techniques, such as the Mozart Effect, have been proven to increase performance on specific tasks, in this case, mathematical testing. Further, there are significant differences in performance between different types of students. For one, introverts seem to perform better on tests while listening to music, than in silence, while the opposite is true for introverts. It was also very interesting to see the differences in study habits cross-culturally, as well as the perceived benefits of these study habits within each culture.

Further, I am extremely happy to have found studies that support the use of music within the classroom to enhance students’ Social Emotional Learning. It was also very interesting to see that music in the classroom has a positive effect on student behaviour and tendencies toward acting out. Lastly, the use of music within a class having a positive effect on motivation and enjoyment is something that I plan on bringing into my own classroom, in order to create a positive enjoyable experience for all of my students.

There was one more interesting concept that I found on this journey, that didn’t directly relate to my inquiry. This is the idea that, “children, who have more exposure to music and music training, benefit from enhanced brain activity, which has been shown to increase students’ abilities to perform on certain academic tasks”. (Yoon). This study deals more with childrens’ involvement in musical education and practice, and their ability to perform better on academic tasks, not necessarily simply through listening to music. This is something that I wish I had been aware of previously, and I believe is extremely important for future generations who now have another reason to explore musical education.

Findings:

After completing a study across 3 different classrooms, where I asked students to self-identify as either an introvert or extravert, and then complete as many simple math equations as possible in 30 seconds, first in silence, then with music in the background, I came across interesting results.

It was originally thought that those who self-identified as extroverted would perform better with music on in the background and those would self-identified as introverted would perform poorer. From completing this study, I found that there was a correlation between music being played and introverts/extraverts.

61% of extraverts performed better (completed more math problems) while listening to music rather than when no music was being played.

58% of introverts performed better (completed more math problems) while in silence rather than with music on in the background.

Although subtle, the correlation does seem to be there across 3 classrooms.