2. Abstract This study attempted to discover how listening to music while taking a test affects a teenage girl ’ s score on that test. 11 females between 13 and 16 years old each tested for 3 minutes on 3 equally difficult math quizzes, involving only addition, subtraction, division, and multiplication. During Test A, the subjects did not listen to music; in Test B, they listened to pop music ( “ I Gotta Feeling ” ); and on Test C, subjects listened to classical music ( “ Finale ” ). The researcher predicted that their highest score would be on Test C, and that they would score lowest on Test B. However, the hypothesis was rejected; on average, the subjects performed far better on Test B, while they were listening to familiar, popular music.

3. Review of Literature  Music is one of the most important factors that can change how humans behave, think, and feel.  Many students who are strong musicians are also in advanced math and science programs.  Large parts of music include understanding math.  Several studies’ results support the theory that listening to classical music makes one better at mathematics.  Music and math are both chock full of patterns, physical and mental images, symmetry, and intervals.  Mathematicians and musicians tend to use the same reasoning style, spatial temporal. This involves using one’s critical thinking power to analyze situations, recognize patterns, and make creative choices and solutions when faced with problems.  These facts display that there is a strong bond between the two, and it is therefore probable that music affects one’s math scores.  Music is one of the most important factors that can change how humans behave, think, and feel.  Many students who are strong musicians are also in advanced math and science programs.  Large parts of music include understanding math.  Several studies’ results support the theory that listening to classical music makes one better at mathematics.  Music and math are both chock full of patterns, physical and mental images, symmetry, and intervals.  Mathematicians and musicians tend to use the same reasoning style, spatial temporal. This involves using one’s critical thinking power to analyze situations, recognize patterns, and make creative choices and solutions when faced with problems.  These facts display that there is a strong bond between the two, and it is therefore probable that music affects one’s math scores.

4. Statement of the Problem Problem: How does listening to music while taking a test affect a young female’s (between thirteen and sixteen years of age) performance on that test? Hypothesis: If a subject listens to music while taking a simple functions mathematics test, then they will earn a higher score while listening to classical music than they earned the tests they performed while listening to pop music or in silence.

5. Experimental Design Materials -- 3 simple math tests -- Answer key for each test -- No. 2 Pencil -- Headphones -- Timer Setup -- Have subject seated at a table with a test face-down in front of them. (Tests must have 25 problems,be equally difficult, and problems cannot be repeated on any tests.) -- Set up headphones on an MP3 player with a pop and a classical song already installed and ready to be played. -- A No. 2 pencil should be available for use -- A timer should be set to ring after 3 minutes to stop the subject’s testing after an exact time. -- Researcher should have answer keys ready to go and be prepared to record observations in a scientific notebook.

6. Experimental Design Cont’d Variables -- Control: test results after listening to no music -- Independent: types of music played -- Dependent: test results -- Constants: time of testing, type of tests, difficulty of tests, music volume, songs used for each subject

7. Procedure 1. When ready to begin, allow Subject 1 to perform Test A with no music playing. 2. Observe. After 3 minutes, stop testing even if unfinished and lay Test A aside. 3. Allow a two-minute break for Subject 1 to insert headphones connected to the MP3 player and to relax and prepare, if needed, for the next test. 4. Present Test B facedown in front of Subject 1 and allow them to start testing when ready. Immediately as they begin, play a pop song. 5. Observe. After 3 minutes, stop testing even if unfinished and lay Test B aside. 6. Allow a 2-minute break for subject to relax and prepare for the next test. 7. Present Test C facedown in front of Subject 1 and allow them to start testing when ready. Immediately as they begin, play a classical song. 8. Observe. After 3 minutes, stop testing even if unfinished and lay Test C aside. 9. Grade Tests A, B, and C and record the number of problems completed and the number of problems answered correctly. 10. Repeat steps 1-9 with more subjects as needed, using identical tests & songs. 1. When ready to begin, allow Subject 1 to perform Test A with no music playing. 2. Observe. After 3 minutes, stop testing even if unfinished and lay Test A aside. 3. Allow a two-minute break for Subject 1 to insert headphones connected to the MP3 player and to relax and prepare, if needed, for the next test. 4. Present Test B facedown in front of Subject 1 and allow them to start testing when ready. Immediately as they begin, play a pop song. 5. Observe. After 3 minutes, stop testing even if unfinished and lay Test B aside. 6. Allow a 2-minute break for subject to relax and prepare for the next test. 7. Present Test C facedown in front of Subject 1 and allow them to start testing when ready. Immediately as they begin, play a classical song. 8. Observe. After 3 minutes, stop testing even if unfinished and lay Test C aside. 9. Grade Tests A, B, and C and record the number of problems completed and the number of problems answered correctly. 10. Repeat steps 1-9 with more subjects as needed, using identical tests & songs.

8. Results & Discussion

9. Results & Discussion Cont’d Test A –Average Score: 88% –Problems Correct: 8.54/9.45 Test B –Average Score: 92% –Problems Correct: 10.36/11.36 Test C –Average Score: 82% –Problems Correct: 9.73/11.73 Sub. 1: 909090 Sub. 2: 7883100 Sub. 3: 7110044 Sub. 4: 1009286 Sub. 5: 758388 Sub. 6:508356 Sub. 7: 10010088 Sub. 8: 10010081 Sub. 9: 1008575 Sub. 10: 100100100 Sub. 11: 1008092

10. DATA ANALYSIS

11. DATA ANALYSIS CONT’D RTEST C R0-59% (F): 2 R60-69% (D): 0 R70-79% (C): 1 R80-89% (B): 4 R90-99% (A): 2 R100% (A+): 2 RTEST C R0-59% (F): 2 R60-69% (D): 0 R70-79% (C): 1 R80-89% (B): 4 R90-99% (A): 2 R100% (A+): 2 RTEST B R0-59% (F): 0 R60-69% (D): 0 R70-79% (C): 0 R80-89% (B): 5 R90-99% (A): 2 R100% (A+): 4 RTEST B R0-59% (F): 0 R60-69% (D): 0 R70-79% (C): 0 R80-89% (B): 5 R90-99% (A): 2 R100% (A+): 4 RTEST A R0-59% (F): 1 R60-69% (D): 0 R70-79% (C): 3 R80-89% (B): 0 R90-99% (A): 1 R100% (A+): 6 RTEST A R0-59% (F): 1 R60-69% (D): 0 R70-79% (C): 3 R80-89% (B): 0 R90-99% (A): 1 R100% (A+): 6 RTest A had most A+s, least As, least Bs, & most Cs RTest B had most Bs, least Cs, & least Fs RTest C had least A+s & most Fs RTest B grades were best, but most # of highest were Test A, & most # of lowest were Test C. RTest A had most A+s, least As, least Bs, & most Cs RTest B had most Bs, least Cs, & least Fs RTest C had least A+s & most Fs RTest B grades were best, but most # of highest were Test A, & most # of lowest were Test C.

12. Conclusions & Future Study My hypothesis was not supported. I thought a subject ’ s score on Test C would be highest. My reasoning was based on background knowledge & research in my review of literature. The average score on Test A was roughly 88%. Test B had an average score of about 92% - a 4% increase, or, in this case, one more problem correct than Test A. Test C ’ s average score dropped to 82%, a 6% decrease from Test A, or one and a half problems answered incorrectly compared to Test A.

13. Conclusions & Future Study Cont’d There was therefore a 10% difference between the average scores of Tests B and C, with Test B having 2 and a half more questions answered correctly than on Test C. In American schools, 10% - the gap between Test B and C average scores - is an entire letter grade difference. Imagine if teachers began using pop music in class; one could say that one expects each student ’ s grade to increase an entire letter grade, making an enormous difference in GPAs, grade cards, and college acceptance rates.

14. In the future, the researcher would consider plans to develop this project further by: –Test more subjects & both genders –Test other age ranges –Lengthening testing time –Vary types of tests –Vary music choices –Changing variables to distract subjects –Research how listening to music affects subjects ’ memories, emotions, or behaviors. Conclusions & Future Study Cont’d

15. acknowledgements  Mrs. Beth Richards, for her support, advice, and assistance  The anonymous subjects, for participating and making the project not only helpful and informative, but also enjoyable and worthwhile  Dr. Barbara Trites, for her supervision of the experiment, as well as her guidance and direction throughout the project.  Mrs. Beth Richards, for her support, advice, and assistance  The anonymous subjects, for participating and making the project not only helpful and informative, but also enjoyable and worthwhile  Dr. Barbara Trites, for her supervision of the experiment, as well as her guidance and direction throughout the project.

16. Works Cited Chalmers, L.; Olson, M. R.; Zurkowski, J. K. (2000). Music as a Classroom Tool. Retrieved from ERIC database. (EJ593109) Črnčec, R.; Wilson, S. J.; Prior, M. (2006). The Cognitive and Academic Benefits of Music to Children: Facts and Fiction. Retrieved from ERIC database. (EJ740733) Levin, Daniel J. (2006). This Is Your Brain on Music: The Science of a Human Obsession. New York, NY: Penguin Group. pp 217-240 Tejeda, Connie. (2004). "History of Music-Brain and Wellness Research." American Music Conference. Retrieved October 26, 2009, from http://www.amc-music.org/drumstudy/Hist%20MB%20Resarch.doc. http://www.amc-music.org/drumstudy/Hist%20MB%20Resarch.doc Zhan, C. (2008, January 16). The Correlation Between Music and Math: A Neurobiology Perspective. Retrieved October 26, 2009, from http://serendip.brynmawr.edu/exchange/node/1869. http://serendip.brynmawr.edu/exchange/node/1869 (Used Source) (Favorite Source)