Students
By:
Ang, Lanz Matthew Joaquin Y., Co, Wesley Crague F., & So, Veronica Maye O.
12 - Martin Luther
Music and Math have always been related to one another whether directly through the
mathematics that explains music to indirectly like studies on how playing musical instruments
improve math grades. There have been several studies on the relationship of math and music but
there are only few for music aptitude and mathematical performance and many of these are
outdated. It is because of this that a study on music aptitude which is defined as a person’s innate
ability to understand and comprehend music and mathematical performance or how one does in
mathematics when given problems related to different factors of the subject is of great interest. For
this reason, the researchers conducted a study on the relationship of music aptitude and
mathematical performance. The research used random sampling to observe 30 grade 12 students
from a private Chinese-Filipino high school. Music aptitude was determined using the distorted
tune test while mathematical performance was determined using the general math grades of the
students. The results of the study showed that music aptitude had no relationship to mathematical
performance. The researchers also found that the results had small standard deviations which
helped the researchers support their findings. Even though the results of the research showed no
correlation the researchers believe that more studies should be done regarding the two variables as
their relationship.
i
Acknowledgements
The group would first want to thank of the institution of Jubilee Christian Academy for
The group also want to thank Ms. Ma. Anna Louzell Manabat for her contributions to the
research by helping them ascertain their topic as well, as provide consultation to the researchers,
In addition, the researchers would also like to thank the respondents of the study due to
their active participation in answering the group’s musical aptitude test and providing the group
their general mathematics grade. They played a vital part in determining the results of the study.
Without their help, the group wouldn’t have been able to complete their research.
The group would also like to acknowledge previous researchers, for their work played a
vital role in shaping the research and the group’s understanding of the topic.
The group would also like to thank their family and friends, for their moral support for the
group. They allowed the researchers to complete the research, even if there were a lot of obstacles.
Lastly, the group would like to thank our Lord, Jesus Christ, for allowing the group to be
able to finish the research. Without His help, the group would not have had the help they needed
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Table of Contents
Abstract ........................................................................................................................................... i
Acknowledgement ......................................................................................................................... ii
Chapter 1: Introduction
Background of the Study ............................................................................................................. 1
Statement of the Problem ............................................................................................................ 2
Significance of the Study ............................................................................................................ 3
Scope and Limitations ................................................................................................................. 6
Definition of Terms ..................................................................................................................... 7
Chapter 2: Review of Related Literature
Conceptual Literature .................................................................................................................. 8
Related Studies ............................................................................................................................ 9
Chapter 3: Methodology
Research Design ........................................................................................................................ 12
Research Instruments ................................................................................................................ 12
Participants ................................................................................................................................ 13
Data Gathering Procedure ......................................................................................................... 13
Method ...................................................................................................................................... 14
Chapter 4: Results and Discussions........................................................................................... 16
Chapter 5: Conclusions and Recommendations ...................................................................... 27
Bibliography ................................................................................................................................ 30
Appendices ................................................................................................................................... 33
Chapter 1
Introduction
& Weiss, 2013). This aptitude can be measured using a Music Aptitude Test which is often based
on Seashore’s (1919) definition of how Music aptitude can be measured using certain factors like
pitch.
According to Shellenberg and Weiss (2013) cognitive ability includes all aspects of
cognition like memory, language, and visuospatial abilities. Aside from these general
intelligence is also part of the cognitive ability of a person. As a measure of general intelligence
people are given tests that determine their academic performance. One of the aspects of the
performance is often based on the scores that students receive on their tests. There are many
studies linking the relationship of music to math. In fact music is intertwined with mathematics.
Many musical concepts like frequency and intervals can be explained through mathematical
concepts. It is this relationship that brings music and math close together.
1
While there are several studies about listening to music and math performance, these
studies do not consider the music aptitude of these test takers. Although there are studies that
have been done on the relationship between music aptitude and mathematics performance, the
results of the studies are inconclusive because some have a direct relationship while some do not.
Past researchers has shown a positive relationship between music training and scores on
mathematics tests but not all studies show the association between the two skills (Gaab & Zuk,
2017). Aside from this, some of the studies that show positive relationships between the two
In light of this, having no recent research that focused on Grade 12 students from a
Chinese-Filipino school in Quezon City, the researchers aim to determine the correlation of
Correlation Coefficient.
Due to the limited number studies that have been done to show the relationship between
musical aptitude and mathematical performance, the large number of studies that are outdated,
and the possible impacts it may have on society, the researchers will examine the correlation
between the musical aptitude and mathematical performance of Grade 12 students of Jubilee
Christian Academy. Specifically, this research aims to answer the following questions:
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1. What is the demographic profile of the students?
a. age ; and
b. gender?
mathematical performance?
The researchers focuses on determining the relationship between music aptitude and
mathematical performance of Grade 12 students. Moreover, the results of the study will be
Students. The study will help students understand how their music aptitude can affect
their mathematical performance. This can help them to better understand how music relates to
Teachers. The study will help teachers understand the students abilities. It can open new
ways of learning which applies musical aptitude to mathematical teaching. This can help teachers
to create assessments that are better suited to their students and understand how the student’s
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Academe. The study can help academe be more knowledgeable of the relationship of
musical aptitude and mathematical performance. Through this programs may be created or
implemented to help students for example creating a music program or club. It will also give
Future researchers. Future researchers can benefit from the study as it can be a basis for
Hypothesis
HO: There is no significant relationship between the musical aptitude and the mathematical
HA: There is a significant relationship between the musical aptitude and mathematical
4
Conceptual Framework
The main purpose of this study was to determine if there was a significant relationship
between the musical aptitude and the mathematical performance of grade 12 students. Figure 1.1
shown beforehand presents the conceptual framework of the study conducted by the researchers
with musical aptitude and mathematical performance being the variables. These said variables
5
may determine the hypothesis in which they may either have a significant relationship or none at
all. One questionnaire was given to the respondents containing a test for their musical aptitude
and a survey for their general Mathematics grade as well as their demographic profile. The
Pearson’s Correlation Coefficient Test was used to determine the relationship between the two
variable. The results were derived from the answers and information collected and here, the
researchers were able to either accept the null hypothesis or reject it.
There are also limitations to this study. The study was limited to thirty grade twelve
students studying in Jubilee Christian Academy. The study used surveys and questionnaires. This
method of gathering data can be more efficient, but it has no guarantee that the data the
researchers will be gathering are accurate, such as correct random guesses and gadget glitches.
The study would include the general mathematics grade the participants have taken in the
previous grade level. The study, however, does not take into account the participants’
Intelligence Quotient and lessons students have taken out of school. The study will also only be
6
Definition of Terms
The following are conceptual terms found in the research. These can aid in helping the
Musical Aptitude - The skill or ability for a person to comprehend musical notes, patterns, and
concepts
7
Chapter 2
This section of the research includes the conceptual literature as well as the related
Conceptual Literature
Music Talent is rooted on psychology where in people have innate abilities to do music
described as music aptitude. Music aptitude can be tested through several means. Seashore
(1919) says that music is related to intellect and through different tests the aptitude of a person to
music can be determined. This music aptitude also has relationships to other traits like IQ and
has shown to have a positive correlation to mathematics. However Shellenberg and Weiss (2013)
say that this correlation is due to the correlation to general intelligence compared to mathematics.
Musical aptitude is not the only aspect of music that affects mathematics in fact music
participation also affects mathematics. A study done by Boyd (2013) says that there is a
significant relationship between music participation and achievement in mathematics but length
of participation and practice played a big part in this relationship. When only a short amount of
participation is given results are usually inconclusive in both middle school and preschool
students. A larger sample size also gives more accurate results as seen in the study done by
Mehr, Schachner, Katz, Spelke (2013) where a larger number of preschoolers tested showed no
8
Related Literature
Mathematics and music have always been thought by people to be related. Some even
argue that musical ability is related to general intellectual ability. In the study done by Buttal
(2017), which focused on the determining if musical ability and mathematical ability had a
correlation, the results showed that musical had a positive relationship with not only ability in
mathematics, but also in foreign languages. In another study done by Maas (2013), that focused
more on the effect of background music on math quiz scores, showed that there too was a
positive relationship between variable. The only difference is that the studies used different tests
from other studies. Buttal (2017) used a Bentley Test and Maas (2013) used a Latin Square
Technique.
Music aptitude as well as performance in music has shown positive results from
improvement in math however Rother (2000) found that there is no significant relationship
between music aptitude and achievement in mathematics. On the other hard QBhat, Wani, &
Anees (2015) who performed a study with a larger sample size found that performance in music
rather than music aptitude shows a positive relationship to mathematical performance. The
studies have shown that music or being a musician may help people understand the complexity
of math and that certain skills like spatial temporal reasoning which can be useful in math are
improved by music.
9
Music or music training has a small link to music aptitude as well as cognitive
development in children. The results of a study study done by Civil (2007) showed that learning
with the aid of music can improve learning in mathematics. According to Tai (2010) playing
musical instruments like violin and keyboard done on young children shows positive correlation
to music aptitude. Studies done by Civil (2007) and Tai (2010) shows a relationship of music
practice on spatial ability. This shows that musical aptitude truly has a significant effect on the
Some researchers only focus on finding the relationship, however the following two also
focus on who benefits from it. For Haimson, Swain, & Winner (2011), the objective of their
study was to determine if Mathematicians have an above average musical skill compared to
others. This is why the sample of their research had to have at least a doctoral degree in
Mathematics. For McKeever (2017) however, the objective of her study was to determine if there
was an effect the classical music had to six graders who had learning disabilities. This is why the
sample of her research consisted of sixth graders. The sample of these test not only help the
research and future researchers, they can also utilize this information to benefit them, and
although both of these studies have an unconventional sample, they both have one focus, which
The studies that were reviewed by the researchers included information on the origin of
music aptitude as well as the factors affecting it. It also describes the relationship between music
10
aptitude to intelligence. Aside from this the relationship between music and math was also
After analyzing the different studies that were related to music aptitude and mathematics
performance, it was observed that many of them find no correlation between the two variables
however, they find that there are correlations between music and cognitive ability or general
intelligence. Studies have also shown that data or the results change when the sample size
increases.
The literature reviewed by the researchers will be used as a basis for the study of the
researchers on music aptitude and mathematics performance. The studies will be used for
validity and can be a predictor for the possible results of the study.
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Chapter 3
Research Design
The group conducted a study on the correlation between music aptitude and mathematical
performance in grade 12 students. The study determined the relationship between music aptitude
correlational research design is one which is used to determine relationships between 2 or more
variables and is used for intelligent predictions (Fraenkel, Wallen, & Hyun, 2012). Through this
research design, the group aimed to determine how music aptitude can affect mathematical
performance or how the music aptitude of a person is related to their mathematical performance.
In the context of this study, information on the variables, music aptitude and mathematical
performance of grade 12 students, will be retrieved and examined for their correlation to one
another.
Research Instruments
As defined by the Cumulative Index to Nursing and Allied Health Literature (CINAHL),
research instruments like questionnaires, scales, and surveys are assessment tools made to attain
data regarding the topic of a particular study. These instruments are utilized in providing
information about the test subjects and variables related to the research. For this study, two (2)
The first research instrument was a survey. This survey was used to obtain the General
Mathematics grades of the respondents. The second research instrument was a musical aptitude
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test. This test, named as the Distorted Tunes Test, was taken from the website of the National
in which each number plays a tune. The subject will simply answer whether they think it was
played either correctly or incorrectly. It tackles a person’s overall musical skill incorporating
elements such as pitch, patterns, and other musical concepts in one test rather than only focusing
on an element.
Participants
The participants involved in this study are 30 grade 12 students that are currently
studying in Jubilee Christian Academy. They must have studied grade 11 in Jubilee Christian
Academy. The type of sampling used in this research was random sampling to reduce the bias.
aptitude of the participants is a musical aptitude test from the National Institute on Deafness and
America. To determine the mathematical performance of the participants, the grade 11 final
general math grade would be used. This is also valid because it is taken from the results of the
13
Test Administration. To administer the test, the group randomly selected 30 grade 12
students from Jubilee Christian academy to be part of the research, then ask them to sign the
letter of consent, which allows the researchers permission to use the data gathered for the
research. After the letter of consent is signed, the researchers asked the participant to answer the
musical aptitude test, then asked for the general math grade the participant received on their
Data Interpretation. The Pearson’s Correlation Coefficient Statistical Test was used on
the data received by the group to determine is Pearson’s Correlation Constant. This was then
performance.
Method
The group used the Pearson correlation coefficient or Pearson (r) for the analysis of the
data.
n(Σxy)−(Σx)(Σy)
r=
√[nΣx2 −(Σx)2 ][nΣy2 −(Σy)2 ]
Figure 3.1: Pearson correlation coefficient formula
The group will take values from the variables which are the music aptitude test scores as
well as the general math scores and place them under two groups, the summation values of each
group, the summation of the squares, the summation of the products of paired values, as well as
the number of paired data will be used to compute the coefficient. Through the formula of the
14
Pearson correlation coefficient, a strong, weak, or no correlation can be determined as well as
whether the values are positively or negatively related. At the p-value of <0.05 the group will
15
Chapter 4
This section contains the results collected by the researchers during the survey period, of
the study. The information needed was attained through the questionnaires given to the
respondents. It also includes both the analysis and interpretation of the data that were gathered
from the said questionnaires to aid in answering the problems presented. Information regarding
the demographic of the sample is presented below, as well as their scores on the Distorted Tune
FIGURE
Male Female
43%
57%
researchers used a random sampling technique, the number of male and female respondents were
not equal. There were 13 female respondents and 17 male students. Together, the research has a
total of 30 respondents.
17 18
26%
74%
The figure shows the demographic profile for age. The age group of the respondents
ranges from 17-18 years old. The sample consists of twenty-two 17 year-olds and eight 18 year-
Scores
4.5
1.5
0
15 17 18 19 20 21 22 24 25
out of a 26 item test. Two of the respondents got a score of 15, 1 obtained a 17, 3 with the score
of 18, 2 with the score of 19, and another 2 with the score of 20. Meanwhile, 6 obtained a score
of 21, 3 with the score of 22, another 6 with the score of 24, and 5 with the score of 25. It can be
seen here the test scores are not too far from each other and altogether, the test scores are
relatively high.
Grades
3.75
2.5
1.25
0
85 86 87 88 89 89.5 90 91 91.5 92 93 94 94.5 95 97 98 98.5
On the figure above are the averaged General Mathematics grades of the respondents. Their
grades ranges from 85 - 98.5 out of 100. 1 of them obtained an 85, 4 of them with the score of 86, 2 of
them with the score of 87, 1 with the score of an 88, and another 1 with the score of 89. Meanwhile, 2 of
them obtained the score of 89.5, 5 of them with the score of 90, 2 of them with the score of 91, another 2
with the score of 91.5, followed by another 2 with the score of 92, and 1 with the score of 93. On the
other hand, 1 obtained the score of 94, another 1 with the score of 94.5, and 1 more with the score of 95.
Lastly, 1 with the score of 97, 2 with the score of 98, and 1 with the score of 98.5.
4.3 Summary of Data
Gender
16 53%
Male
14 47%
Female
30 100%
Total
Age 22 73%
17 8 27%
18
30 100%
Grade Level
Grade 12
In this research, the researchers used random sampling to get the respondents for this
study. They randomly selected 30 students from the whole grade 12 that were studying in Jubilee
Christian Academy. The respondents that the researchers got was composed of 16 male students
and 14 female students. The ages of the respondents were 17 and 18. 22 of the respondents were
1 22
2 24
19
3 24
4 21
5 21
6 19
7 18
8 20
9 22
10 21
11 22
12 24
13 20
14 21
15 25
16 25
17 24
18 24
19 19
20 21
21 18
22 15
23 17
24 21
25 18
26 24
27 15
28 25
20
29 25
30 25
The range of the music aptitude scores the 30 respondents got was 15 to 25. The mean of
the musical aptitude scores the participants got was 21.33 and the standard deviation is 2.94.
Respondent Mathematical
1 92.00
2 85.00
3 90.00
4 92.00
5 90.00
6 95.00
7 86.00
8 97.00*
9 94.00
10 98.00
11 87.00
12 86.00
13 89.00
14 90.00
15 89.50
16 90.00
17 91.00
18 90.00
21
19 98.00
20 91.50
21 88.00
22 86.00
23 94.50
24 93.00
25 86.00
26 98.50
27 91.50
28 89.50
29 87.00
30 91.00
The range of the general mathematical grade the 30 participants have is 85 to 98.5. The
mean mathematical grade of all the respondents is 90.87 and the standard deviation of the
The tables above were used to calculate the Pearson correlation coefficient of the two
variables. The left columns for both give the respondents while the columns on the right provide
general math grades and distorted tune test scores respectively. The general math grades will be
used to represent mathematical performance while the distorted tune test scores will be used to
The research used the Pearson Correlation Coefficient or the Pearson r for determining
the relationship of the two variables, music aptitude and mathematical performance. To get
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Pearson r two groups an x and y-variables are needed. In this study the x-variable was the
mathematical performance and the y-variable was the music aptitude. Through the use of the
Pearson Correlation Coefficient formula the group was able to get the strength of the relationship
between the two variables. The Pearson r gives a value between -1 and 1 which indicates
strength of relationship between the two variables stronger relationships mean that the variables
have a good relationship with one another while a weak relationship indicates that the variables
do not have relationships with one another. The negative value means that the variables have a
inverse relationship or while one variable increases the other variable tends to decrease. The
positive value means that the variables have a direct relationship or while one variable increases
r=n(xy)-(x)(y)[nx2-(x)2][ny2-(y)2]
Figure 4.4.1: Pearson correlation coefficient formula
Table 4.4.3 Summary of data that will be used in computing the Pearson Correlation Coefficient
(x) Aptitude
(y)
23
6 95.00 19 9025.00 361 1805
24
The data shown in the table above was placed in the Pearson Correlation Coefficient
r=(30)(58,133.5)-(2,726)(640)[(30)(248,126.5)-(2,726)2][(30)(13,912)-(640)2]
r=-635(12,719)(7760)
r=-0.0639
The coefficient shows the relationship between the two variables is negative however it is
also very weak. To determine if the coefficient can be used to describe the data the group looked
p-value=0.7327
The p-value is used to reject the null. Since the study limited the p-value to <0.05, the p-
value of 0.7327 shows that the data is not statistically significant. Due to this the researchers
were not able to reject the null, which means that there is no significant relationship between the
two variables.
The results of the study done on the grade 12 students of Jubilee Christian Academy
show that the data has a large p-value. This large p-value means that there is a big probability
that the data can occur when the variables are unrelated or not related to one another. This means
that the variables have very little relationships with one another. Aside from this the data has
shown that the variables have relatively low standard deviations. This can means that data points
are not far from each other which may also supports the lack of correlation between the
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variables. The lack of relationship means that people who get high grades in mathematics won’t
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Chapter 5
This section will build on the results of the previous chapter. It will also discuss the
conclusions, and recommendations of the research which are based on the main objective of this
study that is to determine whether there is a relationship between musical aptitude and
Conclusion
Music and mathematics have many things in common which is why a study based on
them is very essential, it can allow a better understanding of the relationship between the two.
The group looked for relationships between music and math through music aptitude and
intellect and through tests music aptitude can be tested. These tests can help determine the innate
musical ability of a person. Although some studies show the relationship between music and
math have had a positive correlations (Buttal, 2017). Shellenberg and Weiss (2013) argues that
it is due to music’s relationship to general intelligence that causes that correlation. Through these
variables that fall under music and math the relationship between the two may become more
known.
After successfully tallying the scores of each respondent of the study, the use of the
Pearson’s correlation coefficient allowed the group to be able to get the correlation between the
two variables. This was used to describe the relationship between the variables music aptitude
and mathematical performance. From the p-value of the data it can be seen that the probability
the data points occur even when the two variables are unrelated is very large which means that
the two variables are not correlated or have very small association with one another.
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The researchers also found that the standard deviations of the data are relatively small
which shows that data points are close to each other. This means that values close to the means
of each data were retrieved. This affects the correlation and can help to explain why there was no
relationship found between the variables. This is a factor which may have affected the overall
outcome of the results. Rother (2000) whose research was conducted on high school seniors had
a larger Pearson’s correlation coefficient and larger standard deviations than the group but
In conclusion, These factors contributed to why the researchers were able to conclude
that there is no significant relationship between the music aptitude and mathematical
Recommendation
The researchers recommend that future researchers get more respondents to participate
with the study. More participants would mean that the data the researchers would have would
follow a normal curve more. Data that follows a normal curve more would mean that the Pearson
R Correlation would become more accurate. This is because the Pearson R correlation needs a
normal curve as the data to accurately predict its correlation. According to Faber (2014), more
participants would also reduce the margin of error that the computation would have. This is
because a bigger sample size would be closer to the population size, making the correlation the
The researchers would also like to recommend a more controlled environment to conduct
the test. The environment the participants took the test in had a few background noise that could
28
have affected the study. The time the research took place can also have affected the study, so
future researchers are recommended to get the respondents to take the test all at the same time.
Lastly, the researchers would recommend utilizing different musical aptitude test in
conducting future experiments. A lengthier and more elaborate test is recommended. In this
study, a distorted tunes test was utilized. Although validated, future researchers may opt to test
other musicality factors such as rhythm, pitch, and melody or all of the above. According to
Rother (2000), different instruments such as specialized or more complex ones may augment
validity.
29
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