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The Effects of Music on Mental Health, Emotional Expression,

Cognitive Function, and Physical Health of Grade 10 Special

Program in the Arts

Happie Bolocon

, Jac Cabili

, Kristine Cabisay

, Maria Ana Clerigo

, Sierra Deoquino

, Chloe Grace

Yee

, Froilan Francis Bolodo

, Crissh Jelian Bonete

, Vin Clancy Pascubillo

, Andrew Miguel Lao

Senior High School Department Iligan City National High School in Partial Fulfillment of the

Requirements for Practical Research II

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100113

Received: 13 November 2025; Accepted: 19 November 2025; Published: 02 December 2025

ABSTRACT

Music plays a vital role in enhancing students’ overall well-being, yet few studies have explored its combined

effects on mental, emotional, cognitive, and physical aspects, particularly among adolescents in arts programs.

This study aimed to determine the effects of music on these four domains among Grade 10 students enrolled in

the Special Program in the Arts (SPA) at Iligan City National High School during the school year 2025–2026.

Using a mixed-method design, data were collected from thirty-six (36) respondents through survey

questionnaires and focus group discussions. Quantitative data were analyzed using frequency, percentage, and

weighted mean, while qualitative data were examined through thematic analysis. Results indicated that music

positively influences mental health by reducing stress and improving mood, enhances emotional expression

through self-awareness and regulation, improves cognitive functions such as focus and creativity, and promotes

physical well-being by fostering relaxation and vitality. The study concludes that music contributes significantly

to students’ holistic development and recommends integrating music-based approaches into educational

programs to support learners’ mental, emotional, cognitive, and physical wellness.

Keywords: Music, Mental Health, Emotional Expression, Cognitive Function, Physical Health, Special Program

in the Arts

INTRODUCTION

In recent years, schools have broadened their focus beyond academics, recognizing that true student success also

depends on overall well-being. Mental health, emotional expression, cognitive function, and physical health are

now seen as essential components that shape how students learn, engage, and thrive inside and outside the

classroom. This is observable through initiatives such as seminars and orientations that address student well-

being. However, what is often overlooked is whether extra-curricular programs, particularly those in the arts,

also influence students’ mental health, emotional expression, cognitive function, and physical health.

Mental health, emotional expressions, cognitive function, and physical health are deeply connected in shaping

the overall well-being of students. Very little time is spent in educational settings looking at the

interconnectedness of these areas of student well-being, especially within adolescents, who are experiencing

pressures that influence student thinking and feelings, in addition to engagement and performance in school.

Therefore, it is important to find links between student stress, state of mind, behaviour, cognitive performance

(such as ability to pay attention), feelings, emotional expressions, or even physical manifestations of stress such

as fatigue or illness.

In this regard, music has the ability to directly influence all four areas of mental health, emotional expressions,

cognitive function, and physical health. A thorough review of the literature has indicated that listening to music

or actively engaging and participating in music has the ability to ease anxiety and decrease stress hormones, and

therefore, improve mental health (Thoma et al., 2013). Music also provides a safe way to release emotion and

increase a sense of self-confidence in a way that words cannot explain. Music also has the ability to stimulate

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memory, focus attention, and open creativity through dynamics, rhythms, and melodies, which can enhance

cognitive function (Diamond, 2013). Even the body responds to music; calming music can enhance relaxation

and sleep, while rhythmic beat music can increase energy for exercise and improve vitality (CDC, 2019). Music

is one of the most universal means of human expression and communication, and it is present in the daily lives

of people of all ages and cultures across the globe (Angel-Alvarado et al, 2020; Varadi, 2022).

By looking at these connections, it becomes clear that music is more than just an art form or a subject in school.

For students in the Special Program in the Arts, it can serve as both a creative expression and a source of support

for their mental, emotional, cognitive, and physical well-being. This study therefore aims to explore how music

interacts with these four aspects among Grade 10 SPA students at Iligan City National High School, highlighting

its role in education and personal development.

THEORETICAL FRAMEWORK

This study is supported by Music Therapy (MT) developed by (E. Thayer Gaston, 1944), this can be regarded

as a main theoretical background for the support of the effects of music on mental health, emotional expressions,

cognitive function, and physical health. Music Therapy (MT) is a clinical, evidence-based practice involving

music interventions by a qualified professional to achieve therapeutic goals within a structured relationship [3].

The therapy consists of a variety of techniques, including active music-making, music listening, and music

improvisation, to address physical, emotional, cognitive, and social needs. The effectiveness of music therapy

lies in its ability to harness the therapeutic potential of music to improve overall well-being and support holistic

care.

The general effectiveness of music therapy is well-supported by research. It has been shown to enhance

emotional regulation, reduce stress, and improve psychological resilience. For example, Bradt and Dileo [6]

conducted a meta-analysis on the impact of music interventions in clinical settings, particularly for patients

undergoing surgery. They found that music therapy significantly reduced anxiety and pain, demonstrating its

effectiveness in improving patient comfort and well-being during medical procedures.

The use of music therapy in physical rehabilitation is also well-documented. Magee et al. [33] reviewed studies

on stroke rehabilitation and found that rhythmic auditory stimulation (RAS), a music therapy technique, helped

improve motor function and gait, underscoring the therapeutic role of music in physical recovery and enhancing

independence in individuals with movement disorders.

In the area of mental health, music therapy has been widely recognized for its role in improving emotional

regulation and promoting social interaction. Cassola et al. [7] reported that music therapy led to significant

improvements in emotional well-being for patients with severe mental illnesses, while Mössler et al. [34] found

it to be effective in alleviating symptoms of depression and anxiety in individuals with psychosis. These findings

emphasize music therapy’s value as an intervention for improving psychological health.

Moreover, music therapy is increasingly applied in cognitive health, particularly for individuals with

neurodegenerative diseases. A study by Gallego and Garcia [23] demonstrated the positive effects of music

therapy on memory recall and communication skills in patients with Alzheimer’s disease. This highlights its

potential to support cognitive functioning, especially in older populations, and improve their quality of life.

Additionally, music therapy has broader applications in promoting social cohesion and emotional well-being.

Fancourt and Finn [16] reviewed community-based music therapy programs and found that group music-making

activities fostered social connections, reduced isolation, and improved overall well-being, particularly in

marginalized communities.

This study is supported by (jing, Y., 2024) investigates how structured music programs affect students' emotional

and cognitive growth in higher education. Based on the theories of cognitive development and emotional

regulation, it suggests that regular engagement in musical activities can improve cognitive skills like memory,

focus, and problem-solving by activating the neural pathways linked to these processes. The structured quality

and emotional expressiveness of music relate to better emotional health. This includes less stress, improved

emotional regulation, and greater self-awareness. The research uses a comparative study design to evaluate

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cognitive and emotional outcomes through both quantitative tests and qualitative feedback, examining the

differences. The study supports the idea that music programs offer broad benefits.

In summary, music therapy is a versatile and evidence-based therapeutic approach, effective across a wide range

of domains including emotional, cognitive, and physical health. Recent research consistently supports its ability

to reduce anxiety and pain, improve mental health, enhance cognitive function, and facilitate physical

rehabilitation. As an interdisciplinary field, music therapy continues to evolve, offering promising interventions

for a variety of needs and populations.

Conceptual Framework

Figure 1.1 Conceptual Framework

Figure 1.1 presents the conceptual framework of the study. It consists of two variables: Music, as the independent

variable because it is the factor that is introduced, manipulated in order to see how it influences the outcomes.

And Mental Health, Emotional Expressions, Cognitive Function, and Physical Health, as the dependent variables

as it shows whether or not music has a positive, negative or no impact on the students. Moreover, the study will

investigate how exposure to music influences these aspects among Grade 10 students enrolled in the Special

Program in the Arts at Iligan City National High School. The hub-spoke diagram was used to clearly show

how the independent variable, Music, directly influences the dependent variables: Mental Health, Emotional

Expression, Cognitive Function, and Physical Health.

1.4 Statement of the Problem

This study aims to determine the effects of music on the mental health, emotional expressions, cognitive function,

and physical health of Grade 10 Special Program in the Arts (SPA) students at Iligan City National High School.

Specifically, it seeks to answer the following questions:

What is the profile of the respondents in terms of:

a. Age

b. Gender

c. SPA Specialization

d. Average listening time per day

e. Frequency of listening to music

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f. Preferred music genre

2.How does music affect the mental health of SPA students in terms of stress management, mood improvement,

and relaxation?

3.How does music influence students’ emotional expressions in terms of expressing feelings, releasing emotions,

and regulating moods?

4.In what ways does music affect the students’ cognitive function in terms of concentration, creativity,

organization of thoughts, and focus?

5.How does music influence the students’ physical health in terms of relaxation, energy, breathing, and physical

tension?

1.5 hypotheses

1.5.1 Null Hypothesis (H₀):

There is no statistically significant effect of music on mental health, emotional expressions, cognitive function,

and physical health among Grade 10 Special Program in the Arts students in Iligan City National High School.

1.5.2 Alternative Hypothesis (H₁):

There is a statistically significant positive effect of music on mental health, emotional expressions, cognitive

function, and physical health among Grade 10 Special Program in the Arts students in Iligan City National High

School.

1.6 Significance of the Study

This study benefits Special Program in the Arts (SPA) Grade 10 students at Iligan City National High School by

deepening the understanding of how music influences their mental health, emotional expression, cognitive

function, and physical well-being. It provides valuable insights for educators, students, and researchers to

enhance teaching strategies, maximize learning, and further explore the role of music in education and personal

development.

For students, the study highlights how engagement with music boosts cognitive processes, supports mental and

emotional well-being, and promotes physical health. This awareness helps them use music effectively for self-

expression, stress management, and academic success.

For SPA students specifically, the study raises awareness of how their musical experiences impact their overall

well-being and academic performance, empowering them to make informed and purposeful choices in music-

related activities.

For teachers, the findings offer guidance on how music enhances students’ cognitive and emotional

development, enabling the creation of more engaging and supportive learning environments. Integrating music

into teaching can foster academic growth and personal development.

For program coordinators, the study provides insights for designing curricula and extracurricular activities

that incorporate music to support students’ mental, emotional, and physical wellness, promoting a holistic

educational experience.

For school administrators, the study informs policies and initiatives that encourage music-based learning to

support students’ well-being, contributing to a more supportive and health-conscious school environment.

For parents and guardians, the study emphasizes music’s role in nurturing their children’s cognitive,

emotional, and personal growth, encouraging active support for music activities at home and school to enhance

academic performance and well-being.

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For future researchers, this study serves as a valuable foundation for further exploration of the connection

between the arts and student well-being across different contexts and disciplines, expanding knowledge on arts

integration in education and holistic development.

1.7 Scope and Limitations

This study focuses on the effects of music on mental health, emotional expressions, cognitive function, and

physical health among Grade 10 – De Leon students at Iligan City National High School during the school year

2025–2026. It employs a mixed-method approach, combining surveys for quantitative data and a focus group

discussion for qualitative insights. Data collection will be conducted within the academic year 2025–2026, and

findings will reflect only the experiences of the selected section.

Furthermore, the study is limited to Grade 10 – De Leon students enrolled in Iligan City National High School

only, excluding other sections, grade levels, and schools; therefore, the findings may not be generalizable to a

broader population. Data will rely on self-reported responses, which may be influenced by recall bias, personal

interpretation, or social desirability. The research will also focus solely on the relationship between music and

the four variables—mental health, emotional expressions, cognitive function, and physical health—excluding

other factors that may affect these areas. Lastly, the study will be conducted within one academic year (2025–

2026), and long-term effects of music will not be assessed.

1.8 Definition of Terms

Cognitive Function - Refers conceptually to the mental processes involved in learning, memory, attention,

reasoning, and problem-solving (McDaniel et al., 2003). Operationally, it pertains to how Grade 10 – De Leon

students report their focus, memory, and problem-solving abilities in relation to music engagement.

Emotional Expressions - Is conceptually the process of conveying feelings through verbal communication,

gestures, facial expressions, or artistic activities (Gross & John, 2003).

Mental Health - Refers conceptually to a state of psychological well-being where an individual can cope with

normal stresses, function productively, and contribute to the community (World Health Organization, 2021).

Operationally, it refers to students’ self-assessed well-being and the role music plays in reducing stress and

improving mood.

Music - Is conceptually an organized combination of sounds, including melody, harmony, and rhythm, created

for artistic, cultural, or recreational purposes (Chanda & Levitin, 2013).

Physical Health - Is conceptually the overall condition of the body, including the absence of illness and the

ability to perform daily activities (World Health Organization, 2021), while, Operationally, it refers to how

students perceive their energy levels, bodily well-being, and general fitness as potentially influenced by

engagement with music.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researchers considered in strengthening the

importance of the present study.

2.1 Related Literature

Music has long been recognized as a potent medium for emotional expressions and regulation. Research in

educational psychology increasingly explores how affective stimuli, such as music, influence emotional

responses during learning activities, shaping learners' overall engagement and performance.

According to (Mapua, 2016) listening to music helps us to enhance certain mental skills, and also it will improve

our memory and it lessens our anxiety and depression. Furthermore, some music is helpful but there are some

individuals that can say music is distracting.

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According to (Jasmin Monte, 2016), music is one of the most beautiful things in our world, but some people

may not appreciate it. According to (Jasmin Monte, 2016), music brings joy and a unique sense of comfort when

people listen to it. She further adds that music provides relaxation, a comfortable feeling, where we can easily

follow the rhythm and appreciate the beauty of the song.

Music can be found in many facets of everyday living. People listen to music when driving around town, at their

workplaces, and while shopping in the local mall. All human movement seems to be rhythmic in nature and

tempo.

Mental health, as defined by the World Health Organization (2022), is a state of well-being that enables people

to cope with life’s stresses, realize their abilities, learn and work effectively, and contribute to their community.

It is an essential component of overall health, supporting decision-making, relationship building, and the ability

to shape the world around us.

Building on this broad understanding, (Manwell et al., 2015) explore the evolving concept of mental health,

noting that definitions vary across disciplines and cultures. Through an international, interdisciplinary survey of

experts, they identified key elements that transcend traditional views, leading to the proposal of a “transdomain”

model. This model frames mental health as the dynamic interplay of physical, mental, and social well-being,

rather than a singular psychological state or the mere absence of illness. The authors argue that such an

integrative approach captures the complexity of human functioning and provides a more inclusive foundation

for policy, clinical practice, and education. By emphasizing interconnected domains, the study reinforces the

idea that mental health is inherently multifaceted and shaped by the balance among biological, psychological,

and social factors.

Further expanding this perspective, the World Health Organization (2018) emphasizes that mental health is

influenced by multiple determinants—social (e.g., discrimination, poverty, violence), environmental (e.g., living

conditions, work environment), and biological (e.g., genetics, physical illness). The WHO highlights the

importance of protecting mental health through integrated strategies such as early childhood support, school-

based programs, workplace stress prevention, and anti-discrimination measures. Moreover, the organization

underscores that promoting mental health requires coordinated action across sectors, including education,

housing, labor, and justice. This comprehensive approach reflects the multifaceted nature of mental health and

underscores its central role in individual and societal well-being.

Together, these perspectives affirm that mental health cannot be reduced to a single dimension or narrowly

defined as the absence of disorder. Both Manwell et al. 's transdomain model and the WHO’s holistic frameworks

highlight the importance of recognizing mental health as a complex, interconnected construct influenced by a

broad range of factors. This shared view underscores the need for comprehensive strategies that not only address

mental illness but also actively promote well-being across all aspects of life.

Emotional expressions is a vital element of human communication, allowing individuals to convey their inner

states and respond appropriately to others. (Lange et al., 2022) emphasize that emotional expressions are central

to coordinating social interaction through two interrelated processes: (1) perceiving emotions from various

expressive channels—such as facial, bodily, vocal, verbal, and symbolic cues—and (2) drawing inferences from

those perceived emotions. Their findings suggest that observers can generally interpret emotions accurately,

especially when contextual information accompanies the expressions, and that these interpretations guide

adaptive behavioral responses. Furthermore, they recommend future investigations into how multiple expressive

modalities are integrated and how this integration influences the conclusions people draw about others’

emotions.

Other studies reinforce this perspective. For instance, Scherer and Ellgring (2007) found that combining facial

and vocal cues significantly improves accuracy in emotion recognition, while Smith and Keltner (2018)

demonstrated that the social context in which expressions occur shapes the meaning attributed to those

expressions. Similarly, (Matsumoto et al., 2019) highlighted cultural variations in emotional display rules,

suggesting that while basic emotion recognition is universal, interpretation can differ across societies. Despite

these insights, there remains a research gap in understanding how these processes operate in fast-paced, real-

world interactions where emotional signals are often subtle, mixed, or fleeting.

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Cognitive function refers to the mental processes that enable individuals to acquire knowledge, process

information, and make decisions. It encompasses domains such as memory, attention, perception, learning,

language, and problem-solving. These cognitive processes are essential not only for academic and professional

performance but also for everyday functioning and adapting to changing environments. Research has shown that

cognitive function can be influenced by various factors, including age, education, lifestyle, and health conditions.

Understanding these processes is fundamental in fields like psychology, neuroscience, and education, as it

provides insights into how humans think, learn, and interact with the world around them. (Kiely, 2014)

Moreover, cognitive function has a direct impact on overall quality of life. Impairments in memory, attention,

or decision-making can hinder independence and daily functioning, while maintaining strong cognitive abilities

contributes to better mental health, productivity, and well-being. Studies also indicate that certain cognitive

functions may decline with age, such as processing speed and short-term memory, while others, like vocabulary

and general knowledge, may remain stable or even improve. Recognizing these patterns allows researchers and

practitioners to develop interventions and strategies that support cognitive health, ultimately enhancing an

individual’s capacity to live a fulfilling and functional life. (Kiely, 2014)

Music therapy (MT) has been studied as a potential intervention to improve cognitive functions in patients with

dementia. A meta-analysis of randomized controlled trials examined the effects of MT on multiple cognitive

domains, including global cognition, attention, executive function, learning and memory, language, and

perceptual-motor skills. The analysis included data from six studies with a total of 330 participants, with ages

ranging from 78.8 to 86.3 years. Overall, the results indicated that MT did not produce significant improvements

across all cognitive outcomes when compared to standard care or non-musical interventions (Sung et al., 2017).

However, subgroup analyses revealed that active MT—where participants engage directly in music-making

rather than passive listening—had a small but statistically significant positive effect on global cognition. This

finding suggests that engaging with music actively may offer some cognitive benefits for older adults with

dementia, even if the overall effects of MT are limited. Despite the modest results, the study emphasizes the

importance of continuing to explore MT as a complementary therapy and calls for larger randomized controlled

trials to clarify its impact on cognitive functioning (Sung et al., 2017).

(Liu et al., 2021) assessed the cognitive abilities of 499 Chinese children, focusing on spatial imagination,

computation, and information processing. They analyzed the relationship between these abilities and the

students' academic performance in mathematics and Chinese over two consecutive school years, finding

significant correlations between the cognitive skills and academic achievement.

Cognitive functions are fundamental to everyday life, as they encompass the core mental abilities needed for any

task. These include attention, memory, learning, perceptual-motor skills, executive functions, and language.

Together, they enable individuals to understand their environment, make decisions, and carry out tasks ranging

from simple activities like remembering a phone number or brushing teeth to more complex ones like reading a

book or navigating the internet. Work activities are also heavily reliant on cognitive functions. Maintaining

healthy cognitive functioning is not only essential for job performance but also plays a key role in supporting

cognitive health and successful aging after retirement (Cohen et al., 2019). Several factors help preserve

cognitive abilities throughout life, including physical activity, social involvement (Ihle et al., 2015), mentally

stimulating tasks (such as learning new skills or languages), and leisure activities that challenge the mind (like

attending theater performances) (Hultsch et al., 1993; Schooler & Mulatu, 2001). Additionally, having a

cognitively demanding job can also contribute to long-term cognitive enrichment, much like these other factors

(Stern et al., 1995; Schooler et al., 1999).

Admin (2025) stated that one of the most important parts of leading a healthy life is maintaining excellent

physical health. It helps your body work well and boosts your mental health and enjoyment of life. Numerous

important elements can influence your well-being, such as your level of physical activity, diet, sleep patterns,

stress management, and the quality of your health monitoring through routine check-ups with your doctor. You

can help your body feel good, work effectively, and lower your chance of future health problems by

concentrating on these areas.

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Additionally, Admin (2025) said that physical health can have a significant impact on both our mental and social

well-being. Taking care of our physical fitness aligns with our overall well-being. Having excellent physical

health can lower our risk of infection and disease.

2.2 Related Studies

In the study “ The Effects of Music on Mental Health and Emotional Well-Being “ developed by Samantha

Hicks (2025), she states that Emotion and music have been tied together throughout history. Either one influences

the other to create a codependency that composers, musicians, and listeners rely on to communicate where words

are insufficient (Hicks, 2025). Music is a part of everyday life as people interact with the world around them,

whether it be through the radio, in the store, or even on television. Each of these instances of music has the

possibility of affecting the emotions of those who hear it either through conscious or subconscious means. With

this in mind it may be possible to purposefully use music for teaching emotional regulation skills (Hicks, 2025).

As focus continues to shift towards mental health conditions and social-emotional learning educators can begin

to develop and improve self-regulation and coping techniques for the classroom. Several studies have been

conducted across the world in recognizing the impact that music can have on people of all ages and of varying

mental health conditions. In each of these studies (Hendricks et. al., 1999, Silverman, 2020, Carlson et. al., 2015),

music was seen as having a positive overall effect on participants and their mental health.

(Papinczak, Dingle, Stoyanov, and Hides, 2015) examined how young people use music to support their

wellbeing. Using a mixed-methods design, the study first conducted focus groups and identified four main ways

music contributes to wellbeing: relationship building, modifying emotions, modifying cognitions, and emotional

immersion. These mechanisms show that music helps young people connect with others, regulate their moods,

reflect on thoughts, and engage with their emotions.

The second phase, which involved a survey of 107 participants, confirmed that music listening was related to all

four mechanisms but did not directly predict overall wellbeing. Instead, the benefits of music were indirect,

particularly influencing social wellbeing through these pathways. This highlights that music’s value lies not in

producing instant wellbeing but in shaping experiences that strengthen relationships and emotional resilience.

The study’s strength is its integration of qualitative and quantitative approaches, offering a well-rounded

perspective on music’s role in youth wellbeing. However, its small sample size and focus solely on music

listening limit generalizability. Despite this, the findings emphasize that music plays a vital yet nuanced role in

young people’s lives, acting as a medium for connection and self-understanding rather than a straightforward

cure for distress. (Papinczak et al., 2015)

PACER (Progressive Aerobic Cardiovascular Endurance Run) test in elementary PE classes. For this study,

students experienced one of three variations provided by the PACER CD: Version "A" with a high tempo

background music, Version "B" with a mild tempo background music, and Version "w/o" that included no music.

After completing the PACER test, students filled out a survey regarding the effort they gave, if they enjoyed the

music that played during the PACER test, if the music motivated the student during the test, and their rating of

their performance. Deutsch and Hetland found that the students generally scored higher on the PACER test when

one of the two music versions was played during the test. They went on further to suggest that the female students

performed better with the Version "A" (faster tempo) music. The male students performed better in the PACER

test with the Version "B" (mild tempo) music. The results from the survey after the PACER test showed that

students had a better attitude toward the PACER test when music was played. In another study in a PE setting,

(Barney and Prusak, 2015) investigated the effects of music on physical activity of elementary children during

PE lessons. For this study, 115 third, fourth, and fifth were playing, the workload intensity increased.

The findings revealed significant variations in emotional expressions, particularly anger and frustration, when

students listened to background music. Notably, these emotional changes correlated with enhanced performance

in reading comprehension tasks. The researchers suggest that the mediation of a ‘confused’ emotional state

during musical stimulation may serve as an indicator of music’s role in helping learners regulate challenging

emotional responses. This emotional regulation effect appears to support better cognitive processing and task

performance.

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Moreno and Woodruff (2023) contribute to this growing body of knowledge by investigating the impact of

background music on middle school students engaged in a cognitively demanding task—reading comprehension.

Utilizing automated facial recognition technology, their study offered a real-time analysis of learners' emotional

expressions while performing the task accompanied by different musical stimuli.

This study also demonstrates the novel application of facial-emotion recognition technology as a tool for

capturing subtle affective responses induced by music during learning (Moreno & Woodruff, 2023). These

preliminary findings underscore the potential of carefully selected musical stimuli as an aid for emotional

regulation in educational settings, offering a promising avenue for improving learner engagement and success

through affective modulation.

In sum, the research by Moreno and Woodruff highlights how background music can play a salient role in

managing learners' emotional states, thereby positively influencing their cognitive outcomes. This aligns with

broader evidence indicating that music is not only a channel for emotional expressions but also a practical tool

for enhancing learning experiences through emotion regulation (Moreno & Woodruff, 2023).f

Graders participated in two Frisbee lessons and two walking activities lessons. One lesson for both activities had

music, and the other two lessons had no music playing. Barney and Prusak found that the students were more

active (higher step counts) in both lessons with music playing. Another finding from this study was that the

students preferred fast tempo music, and when the fast tempo music Finally, in a PE setting, Ward and Dunaway

(2015) They found that the students listening to the soft/ slow tempo music generally exhibited a lowered heart

rate compared to an exercise group that listened to upbeat/fast tempo music.

Much of the research dealing with the effects of music on physical activity has been conducted in laboratories

or in fitness clubs.

Another context in which music research has occurred is the physical education (PE) setting. (Deutsch and

Hetland, 2015) examined fourth and fifth grade students' scores and effect of music, perceived enjoyment, and

perceived work effort.

The impact of music on ameliorating anxiety, improving mood, and enhancing patient satisfaction has been

previously established. Given the heightened importance of mental health services in recent years and the

perceived stigma associated with seeking psychiatric treatment, music may play an important role in mitigating

negative affective states that would otherwise prevent patients from accessing care. The purpose of the current

investigation was to examine the effects of recorded music on patient satisfaction and anxiety among adult

consumers awaiting a mental health evaluation. This study employed a two-group, cluster-randomized design to

investigate the effects of recorded music on adults in an outpatient mental health clinic. Participants in the

experimental condition were exposed to a recorded music program for up to 30 min while completing clinical

background paperwork. Those in the control condition completed their paperwork without the recorded music

program. Two instruments, a researcher-designed Satisfaction Questionnaire and the Generalized Anxiety

Disorder 7-Item Scale, served as the dependent measures. There was a significant effect suggesting that

participants in the music group were more satisfied than those in the control condition. There was no such finding

for anxiety. This study may provide some empirical support for, and encourage wider spread adoption of, the

cost-efficient use of music in mental health settings.

According to Basic Emotion Theory (BET), emotions are a “grammar of social living” that situate the self

within a social and moral order; they structure interactions, like scripts in pieces of fiction , in relationships

that matter (Eibl-Eibesfeldt, 1989; Oatley, 2004). In more specific terms, within BET emotions are

thought of as distinct and brief states involving physiological, subjective, and expressive components that

enable humans to respond in ways that are typically adaptive in relation to evolutionarily significant problems,

from negotiating status hierarchies to avoiding peril to taking care of vulnerable offspring (Ekman, 1992; Ekman

& Cordaro, 2011; Keltner & Lerner, 2010; Shariff & Tracy, 2011; van Kleef, 2016).

A series of comparative experimental studies, regarding the selection of either distraction or reappraisal while

being presented a stimulus triggering low or high emotion intensity, indicate that people who have a free choice

prefer to apply reappraisal when the emotion intensity is low, and distraction when the emotion intensity is high

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(Sheppes et al., 2011, 2014). The same pattern was observed in relation to various stimuli (negative pictures,

electrocuting; Sheppes et al., 2011) and in the study where the participants were offered a financial reward for

applying the less preferable strategy (Sheppes et al., 2014). Such results probably arise from a difference in the

undertaken cognitive effort aiming at changing the emotional arousal. Distraction, as the strategy based on

backing out and lack of engagement, requires less cognitive resources than reappraisal. Studies indicate that

while making decisions people tend to minimize cognitive effort (Kool et al., 2010; Tversky and Kahneman,

2018), especially in situations connected with a high level of stress and danger (Muraven and Baumeister, 2000).

Engaging in musical activities throughout life has been associated with preserved cognitive functioning in older

adults. (Hanna-Pladdy and Mackay, 2016) investigated whether lifelong participation in instrumental music

could influence cognitive abilities in aging. Their study included 70 healthy older adults aged 60–83, categorized

as nonmusicians, low-activity musicians (1–9 years), and high-activity musicians (>10 years), matched on age,

education, and physical exercise history. Results indicated that high-activity musicians outperformed

nonmusicians in nonverbal memory, naming, and executive processes, suggesting that extensive musical

experience may contribute to better cognitive performance in advanced age. Regression analyses further

highlighted that years of musical activity and type of training were strong predictors of preserved cognitive

function.

These findings suggest that musical participation can be a modifiable lifestyle factor that supports successful

cognitive aging. The study emphasizes that long-term engagement with music may enhance nonmusical

cognitive abilities, potentially due to the complex sensorimotor and cognitive demands of musical practice.

While the study is correlational and cannot establish causation, it provides evidence that lifelong musical activity

may contribute to cognitive resilience in later life. These results are consistent with other research indicating that

stimulating, structured activities like music can positively influence memory, attention, and executive

functioning across the lifespan (Hanna-Pladdy & Mackay, 2016).

Music lessons have been shown to positively influence cognitive abilities in children, particularly in areas such

as executive functions, memory, and attention. (Degé, 2021) explains that this effect can occur through both near

and far transfer, where skills learned in music practice extend to nonmusical cognitive tasks. While far transfer

is less frequent, it is plausible because music training often involves repetitive practice of small, generalizable

elements, such as selective attention and fine motor skills, that can be applied to other tasks (Degé, 2021). Several

studies have reported small but significant cognitive benefits of music lessons in children, with effects often

lasting over time. These benefits appear to be music-specific, as other extracurricular activities, like sports or

art, did not show comparable impacts on cognitive abilities (Degé, 2021; Schellenberg, 2004; Bugos & DeMarie,

2017).

The mechanisms behind these cognitive benefits may involve the highly adaptive nature of music instruction

and the structured, feedback-rich environment it provides. Music lessons are often tailored to the student’s skill

level, allowing learning to occur within the zone of proximal development, where tasks are challenging yet

achievable (Degé, 2021; Wygotski, 1978). This adaptability, combined with immediate auditory feedback and

incremental skill progression, promotes consistent engagement of executive functions such as working memory,

inhibition, and cognitive flexibility (Degé, 2021; Jäncke, 2009). Overall, the literature suggests that music

training provides a unique environment for cognitive development, not only through domain-specific skill

acquisition but also via generalizable executive functions that can transfer to broader cognitive abilities (Degé,

2021; Schellenberg & Peretz, 2008)

Cognitive function refers to the ability to perform tasks requiring conscious mental effort. Exposure to extreme

environments—such as heat, hypoxia, and cold—can alter cognitive performance through various psychological

and biological mechanisms. This review discusses:

The current understanding of how these environmental stressors affect cognitive function. The possible

mechanisms behind these changes. Potential strategies to preserve cognitive function in such conditions.

Evidence indicates that the effects of environmental stress depend on both the severity of exposure and the type

of task. Complex tasks are particularly sensitive to extreme heat, while both simple and complex tasks can be

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impaired even at moderate altitudes. Cold stress also appears to hinder both types of tasks, though research here

is less extensive compared to heat and hypoxia.

Overall, the review highlights updated knowledge on how extreme conditions affect cognitive performance and

the biological factors involved. Tyrosine supplementation may help maintain cognitive abilities under hot,

hypoxic, or cold conditions, but further research is necessary to confirm this and explore other potential

interventions.

According to Cameron and Shan (2019), the relationship between physical activity and mental health among

adolescents reveals that increased participation in physical activities is associated with lower levels of anxiety

and depression. This finding highlights the importance of fostering active lifestyles in youth for enhanced mental

well-being.

On the other hand, Simpson and Wright (2022) emphasize that exercise plays a crucial role in chronic disease

management. Their review notes various studies that demonstrate the significant benefits of physical activity in

managing conditions such as diabetes, heart disease, and obesity, ultimately improving health outcomes and

quality of life for individuals suffering from chronic ailments.

2.3 Synthesis of the Reviewed Literature and Studies

Music plays a significant role in promoting overall well-being by influencing mental health, emotional

expressions, cognitive function, and even physical health. (Mapua, 2016) states that listening to music can

enhance memory, sharpen mental skills, and reduce anxiety and depression. Similarly, Monte (2016) emphasized

music’s ability to bring joy and comfort, reinforcing its value as a tool for psychological support. Hicks (2025)

further noted that music improves mood, alleviates anxiety, and increases patient satisfaction, which may help

reduce the stigma of seeking professional mental health services. These findings affirm the therapeutic potential

of music in maintaining mental health and emotional balance.

The connection between music and emotional expressions is particularly important. Emotions are adaptive

responses that help individuals cope with challenges and navigate social interactions (Ekman, 1992; Ekman &

Cordaro, 2011; Keltner & Lerner, 2010; Shariff & Tracy, 2011; van Kleef, 2016). Music directly engages these

emotional processes, enabling individuals to express, regulate, and transform their feelings in ways that support

resilience. Through this capacity, music becomes not only a source of comfort but also a medium for emotional

release and adaptive coping.

Beyond its emotional impact, music also supports cognitive function. Hanna-Pladdy and Mackay (2016) found

that lifelong participation in instrumental music was associated with preserved cognitive functioning in older

adults, while Cohen et al. (2019) highlighted the importance of cognitive health for both professional

performance and successful aging. These findings indicate that music may serve as a protective factor against

cognitive decline, contributing to mental sharpness across the lifespan.

Finally, while music is most often linked to psychological and cognitive benefits, it also intersects with physical

health. Maintaining physical health has been identified as a key factor in overall well-being (Admin, 2025), and

research suggests that both physical activity and music can reduce anxiety and depression, particularly in

adolescents (Cameron & Shan, 2019). In many therapeutic settings, music is paired with movement or relaxation

techniques, illustrating its potential to promote both physical and mental health simultaneously.

Taken together, these findings demonstrate that music is a multifaceted tool that enhances well-being across

several domains. It strengthens mental health by reducing stress and improving mood, fosters emotional

expressions and regulation, preserves cognitive function across the lifespan, and complements physical health

by supporting relaxation and resilience

Research Method

This chapter presents the research methodology to be used in the study, covering the research design, locale of

the study, participants/respondents, sampling procedure, data gathering, instruments/tools used, research ethics

and statistical techniques to be used for analysis.

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3.1 Research Design

This study employs a mixed-method approach to collect and analyze data, aiming to provide a more

comprehensive understanding of the research topic. This approach involves structured methods such as surveys

and questionnaires to gather both numerical and qualitative data.

A mixed-method design was chosen because it allows the strengths of both quantitative and qualitative

approaches to complement each other. Quantitative data provides measurable and generalizable findings, while

qualitative data captures deeper insights into participants’ perspectives and experiences. Combining these two

forms of data enhances the validity of the results and offers a more holistic view of the research problem.

3.2 Locale of the Study

Iligan City National High School (ICNHS), located in Barangay Mahayahay, Gen. Wood Street, Iligan City,

Lanao del Norte, Northern Mindanao, is a complete secondary school serving students from various barangays

and socioeconomic backgrounds. The school offers general academic programs and specialized initiatives,

including the Special Program in the Arts (SPA), which nurtures students’ artistic and academic development.

ICNHS has received Kanduri Awards for excellence in learning delivery modalities and is part of the TIST

program, which emphasizes technology integration in education. The school was chosen for this study because

of its active SPA program, making it an ideal location to examine how participation in the arts affects Grade 10

SPA students, not only in their artistic skills but also in their academic and cognitive development.

Figure 2. Map of Iligan City National High School (Source: Google Maps)

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Figure 3 Geographical Map of Iligan City

(Source: LeoMap)

3.3 Participants / Respondents

The target population for this study will be the Grade 10 - De Leon 36 students who are enrolled in Iligan City

National High School’s Special Program in the Arts (SPA) for the 2025–2026 academic year, who will serve as

the study’s respondents. These students were chosen because they actively participate in music education as part

of the SPA curriculum, making them suitable subjects to examine how music affects different aspects of well-

being. The criteria for selection include official enrollment in Grade 10 - De Leon under the SPA program,

having music as their chosen specialization, demonstrating regular attendance and active participation in SPA-

related activities, and showing willingness to participate by providing honest and reliable responses to the

research instruments.

3.4 Sampling Procedure

This study will utilize a purposive sampling method to identify respondents who are actively participating in the

Special Program in the Arts. This approach guarantees that the selected participants possess the relevant

experience and knowledge to provide insightful and informed answers to the research questions. The criteria for

participant selection are as follows:

All Grade 10 students currently enrolled in the Special Program in the Arts at Iligan City National High School

for the 2025–2026 academic year.

Since the study used purposive sampling, no statistical formula was applied in determining the sample size. The

respondents were deliberately chosen because they met the criteria relevant to the study, specifically Grade 10

Special Program in the Arts (SPA) students at Iligan City National High School.

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For the focus group discussion, the sample size was determined using Slovin’s formula with a 5% margin of

error. Given a total population of 36 Grade 10 SPA students, the computation yielded 5 participants.

Figure 1 : Slovin’s Formula

Figure 4 : Targeted Focus Group Participants

3.5 Data Gathering

Before data collection begins, consent and approval will first be obtained from the Practical Research teacher.

Afterwards, informed consent will also be secured from all participants, ensuring that the data gathered will be

used solely for research purposes and will remain strictly confidential.

Data will be collected through survey questionnaires and focus group discussions. The survey questionnaires

will be given to the selected Grade 10 SPA students. The survey seeks to find out their effects of music on Mental

health, Emotional expressions, Cognitive function, and Physical health.

Moreover, 10 respondents will also be subject to a focus group discussion in order to gain more information on

how music can affect their mental health, emotional expressions, cognitive function, and physical health. in more

detail. This will aid the researcher in comprehending the effects of music on students on a higher level. Both

approaches will assist in gathering necessary information to respond to the research objectives.

After the data is collected, it will be used solely for research purposes and will remain strictly confidential to

ensure the privacy and protection of all participants

3.6 Instruments / Tools Used

The instruments to be used in this study are survey questionnaires and a focus group discussion, which will be

administered in person to the selected Grade 10 SPA students of Iligan City National High School. The survey

questionnaire is divided into five sections.

Section A obtains the respondents’ consent to participate, ensuring voluntary participation and confidentiality.

It gathers the demographic profile of the students, including :

● Name (Optional)

● Age

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● How often they listen to music

● SPA Specialization

● Average listening time per day

● What music genre do they listen to most

Section B assesses the effects of music on the students’ mental health which includes both positive and negative

impacts of music on mental health. It assesses how music affects the mental health of SPA students in terms of

stress management, mood improvement, and relaxation? Adapted and modified from the existing study

“Development and Validation of the Brief Music in Mood Regulation Scale (B-MMR)” by Suvi Saarikallio.

Section C assesses how music influence students’ emotional expressions in terms of expressing feelings,

releasing emotions, and regulating moods, adapted and modified Development and validation of the Healthy-

Unhealthy Music Scale - Child and Adolescent Mental Health by Suvi Saarikallio, Christian Gold, Katrina

McFerran.

Respondents answering the surveys from Section A, B and C will rate their agreement with statements using a

4-point Likert scale.

Section D, one of the focus group discussion guide assesses the effects of music on the students’ cognitive

function including the way music affects the students’ cognitive function in terms of concentration,

creativity, organization of thoughts, and focus.

Section E, one of the focus group discussion guide assesses the effects of music on the students' physical health

in terms of relaxation, energy, breathing, and physical tension.

3.7 Research Ethics

The researchers will adhere to the highest ethical standards in conducting this study to ensure the safety, respect,

and dignity of all participants. Prior to data gathering, formal permission will be obtained from the participants

and, when necessary, from their parents or legal guardians. The purpose, scope, and procedures of the study will

be clearly explained to guarantee informed participation.

All data collected will be treated with strict confidentiality, and the identities of the participants will remain

anonymous in all research outputs. The study will be designed and conducted in a manner that avoids any

potential mental, emotional, or physical harm to the participants. Moreover, all findings will be used exclusively

for academic purposes and will be reported with honesty and integrity, without fabrication, falsification, or

misrepresentation of data.

3.8 Statistical Treatment of the Data

The data gathered through the survey questionnaire and focus group discussions will be analyzed using a

combination of descriptive statistics and thematic analysis.

The quantitative data gathered through a survey questionnaire utilizing a 4-point Likert scale (Strongly Agree,

Agree, Disagree, and Strongly Disagree) will be analyzed using descriptive statistics to summarize and interpret

the results. Data from the standardized and adapted survey instruments will be analyzed using frequency,

percentage, mean, and weighted mean to determine overall trends and levels of the perceived effects of music

on mental health, emotional expressions, cognitive function, and physical health. The responses will be

systematically organized, and analyzed using the following statistical tools:

Frequency and Percentage, to present and describe the profile of respondents in terms of age, gender, years in

the SPA program, and preferred type of music.

This can be expressed as:

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑓/𝑛 ∗ 100 (Eq. 3.1)

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𝑊ℎ𝑒𝑟𝑒: 𝑓 = 𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

𝒏 = 𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒗𝒂𝒍𝒖𝒆𝒔

Weighted Mean, to determine the average rating of respondents on the effects of music on the four identified

domains.

This can be expressed as:

𝑊𝑒𝑖𝑔ℎ𝑡𝑒𝑑 𝑀𝑒𝑎𝑛 = ∑(𝑓 ∗ 𝑤) / 𝑁 (Eq. 3.2)

𝑊ℎ𝑒𝑟𝑒: 𝑓 = 𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

𝑤 = 𝑊𝑒𝑖𝑔ℎ𝑡

𝑛 = 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠

Verbal Interpretation of Weighted Mean

Table 1: Verbal Interpretation

Range

Verbal Interpretation

4.21 - 5.00

Very High Effect

3.41 - 4.20

High Effect

2.61 - 3.40

Moderate Effect

1.81 - 2.60

Low Effect

1.00 - 1.80

Very Low Effect

For the qualitative data gathered from open-ended questions during the focus group discussion, Braun and

Clarke’s (2006) six-step process for thematic analysis will be employed:

1. Familiarizing with the data

2. Generating initial codes

3. Searching for themes

4. Reviewing themes

5. Defining and naming themes

6. Producing the report

Thematic analysis will be used to identify, analyze, and interpret recurring patterns or themes in participants’

responses, providing deeper insights into their personal experiences, perceptions, and narratives regarding the

effects of music on mental health, emotional expressions, cognitive function, and physical health.

Presentation, Analysis And Interpretation Of Data

This chapter presents the analysis and interpretation of the data gathered from the study. The data are organized

and displayed in tables, accompanied by corresponding textual explanations and interpretations. All collected

data were carefully analyzed to address the research objectives.

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Profile of the Respondents in Terms of Demographic Characteristics (Section A)

Table 2: Age Distribution of the Respondents

Age

Frequency

Percentage

5.56%

86.11%

8.33%

Total

100&

The table shows that there are five point fifty-six percent (5.56%) of the respondents were above 14 years old

and eighty-six point eleven percent (86.11%) of the respondents were above 15 years old. Respondents in 16

years old got eight point thirty-three percent (8.33%).

Table 3: Gender Distribution of the Respondents

Gender

Frequency

Percentage

Female

72.22%

Male

25%

Others: Prefer not to say

2.78%

Total

100%

This table shows that the number of female respondents (72.22%) is very far from the number of male

respondents (25%) and the others got (2.78%) with a total of 26 for female, 9 for male, and 1 for prefer not to

say. Based on the table, the dominated gender among the respondents is female.

Table 4: Frequency of Music Listening Among Respondents

Frequency

Percentage

Rarely

5.56%

Sometime

16.67%

Often

11.11%

always

66.67%

total

100%

This table indicates that the majority of respondents, 66.67%, consistently choose to listen to music, 16.67% do

so sometimes, and 11.11% do so often. Furthermore, it rarely got the lowest 5.56%.

Table 5: Specialization Distribution of the Respondents

Frequency

Percentage

Dancing

11.11%

Vocals

16.67%

Instruments

27.78%

Media Arts

5.56%

Theater Arts

22.22%

Visual

16.67%

total

100%

Based on the table, the most popular specialization is instrument with (27.78%), followed by the theater Arts

(22.22%). Both visuals and vocals have 16.67%, indicating that a moderate number of students are concentrating

in this field. Moreover, the dancing got 11.11% and the media arts had the lowest percentage at 5.56%.

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Table 6: Respondents’ Average Listening Time per Day

Frequency

Percentage

Less than 1 hour

19.44%

1 – 2 hours

30.56%

3 - 4 hours

22.22%

More than 4 hours

27.78%

total

100%

This table shows that most of the respondents listen to audio for 1-2 hours a day, about 30.56%. Around 27.78%

listen for more than 4 hours. Furthermore, 22.22 listen for almost 3-4 hours and 19.44% for less than 1 hour.

Table 7: Preferred Genre of the Respondents

Frequency

Percentage

Pop

25%

Classical

8.33%

Rock

Jazz

RnB

27.78%

K-Pop

8.33%

Other: anything

13.88%

OPM

5.56%

Romance

5.56%

All of the above

5.56%

total

100%

The table shows that R&B is the most popular genre among the students with a percentage of twenty-seven point

seventy-eight percent (27.78%) followed by Pop that got twenty-five percent (25%). Classical and K-pop got

the same percentage of (8.33%). OPM, romance, and all of the above reached five point fifty-six percent (5.56%),

while other genres got thirteen point eighty-eight percent (13.88%). Furthermore, none of the respondents chose

rock or jazz, with a percentage of zero percent (0%).

How Music Affects the Mental Health of the Respondents from Grade 10 - De Leon Students (Section B)

Table 8: Impact of Music on Recall of Bad Memories

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

When I listen to music, I get stuck in bad

memories

2.39

Disagree

In the first column, most respondents agree that music sometimes reminds them of bad memories, though a

slightly smaller group disagrees with this. This suggests that while music can trigger emotional recall, not

everyone experiences it negatively—many may associate songs with varied or even positive memories.

Table 9: How Music Makes One Feel Worse

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

I like to listen to songs over and over even

though it makes me feel worse

2.14

Disagree

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In the following column, it depicts that a large number of respondents agree that they still replay songs even if

it worsens their emotions. This could mean that music serves as an emotional outlet to release what they feel—

people process feelings through repetition, even if it’s painful.

Table 10: How Music Links to Bad Memories

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

It can be hard to stop listening to music that

connects me to bad memories

2.28

Disagree

In this column, the responses are quite balanced, with many disagreeing but a fair number agreeing. This

indicates that some individuals struggle to detach from emotionally significant songs, while others are

better at avoiding music that triggers sadness.

Table 11: Impact of Music on Improving Mood

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

I feel happier after playing or listening to

music

2.70

Agree

In this next column, almost everyone agrees or strongly agrees that music improves their mood or what they feel.

This shows that music generally has a positive emotional impact and can serve as a strong source of comfort and

a sense of happiness.

Table 12: Impact of Music on Boosting Energy

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

Music gives me the energy to keep going

3.17

Agree

This table shows that all respondents either agreed or strongly agreed that music provides them with the energy

to continue moving forward, with 21 strongly agreeing and 15 agreeing. Therefore, this indicates that music

plays a vital role in motivation and emotional endurance. It suggests that many individuals rely on music to boost

their mood, regain focus, and stay inspired, especially during challenging moments. Moreover, the absence of

disagreement further supports that music is viewed as a universal source of encouragement and strength.

Table 13: Impact of Music on Relaxation

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

When I’m feeling tense or tired in my

body, music helps me to relax

2.83

Agree

This table shows that the majority of respondents agreed that music helps them relax when they feel tense or

tired, with 15 strongly agreeing and 19 agreeing. In addition, only two participants disagreed or strongly

disagreed, showing that most find music an effective way to release stress and calm their body and mind. This

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implies that listening to soothing or slow-tempo music helps reduce fatigue and tension, therefore making it a

common form of relaxation and emotional relief.

Table 14: Music on Forming Connection with People

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

Music helps me to connect with other

people who are like me

2.61

Agree

This table shows that most respondents agreed that music helps them connect with others, with 20 agreeing and

8 strongly agreeing. However, a smaller number (7 disagreed and 1 strongly disagreed) expressed otherwise.

This means that music fosters social connections by bringing people with similar tastes and emotions together.

Furthermore, it reflects how shared musical interests can create bonds, enhance understanding, and build a sense

of belonging among individuals.

Table 15: Impact of Music on Self Reflection

Statement

Strongly

Agree (4)

Agree

(3)

Disagree (2)

Strongly

Disagree (1)

Weighted

Mean

Average

Music makes me feel bad about who I am

2.19

Disagree

This table shows that most respondents disagreed or strongly disagreed with the statement, with 15 disagreeing

and 12 strongly disagreeing. Meanwhile, only a few agreed (7) or strongly agreed (2). This suggests that music

generally does not cause negative self-perception among listeners. However, a small number may associate

certain songs with unpleasant emotions or insecurities. Overall, the findings reveal that music tends to uplift

rather than harm the listener’s self-image.

How Music Affects Emotional Expression of the Respondents from Grade 10 De Leon (Section C)

Table 16: Music on Setting the Atmosphere Pleasant

Statement

Strongly

Agree (4)

Agree

(3)

Disagree (2)

Strongly

Disagree (1)

Weighted

Mean

Average

I usually put background music on to

make the atmosphere more pleasant

3.44

Agree

This table indicates that half of the respondents (50%) strongly agree, and 44.44% agree that they usually put

background music on to make the atmosphere more pleasant. Only 5.56% disagreed, while none strongly

disagreed. With a weighted mean of 3.44, the overall interpretation is Agree, suggesting that most students tend

to use music as a way to create a more enjoyable and comfortable environment.

Table 17: Music during Household Activities

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

When I'm busy around the house and no one

else is around, I like to have some music on

the background

3.67

Strongly

Agree

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This table indicates that a majority of the respondents (66%) strongly agree, and 33.33% agree that they like to

have some music playing in the background when they are busy around the house and no one else is around.

None of the respondents disagreed. The weighted mean of 3.67 is interpreted as Strongly Agree, which suggests

that most students enjoy listening to background music to keep themselves company and make their environment

livelier and more pleasant while doing household tasks.

Table 18: Music To Enhance Enjoyment of Tasks

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

I listen to music to make cleaning and doing

other housework more pleasant

3.25

Agree

This table indicates that the majority of the respondents (63.89%) agreed that they listen to music to make

cleaning and doing other housework more pleasant, while 30.65% strongly agreed. A small portion (5.56%)

disagreed. With a weighted mean of 3.25 interpreted as Agree, this indicates that most students use music as a

way to make household chores more enjoyable and to create a livelier, more positive atmosphere while working.

Table 19: Music as a Mood Booster after a Rough Day

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

I listen to music to perk up after a rough day

3.25

Agree

This table indicates that most respondents (58.33%) agreed and 33.33% strongly agreed that they listen to music

to perk up after a rough day. Only 8.33% disagreed. With a weighted mean of 3.25 interpreted as Agree, this

suggests that music serves as an effective mood enhancer for the students, helping them recover from emotional

distress and improve their overall well-being after a difficult day.

Table 20: Music as an Energizer When Exhausted

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

When I'm exhausted, I listen to music to perk up

3.17

Agree

This table shows that half of the respondents (50%) agreed, and 33.33% strongly agreed that they listen to music

to perk up when feeling exhausted, while 16.67% disagreed. With a weighted mean of 3.17 interpreted as Agree,

this indicates that students generally perceive music as a source of motivation and energy that helps them

overcome fatigue and maintain productivity.

Table 21: Music as a Means of Relaxation when Tired Out

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

When I'm tired out, I rest by listening to music

3.22

Agree

This table shows that 27% of the respondents strongly agreed that music helps them to relax when feeling tense

or tired, while 66% of them agreed. Only 5.5% of them disagreed. With a weighted mean of 3.22 interpreted as

Agree, this suggests that most students perceive music as an effective way to relax and relieve tension.

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Table 22: Music in Providing Remarkable Experiences

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

Music has offered me magnificent

experiences

3.22

Agree

This table shows that 12 of the respondents making up to 33% strongly agreed music has offered them

magnificent experiences, while 55% agreed and only a small portion of 11% disagreed. The weighted mean of

3.22 suggests that most students perceive music as a meaningful and enriching part of their lives, providing

memorable and positive experiences that contribute to their personal growth and emotional fulfillment.

Table 23: Respondents’ Agreement on Feeling Music Entirely

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

I want to feel the music in my whole

body

3.28

Agree

This table shows that 36% of the students strongly agreed that they want to feel music in their whole body, while

55% agreed. Only 8.33% disagreed. With a weighted mean of 3.25 interpreted as Agree, this indicates that most

students desire a deep, immersive connection with music, suggesting that they not only listen to it but also enjoy

experiencing its rhythm and energy physically and emotionally.

Table 24: Music as a Means to Feel Fantastic

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

I feel fantastic putting my soul fully into the

music

3.42

Agree

The table shows that 47.22% of the respondents strongly agreed and another 47.22 agreed that they feel fantastic

putting their soul fully into the music, while only 5.56% disagreed. With a weighted mean of 3.42, interpreted

as Agree, this indicates that most students experience a strong emotional connection and sense of fulfillment

when they immerse themselves completely in music, highlighting its positive impact on their emotional well-

being and self-expression.

Table 25: Music an as Escape

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

For me, music is a way to forget about my

worries

3.42

Agree

This table shows that nearly half of the respondents (47.22%) strongly agreed, and another 47.22% agreed that

music serves as a way for them to forget about their worries. Only 5.56% disagreed. With a weighted mean of

3.42, interpreted as Agree, this indicates that most students view music as a form of emotional relief or escape,

helping them temporarily set aside stress and negative thoughts.

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Table 26: Use of Music as a Coping Strategy

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

When stressful thoughts keep going round and

round in my head, I start to listen to music to get

them off my mind

3.28

Agree

The table below shows that 27.78% of respondents strongly agreed and 72.22% agreed with the statement,

“When stressful thoughts keep going round and round in my head, I start to listen to music to get them off my

mind”. No respondents disagreed or strongly disagreed. The weighted mean was calculated to be 3.28, which

corresponds to an “Agree” rating. This suggests that the majority of respondents use music as a coping

mechanism to manage stressful thoughts.

Table 27: Music as a Tool for Emotional Regulation

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

Mean

Average

When I feel bad, I try to get myself in a better mood

by engaging in some nice, music- related activity

3.17

Agree

The results show that 33.33% (12 out of 36) of the participants strongly agreed, and 52.78% (19 out of 36) agreed

with the statement. A smaller percentage disagreed (11.11%, 4 out of 36), and only 2.78% (1 out of 36) strongly

disagreed.With a weighted mean of 3.17, interpreted as "Agree," the data suggests that most respondents use

music-related activities as a way to improve their mood when feeling down.

Table 28: Music as a Means to Express Violent Emotions

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

When I am really angry, I feel like listening to

some angry music

2.03

Disagree

The table shows that the majority of the respondents disagreed with the statement “When I am really angry, I

feel like listening to some angry music.” Specifically, 19 respondents (47.5%) disagreed, while 9 respondents

(22.5%) agreed, and 8 respondents (20%) strongly disagreed. None of the respondents strongly agreed. With a

weighted mean of 2.03, the overall interpretation indicates that most respondents disagree, suggesting that they

generally do not prefer listening to angry music when they are upset.

Table 29: Music as a Strategy to Rest

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

When I'm tired out, I rest by listening to music

3.17

Agree

The table shows that 22 out of 36 respondents, or 61.1%, agreed that they rest by listening to music when they

are tired, while 10 respondents (27.8%) strongly agreed. Meanwhile, 4 respondents (11.1%) disagreed, and none

strongly disagreed. The weighted mean of 3.17 is interpreted as “Agree.” This implies that most of the

participants consider listening to music as a preferred way to relax and recover when they feel tired.

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Table 30: Music as a Means of Expressing Negative Emotions

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

When everything feels bad, it helps me to listen

to music that expresses my bad feelings

3.18

Agree

The table shows that 19 out of 33 respondents, or 57.6%, agreed that it helps them to listen to music that expresses

their bad feelings when everything feels bad, while 10 respondents (30.3%) strongly agreed. Meanwhile, 4

respondents (12.1%) disagreed, and none strongly disagreed. The weighted mean of 3.18 is interpreted as

“Agree.” This indicates that most respondents find comfort in listening to music that reflects their emotions

during difficult times.

Table 31: Music as a Way to Project Negative Emotion

Statement

Strongly

Agree (4)

Agree (3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

When I'm angry with someone, I listen to

music that expresses my anger

2.42

Disagree

The table shows that 12 out of 36 respondents (33.3%) agreed that they listen to music that expresses their anger

when they are angry with someone, while 3 respondents (8.3%) strongly agreed. On the other hand, 18

respondents (50%) disagreed and 3 respondents (8.3%) strongly disagreed. The weighted mean of 2.42,

interpreted as “Disagree,” indicates that most of the respondents do not usually listen to music that expresses

their anger when they are upset with someone.

Table 32: Music As a Catalyst of Understanding Oneself

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

Music helps me to understand different feelings

in myself

3.42

Agree

The table shows that 19 out of 36 respondents, or 52.8%, agreed that music helps them understand different

feelings in themselves, while 16 respondents (44.4%) strongly agreed. Only 1 respondent (2.8%) disagreed, and

none strongly disagreed. The weighted mean of 3.42 is interpreted as “Agree.” This indicates that most of the

participants believe that music plays a significant role in helping them recognize and understand their emotions.

Table 33: Music to Overcome Hard Experiences

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

Music has helped me to work through hard

experiences

3.33

Agree

The table shows that 18 out of 36 respondents, or 50%, agreed that music has helped them work through hard

experiences, while 15 respondents (41.7%) strongly agreed. Only 3 respondents (8.3%) disagreed, and none

strongly disagreed. The weighted mean of 3.33 is interpreted as “Agree.” This implies that the majority of

participants believe that music serves as an effective coping mechanism during difficult times.

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Table 34: Music as Comfort During Difficult Times

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

Whenever everything feels bad, music

understands and comforts me

3.31

Agree

The table shows that 20 out of 36 respondents, or 55.6%, agreed that whenever everything feels bad, music

understands and comforts them, while 14 respondents (38.9%) strongly agreed. Only 1 respondent (2.8%)

disagreed and 1 respondent (2.8%) strongly disagreed. The weighted mean of 3.31 is interpreted as “Agree.”

This indicates that most of the participants believe that music provides them with comfort and emotional

understanding during difficult times.

Table 35: Music as a Source of Comfort When Feeling Sad

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

When I'm feeling sad, listening to music comforts

3.47

Agree

The table shows that 17 out of 36 respondents, or 47.2%, agreed that listening to music comforts them when

they feel sad, while 18 respondents (50%) strongly agreed. Only 1 respondent (2.8%) disagreed, and none

strongly disagreed. The weighted mean of 3.47 is interpreted as “Agree.” This indicates that the majority of the

participants find comfort in listening to music whenever they experience sadness.

Table 36: Music as Solace When Overwhelmed

Statement

Strongly

Agree (4)

Agree

(3)

Disagree

(2)

Strongly

Disagree (1)

Weighted

mean

Average

I listen to music to find solace when worries

overwhelm me

3.36

Agree

The table shows that 21 out of 36 respondents (58.3%) agreed that they listen to music to find solace when

worries overwhelm them, while 14 respondents (38.9%) strongly agreed. Only 1 respondent (2.8%) disagreed,

and none strongly disagreed. The weighted mean of 3.36 is interpreted as “Agree.” This indicates that most

respondents find comfort and emotional relief through listening to music whenever they feel overwhelmed by

worries.

Focus Group Discussion: Effect of Music on Cognitive Function (Section D)

Table 37: How does listening to music help you concentrate better on doing your tasks?

Verbatim

Translation

Theme

G1: When I listen to music kay mas maka

focus ko and madungog ranako is music and

wala koy madungog nga ang other noise sa

gawas maonang mas maka focus ko sakong

task.

I focus better when I listen to music, and

the only thing I can hear is the music. I

don’t hear any other noise in the

background that’s why I can focus better

on my task.

Music boosts focus and

concentration

G2: Mas maka concentrate ko if naay music

while ga buhat ko sakong mga buhaton kay

I can concentrate better if I listen to music

while doing tasks because it helps me

Music boosts focus and

concentration

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maka help syag focus sakoa and maka think

kog in a creative way using words sa music

mga rhythm mga musical naga think pd sya

sakoa mga ako ra isa

focus and think in a creative way using

words in the music, the rhythms, and

melody. It helps me think that I am alone

dili ko maka concentrate kay mawala ko

sakong gibasa like kanang gabasa kog

question nya akong ma remember kay ang

lyrics sa music ma distract ko

I can’t concentrate because I lose focus on

what I’m reading. For example, when I’m

reading a question, the only thing I

remember is the lyrics of the song. The

music distracts me

Music is a distraction

if mag study ko and mag listen kog music

maka concentrate kay especially if ang

kanta bitaw kay kanang naanad ko saiyang

vibes like mga slow dili lang ema2 kay dili

ko maka consintrate kanang murag maka

hatag syag energy para maka study kog

When I study and listen to music, I can

concentrate better– especially if the song

has a vibe I’m already used to, like slow or

calm music. I can’t focus when it’s too

emotional or loud. I prefer music that gives

me energy and helps me study more

effectively.

Music boosts focus and

concentration

ako kay mura nakog ghimo ang music as a

motivation kanang kapoy kayg himo nya

naay music maka kuan kog sge mag himo

nalang ko ani nindot mn diay ni sya

mabagay sya, mag himo kog assignment

nga lain kay akong mood murag ako ra isa

lain kaayo nya laay kaayo dba mag sulat ka

nga ikaw ra isa Wala kay ka storya mag

kuan kay music maka kuan btaw sya sa

mood mga ay sge mag himo ko

For me, it’s like I’ve made music my

motivation. When I’m tired of doing my

tasks and I play some music, I feel

encouraged to keep going. I start thinking,

“Okay, I’ll just continue this– it actually

feels nice with music.” When I’m doing

assignments alone, it can feel really boring

and quiet. But when I listen to music, it

lifts my mood and makes me want to keep

working.

Music boosts focus and

concentration

The responses reveal that listening to music has both positive and negative effects on concentration. Most

participants shared that music enhances their focus and motivation, especially when the songs are calm, familiar,

or have a rhythm that matches their studying pace. Participants also expressed how music helps them block out

distractions, think creatively, and even lift their mood while doing tasks.

However, one participant mentioned how music can be a distraction, particularly when reading or answering

questions. The participant expressed how the lyrics of the music can draw attention away from the tasks, making

it difficult to concentrate.

Overall, the responses show that music’s effect on concentration depends on the listener’s preference and type

of music being played. While slow music tends to improve focus, songs with strong lyrics or emotional tones

may hinder concentration. Despite this, most participants view music as a positive aid that transforms studying

into a more engaging and motivating experience.

Table 38: What types of music help you to think more creatively?

Verbatim

Translation

Theme

RNB, OPM, Rock and Romance

OPM

Most participants expressed that OPM and other familiar music genres like RNB, Rock, and Romance help them

think more creatively. This suggests that relatable and expressive music can inspire ideas and improve creativity.

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Table 39: How does music reduce your distractions?

Verbatim

Translation

Theme

G1:Kanang makasabot ko sa iyang lyrics dayun ang

story sa kanta tas sa imong bitaw mga problems ma

kuan siya tapos kanang naa ka sa sulod instead nga

mag study ka mo higda nalang ka so para ma

motivate ko para dili ko mahadlok para Maka

concentrate gyud ko nga ma distracted nako akong

self mag listen ko ug music

When I understand the lyrics,

then the story of the song, then

your problems will be solved,

then when you're inside, instead

of studying, I just lie down so

that I can be motivated so that I

don't get scared so that I can

really concentrate without

distracting myself, I listen to

music

Music helps problem

and boost concentration

G2: kana sya te pag kana bitaw afro ang music tapos

naa kay buhaton tapos mo kuan mo tindog ka ug

kalit tapos mo sayaw Kay lage mao ang na-andan

when the music is Afro, then you

have something to do, then you

stand up and suddenly you

dance, because that's what's

customary.

Music is a distraction

B1: Parehas sa iyaha

Same as hers

Music is a distraction

G3: Wala koy answer

I don't have an answer

none

G4: usahay ma distract ko if kanang mga bug at sa

dughan ug same gihapon sa iyaha kanang mga afro

bitaw kay hilig man mi mo sayaw maka tindog

nalang ka te

Sometimes I get distracted by

some heavy beat on my chest,

but we like to dance, so we stand

up.

Music is a distraction

The responses reveal that listening to music has both positive and negative effects on reducing distractions. Most

participants shared that music does not reduce distractions, especially when the music is loud and heavy like

Afro music.

However, one participant said that music can help your problems when you listen to the lyrics or the story of the

music deeply, and it can also boost your concentration especially when the music is calm and peaceful.

Overall, the responses show that music’s effect on reducing distraction depends on the listener’s preference and

type of music being played. While heavy music tends to distract people because of the loud and heavy beat, calm

or soft music tends to help a person’s problem. Despite this, most participants view music as a negative impact

on reducing distractions, focus, and concentration.

Table 40: What are the reasons why music helps you organize your thoughts more effectively?

Verbatim

Translation

Theme

G1: If mag music ko is akong thoughts kay stay

sauna the same bitaw so if mag focus ko ani

dira ra gyud ko mag focus other than walay

music akong thoughts kay maglihok gyud iya

Hala ga answer ka ani tapos naa pay Isa tapos

naa pa kanang ma istress naka ma ana ba so ang

music is a way pod nga ma focus ka sa usa ka

thing

If I play music, my thoughts stay the

same, so if I focus on this, that's where I

really focus, other than without music,

my thoughts move around. Okay, you

answer this, then there's another one,

then there's that stress, right? So music is

also a way to focus on one thing.

Music helps organize

thoughts and focus

B1: Wala koy answer

I don't have an answer

none

G2: Wala

None

none

G3:kanang usahay bitaw naay mga types of

music kanang same ra sa iyahang answer

Sometimes there are types of music that's

the same as his answer, sometimes you

Music is a distraction

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usahay malimtan nimo nga daghan gibuhat nga

assignment ,activities tapos usahay makalimot

pod ko sa sige nako paminaw nakalimot na

diay ko nga naa Koy buhaton

forget that you have a lot of assignments,

activities, and sometimes I forget

because I keep listening to it, I forget that

I have something to do.

The responses reveal that listening to music has positive and negative effects on organizing your thoughts. One

participant shared that music can help organize your thoughts and can also boost your focus, while the other

participant expressed that music can’t help organize your thoughts, rather it is just a distraction.

Overall, the responses show a neutral effect on how music can help you organize your thoughts, sometimes it

can help, sometimes it does not.

Table 41: How does listening to music improve your problem-solving skills, while studying/working?

Verbatim

Translation

Theme

So Maka focus ko sa if gali for example

math dayun murag kuan ma focus ko sa

beat tapos naay way nga ma put in nato

siya sa brain mao na siya

So I can focus — for example, if it’s math, then

like, I can focus on the beat, and there’s a way

that it can be put into the brain — that’s what it

Music helps stimulate

the brain

G2: Wala

No answer

G3: Wala sad

No Answer

No answer

B1: Ako mas ma improve akong self

kanang maminaw ko anang music

parehas anang jazz tapos naay OPM

kanang lingaw nga murag concert mas

malingaw ko

I can improve myself more when I listen to

music like jazz, and also OPM songs that are

fun, like in a concert — I enjoy it more.

Music helps stimulate

the brain

G3 : Same answer

I can improve myself more when I listen to

music like jazz, and also OPM songs that are

fun, like in a concert — I enjoy it more.

Music helps stimulate

the brain

The responses highlight how music serves not only as an emotional aid, but also cognitive. Specifically, listening

to certain types of music– such as jazz or OPM songs– helps them focus better, especially when performing tasks

like studying math. Music appears to engage and help stimulate the brain in a way that facilitates concentration

and enjoyment simultaneously in a complex task. The preference for lively or immersive music suggests that the

respondents associated positive emotional stimulation with improved productivity.

Focus Group Discussion: Effects of Music on Physical Health (Section E)

Table 42: How does listening to music calm your heart?

Verbatim

Translation

Theme

B1: Maka less ug stress specially sa mga kuan mga

problems sa kinabuhi

Music helps lessen stress, especially if

there are problems in life.

Music helps in

calming

G1: naka remember ko sa grade 7 nga mabuang ko

sa mga nahitabo tapos ang gibuhat sakong friend

ato kay gipaminaw ko ug music like RnB tapos

paghuman ato nawala ko sakong thought na

overwhelmed ko

I remembered back in Grade 7 when I got

overwhelmed because of everything that

was happening, and what my friend did

was let me listen to RnB music. After that,

the thought of being overwhelmed escaped

my mind.

Music helps in

calming

G2: kuan te kana bitaw ano naa mi competition

tapos ano kulba na kaayo siya kay second to the last

mi tapos hapit nami mo compete kulba na kaayo

tapos nagpagawas ko ug airpods gipaslak sa

When we had a competition, I was really

nervous because we were second to the last

to perform and it was almost our turn. I

was so nervous, so I took out my AirPods,

put them in my ears, and played some

Music helps in

calming

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dalungan ga pa music dayun makatabang gyud ang

music pang ano sa imong heartbeat

music– it really helped calm my heartbeat.

B2: Para sa akoa te ang music kay importante

sakong kinabuhi kay kanang naa kay gibati tapos

adto lang ka sa computeran tapos pa sound specially

gikapoy naka sa mga activities, family problems

mga ing ana para sa akoa importante siya

For me, music is important in my life

because when you’re feeling something,

you can just go to your computer and play

some sounds– especially when you’re tired

from activities or dealing with family

problems and things like that. For me, it’s

really important.

Music helps in

calming

G3: if maminaw ko ug music ate kay ang mafeel

sakong heart kay ming increase bitaw siya specially

naa kay for example kani nga situation karung

adlaw kay mawal an ka pamati mawala an kag gana

Dli ko ka concentrate tapos if maminaw ko ug

music same sa gi ingon ganiha nga maminaw ko ug

RnB kay ma lessen akong pamati

When I listen to music, I can feel

something in my heart– it’s like it

increases, especially when, for example, in

situations like you lose motivation and

energy, you lose concentration but when I

listen to music, just like what was said

earlier, my feelings are lessened.

Music helps

motivate

The responses convey how music serves as an emotional anchor and coping mechanisms. According to the

respondents, music is not merely entertainment; it functions as a tool for stress relief, emotional regulation, and

mental focus. Participants reported that listening to music enhances motivation and emotional regulation, making

it a personal coping mechanism that contributes to overall well-being. The data suggest that music is not only a

source of enjoyment but also an effective tool for managing emotions and maintaining mental resilience.

Table 43: What types of music makes you physically relaxed?

Verbatim

Translation

Theme

B1: Jazz

G1: OPM

Original Pilipino Music (OPM)

G2: Slow jazz

B2: OPM

Original Pilipino Music (OPM)

G3: OPM

Original Pilipino Music (OPM)

The participants reported that the types of music that make them physically relaxed include Jazz, Slow Jazz, and

OPM. Among these, OPM was mentioned most frequently. This indicates a preference for both soothing

instrumental music (Jazz, Slow Jazz) and familiar music (OPM) when seeking physical relaxation.

Table 44: How does listening to music make your breathing feel slower and steadier?

Verbatim

Translation

Theme

G1: Maka relax like naay feeling ang

music na maka relief sa imong stress ug

pakulba and anong maka help sa through

everything and anything

So, it’s like the music has a relaxing

feeling that can relieve your stress and

anxiety, and it helps you get through

everything and anything

Music has a relaxing

effect

G2: no answer

No answer

G3: no answer pud

No answer

G1: Akoa te naako na certain music maka

relax sa akoa like basta basta ginaahan na

ma relax inana ba.

I’ve noticed that certain music relaxed

me, like when I want to relax, just like

that

Music has a relaxing

effect

Participants reported that listening to music makes their breathing slower and steadier, as it provides relaxation

and reduces stress, although 3 out of 5 did not answer this item. This suggests that music can help regulate mental

pacing and focus by calming anxiety and allowing participants to process information more steadily. The

findings imply that incorporating music in learning may enhance focus, reduce stress, and improve performance.

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Table 45: In what ways does music help your physical tension in your body?

Verbatim

Translation

Theme

G1: no answer

No answer

G2: no answer

No answer

G3: walan answer pud

No answer

G2: maka reduce tension if maka up beats

bitaw tapos kanang especially if kanang na

song hilig ko ate mauna ma kanta na kanta

lang ko ma wala na akong kulba

Singing upbeats music reduces my

tension, especially when the song is my

favorite; as I sing, my nervousness

disappears.

Music helps reduce

tension

Participants mostly did not answer this item, with 4 out of 5 providing no response; which highlights the

limitations of generalization– it shows that music reducing tension may apply only to some participants. One of

the respondents reported that singing along to upbeat songs, especially their favorite ones, helps reduce physical

tension and nervousness. This suggests that engaging with music actively, such as singing, can relieve bodily

tension and anxiety, implying that music could be used as a tool for physical relaxation.

Table 46: How does upbeat music make you feel more energetic?

Verbatim

Translation

Theme

G1: Samoa te, ma up up ang tension

For us, it increases the tension

Music helps

energize

G2: katung parehas sa fun run nahitabo naa times

mag listen ko sa mga upbeat music masabay sa

akoang lihok ang iyang beat.

Just like in fun run, there were times when I

would listen to upbeat music, and its beat

would match my movements.

Music helps

energize

G3: kuan ate everytime mag stretching kami para

sa amoang dance mag minaw kami sa amoang

upbeat music ate kay aside sa paminaw daun ate

kuan pud ma energizena music para ma ballet

calmed music na gyud.

Every time we stretch for our dance, we listen

to upbeat music because, aside from listening,

it also energizes us, and then it becomes

ballet-calmed music.

Music helps

energize

g4: kuwan ate para sa akoa ang up beat music kay

mag gusto ko ang kanta kay murag vibe kaayo vibe

na vibe para ma sabay lingau pud.

For me, the upbeat music, because I like the

song; it's really vibing, vibing so much that

you can dance to it.

Music helps

energize

G5:kuan ang up beat music maka give ug energizer

tapos if naakay ibuhat bitaw free time mas murag

magive nimo na dali ra na unsay na mamingau

Upbeat music can give you an energy boost,

and when you have something to do, free time

makes you feel like you can quickly focus on

whatever you need to do.

Music helps

energize

Participants reported that upbeat music makes them feel more energetic by matching their movements, increasing

excitement, and enhancing focus, when engaging in physical activities, dance or tasks. Some noted that it

provides an energy boost, helping them quickly concentrate on what they need to do during free time. This

suggests that the tempo, rhythm, and personal preference of music stimulate both physical and mental energy.

The findings imply that upbeat music can be used to enhance motivation, improve performance, and promote

engagement in physical activities.

Table 47: Distribution of Key Themes on Cognitive Function: Focus

Theme

Frequency

Percentage

Music boosts focus and concentration

80%

Music is a distraction

20%

Most respondents (80%) stated that music helps boost their focus and concentration, while a few (20%) find it

distracting. This suggests that music generally has a positive impact on students’ ability to focus, though its

effectiveness may depend on the listener’s preferences and the type of music played.

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Table 48: Distribution of Key Themes on Cognitive Function: Reducing Distractions

Theme

Frequency

Percentage

Music helps problem and boost concentration

20%

Music is a distraction

60%

No answer

20%

The majority (60%) said that music can be a distraction when trying to reduce distractions while some (20%)

felt it helps improve concentration. This indicates that while music can enhance focus for certain individuals,

others may find it interferes with their attention, showing that its cognitive effects vary among students.

Table 49: Distribution of Key Themes on Cognitive Function: Organization of Thoughts

Theme

Frequency

Percentage

Music helps organize thoughts and focus

20%

Music is a distraction

20%

No answer

60%

Most participants (60%) did not provide an answer, but some shared that music either helps them organize their

thoughts (20%), or distracts them (20). This implies that students have mixed experiences when using music to

think clearly, suggesting that its influence on thought organization depends on personal habits and study

environments.

Table 50: Distribution of Key Themes on Physical Health: Calming Effect

Theme

Frequency

Percentage

Music helps in calming

80%

Music helps motivate

20%

Most respondents (80%) shared that music helps them feel calm, showing that it has a soothing effect on their

physical state. A few (20%) said it helps motivate them instead, suggesting that while music often brings

relaxation, it can also motivate depending on the listener’s mood and needs.

Table 51: Distribution of Key Themes on Physical Health: Relaxing Effects

Theme

Frequency

Percentage

Music has a relaxing effect

40%

No answer

60%

Only a few respondents (40%) mentioned that music has a relaxing effect while more than half gave no answer.

This could mean that some students do experience relaxation through music, but others may not associate it

directly with physical relief or may not have reflected on that aspect.

Table 52: Distribution of Key Themes on Physical Health: Easing Tension

Theme

Frequency

Percentage

Music has a relaxing effect

80%

Music helps reduce tension

20%

A majority (80%) agreed that music has a relaxing effect, while some (20%) said it helps reduce tension. This

suggests that music’s soothing quality can help relieve physical strain or stress, contributing to a sense of ease

and comfort.

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Table 53: Distribution of Key Themes on Physical Health: Energy Booster

Theme

Frequency

Percentage

Music helps energize

100%

All respondents (100%) shared that music helps energize them. THis shows that music can also have an uplifting

impact, boosting energy and motivation.

Table 54: Computation of Mean and Standard Deviation (SD) of Each Variable

Variable

Weighted Means per Item

Average

Weighted Mean

Interpretation

Standard

Deviation (SD)

Interpretation

Mental

Health

2.70, 3.17, 2.83, 2.61, 2.39,

2.14, 2.28, 2.19

2.54

Moderate

Effect

0.36

Responses are

consistent

Emotional

Expression

3.25, 3.17, 3.22, 3.22, 3.28,

3.42, 3.42, 3.28, 3.17, 2.03,

3.17, 3.18, 2.42, 3.42, 3.33,

3.31, 3.47, 3.36, 3.67, 3.44, 3.25

3.36

High Effect

0.32

Responses are

also consistent

The results indicate that music has a moderate effect on the variable Mental Health with a mean of 2.54, and a

high effect on Emotional Expression with a mean of 3.36. This suggests that while music moderately helps the

SPA students in managing their mental well-being, it plays a stronger role in allowing them to express their

emotions. Both responses show low standard deviation, meaning most respondents had similar views about how

music affects their mental health and emotional expression. Overall, the findings highlight that music serves as

an effective tool for emotional expression and aid in mental health.

Both the interviews and surveys indicated that music has a positive effect on the mental, emotional, cognitive,

and physical health of students. Both the surveys indicated that music improves concentration, motivation, and

relaxation, which was further substantiated by the interviews detailing that known genres like OPM, RNB, and

Rock assist in making students more creative-thinking and emotionally stronger. Respondents also expressed

that music serves to calm their minds, ease tension, and give them an energy boost, testifying to its function in

relaxation and motivation. Generally, findings from both sources corroborate that music increases creativity,

emotional stability, and physical energy, and therefore contributes to the overall growth and well-being of

students.

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter provides the summary, conclusions and recommendations based on the collected and interpreted

results.

Summary

The primary objective of this research was to investigate the effects of music on Mental Health, Emotional

Expression, Cognitive Function, and Physical Health among Grade 10 SPA Students. The study sought to

determine how music influences various aspects of students’ well-being and daily functioning. Quantitative and

qualitative research designs were both employed, utilizing both a survey questionnaire and focus group

discussions as the main data-gathering instrument. The respondents consisted of 36 students from Grade 10 - De

Leon under the Special Program in the Arts, whose responses were analyzed and interpreted using statistical

tools such as frequency, percentage, and weighted mean for the quantitative data while utilizing thematic analysis

for qualitative data. The gathered data provided insights into the relationship between music and the identified

facts to achieve the specific objectives:

1. What is the profile of the respondents in terms of: a. Age, b. Gender, c. SPA Specialization, d.

Average listening time per day, e. Frequency of listening to music f. Preferred music genre

2. How does music affect the mental health of SPA students in terms of stress management, mood

improvement, and relaxation?

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3. How does music influence students’ emotional expressions in terms of expressing feelings, releasing

emotions, and regulating moods?

4. In what ways does music affect the students’ cognitive function in terms of concentration, creativity,

organization of thoughts, and focus?

5. How does music influence the students’ physical health in terms of relaxation, energy, breathing,

and physical tension?

Conclusion

The results of this study show there is a statistically significant positive effect of music on mental health,

emotional expressions, cognitive function, and physical health among Grade 10 Special Program in the Arts

students in Iligan City National High School. Music serves as an effective emotional outlet that helps students

manage stress, express feelings more freely, and maintain focus during various tasks. It also contributes to their

overall sense of motivation and balance, supporting both their mental and physical states. The findings suggest

that consistent engagement with music fosters emotional stability and enhances well-being, highlighting its vital

role in promoting a healthy and expressive lifestyle among students. The study confirms that music can positively

affect different aspects of the students’ well-being, fulfilling the objectives set at the beginning of the research.

Recommendations

Based on the results of this study, the following recommendations were made:

Music Therapy Programs

Implement music therapy sessions at Iligan City National High School to help students manage stress, improve

their emotional well-being, and support their overall mental health.

Music Education

Integrate music more deeply into the school curriculum to enhance students’ cognitive skills, boost creativity,

and encourage healthy emotional expression through various forms of musical learning.

Stress Management

Promote the use of music as an effective tool for relaxation and stress relief. Regular listening activities or

mindfulness sessions with calming music can help reduce anxiety among students.

Creative Outlets

Provide more opportunities for students to participate in music-related clubs, performances, or workshops where

they can express themselves artistically and develop their talents in a supportive environment.

Further Research

Encourage future studies to examine the long-term impact of music on students’ mental health, academic

performance, and overall well-being to better understand its lasting benefits.

ACKNOWLEDGMENT

This research entitled “The Effects of Music on Mental Health, Emotional Expression, Cognitive Function, and

Physical Health of Grade 10 Special Program in the Arts” was carried out with the assistance of the following

people: Happie Bolocon, Jac Cabili, Kristine Cabisay, Maria Ana Clerigo, Sierra Deoquino, Chloe Grace Yee,

Froilan Francis Bolodo, Crissh Jelian Bonete, Vin Clancy Pascubillo, Andrew Miguel Lao

The researchers would like to express their gratitude to theirPractical Research 2 teacher Mrs. Joan A. Enad for

trusting the researchers with this responsibility. It improves their critical thinking and understanding.

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To the Panel members, .  
To the Respondents, for their genuine and honest response. 
To the Researchers’ Family, for their emotional and mental support  and above all to God Almighty for His 
spiritual guidance. 
The Problem and Its Settings 
This chapter includes the introduction, conceptual framework,  theoretical framework, statement of the problem, 
hypotheses, scope and limitation, conceptual framework, significance of the study and the definition of terms 
used. 
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APPENDICES

Appendix A: Research Instruments / Tool

Appendix B: Sample Survey

Appendix C: Documentation

Appendix A

Section A: Demographics

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Section B: Mental Health

Adapted and Modified from:

Saarikallio, S., Gold, C., & McFerran, K. (2015). Development and validation of the Healthy-Unhealthy Music

Scale. Child and Adolescent Mental Health, 20(4), 210–217. https://doi.org/10.1111/camh.12109

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Section C: Emotional Expressions

Adapted and Modified from:

Saarikallio, S. (2012). Development and Validation of the Brief Music in Mood Regulation Scale (B-

MMR). Music Perception: An Interdisciplinary Journal, 30(1), 97–105.

https://doi.org/10.1525/mp.2012.30.1.97

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Section D: Cognitive function

Adapted and Modified from:

Budson, A. E. (2020, October 7). Why is music good for the brain? - Harvard Health. Harvard Health.

https://www.health.harvard.edu/blog/why-is-music-good-for-the-brain-

2020100721062?fbclid=IwY2xjawMuXrxleHRuA2FlbQIxMABicmlkETFwR3lrQ3ZIR2haS3kzNGJkA

R5iv1LWx-

EP4q9U21JdFiJiadTBZqeaqn76sPKiJyXTIbeZlS4K5VMeUr5IJQ_aem_YVADlazx3LuW2lnVD62Yhw

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Section E: Physical Health

Adapted and Modified from:

https://www.health.harvard.edu/newsletter_article/using-music-to-tune-the-

heart?fbclid=IwY2xjawMuXylleHRuA2FlbQIxMABicmlkETFwR3lrQ3ZIR2haS3kzNGJkAR5Woi1m

NCDP-

SJq8C9KeSfnBGTlCZD3Zen4lCWFrxLBqWm7HkMdnYV5GdzKRQ_aem_BzakuKCaNzkllQ2aV4sU

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Appendix B: Sample Survey

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Appendix C: Documentation