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READING LITERACY THROUGH MUSIC: THE EFFECTS OF PLAYING MUSICAL
INSTRUMENTS TO READING COMPREHENSION
A THESIS
Presented to
the Graduate Faculty of
Master of Arts in Education Major in Reading
MSU – Iligan Institute of Technology
Iligan City
In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION MAJOR IN READING
MARY ANALYN D. SABELLANO
September 2020
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CERTIFICATE OF PANEL APPROVAL
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ABSTRACT
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DEDICATION
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ACKNOWLEDGEMENTS
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TABLE OF CONTENTS
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CHAPTER 1
INTRODUCTION
One of the most significant academic skills that students should develop today is reading.
Reading is one of the most important skills that a student can possibly acquire. It is primarily taught
at a very young age, beginning before kindergarten (Harvey, 2013). The National Reading Panel
has stated the five specific teaching practices that help in improving students’ reading skills. These
practices are phonemic awareness, phonics instruction, guided oral reading with feedback,
vocabulary instruction, and comprehension strategy instruction (Prado & Plourde, 2005; Harvey
2013). Of these five practices, the most important is the reading comprehension (Harvey, 2013).
The target goal of education in the elementary school is improving reading comprehension for all
students because reading comprehension provides the foundation for a substantial amount of
learning in secondary school.
Moreover, for the last 20 years, a major goal of reading comprehension research has been
to identify effective reading strategies that could enhance and increase students’ reading
comprehension (Sporer, Brunstein & Kieschke, 2009). In fact, a large majority of “solutions” in
improving reading comprehension seem to focus too heavily on the reading mechanics without
considering the emotional or psychological aspects (Knoll, 2000). However, score on the national
achievement tests revealed that students in the recent years did not perform well than students in
the past decades. This is the case where teachers have numerous attempts to improve students’
reading and writing skills through different learning approaches that ranged from changing the
physical conditions of the classroom up to motivating students to learn and improving their selfregulation, to using music to promote adolescent identity development (Anderson & Fuller, 2010).
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Some researchers suggested that another way to achieve increasing cognitive abilities of
the students is to regularly engage them in a complex activity that requires them to use higher order
thinking skills, such as playing a musical instrument (Nutley, Darki & Klingberg, 2014).
Moreover, in the quantitative study of Toyoshima, Fukui and Kuda indicated that creative art
activities such as painting or producing something and playing a musical instrument may also
reduce stress (Aktan & Yarar, 2014).
In addition, numerous scientific researches revealed that music training or education is a
great tool for attaining children’s full potential – intellectual, social and creative ability. Music
study needs a high degree of auditory processing. This particularly means that children who are
musically trained are doing better in distinguishing subtle details of speech, leading to improved
reading and better comprehension, as well as greater ability to understand what other people are
saying. The Royal Conservatory (2014), also added that musically-trained students tend to develop
their full capabilities because music participation is rewarding, making them more likely to devote
time and efforts necessary to develop strong cognitive and social abilities (The Royal
Conservatory, 2014).
Futhermore, numerous studies have also shown that musically-trained students have better
phonological skills, which help them to learn words faster, develop rich vocabulary bank in mind,
and learn to read faster. In a 2009 Canadian study, children who took music lessons showed
improvement on their verbal intelligence scores after four weeks of training only. The gains from
music studying were greater than any other types of arts training (The Royal Conservatory, 2014).
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In this case, although previous studies examined how music training is associated with
decoding (Corrigall & Trainor, 2011), only few studies have examined whether music training is
associated with higher-reading abilities such as reading comprehension (Corrigal & Trainor,
2011), and how creative activities such as playing musical instruments reduce stress on the mind
and body (Toyoshima, Fukui & Kuda, 2011).
1.1 Statement of the Problem
This study was conducted to investigate the reading literacy of the students through music,
and the effects of playing musical instruments to their reading comprehension.
Specifically, this study sought to answer the following questions:
READING LITERACY THROUGH MUSIC: THE EFFECTS OF PLAYING MUSICAL
INSTRUMENTS TO READING COMPREHENSION
1. Is music a significant determinant to reading comprehension of the students?
2. What is the effect of playing musical instruments to reading comprehension of the
students?
1.2 Significance of the Study
The findings of the study may prove to be significant contribution to develop the reading
literacy of marginalized women and girls through playing piano and how it impacts to gender on
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violence. So, the significance of this study is finding ways and means on how to deal with the
reading literacy of the mentioned respondents. A lot of individual should profit from the fresh
information generated by the inquiry.
School Administrators. After knowing the possible resources that mitigate, the school
administrators will provide programs and policies that will help the marginalized women and girls
increase their reading literacy. The findings of this study serve as a basis for drawing up
significance on reading and challenge them to provide comfortable learning environment that
develop the respondents’ reading interest. Moreover, administrators must also be familiar on using
piano as a tool in increasing reading comprehension. In this manner, the school administrators can
help in providing piano instrument that teachers and students can use especially the marginalized
ones in enhancing reading literacy.
Teachers. Teachers are the main facilitator inside the classroom that knows the diversities
and learning needs of the students. They must know thy the students do not want to read or the
emotional and psychological disturbances of the students, in order form them to give a serious
effort need to be done to know and address these disturbances. The findings of this study will
provide the teachers the idea that piano integration increases learning or reading comprehension
of the students especially the marginalized ones. It will help them to change their pedagogy by
integrating piano lesson to boost the encouragement and interest of the marginalized students when
it comes to reading. By doing such, teachers will eventually develop and improve their teaching
strategies.
Parents. Parents are the first persons marginalized women and girls tell their problems to.
They will be more aware that piano is a good and possible thing that heightens the reading interest
of the said respondents. By this, they will encourage their children to engage more on music lesson
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particularly piano lesson to uplift the knowledge of their children and how it may help them reach
their goals someday. Moreover, with the results of this study, parents will also address the school
and community to create programs for the awareness of music integration in education and provide
social support to build up self-esteem for their children.
Future Researchers. The results of this study may serve as a source of information for
future researchers who want to know the reading literacy of marginalized women and girls through
playing piano and its impact to gender on violence. They will acquire information from this study
and share it to other researchers later on. In line with this, this study will also serve as a reference
in conducting studies similar as this.
Theoretical Framework
EXPECTANCY-VALUE THEORY
One of the most important aspect of a motivational research is concerned with individual’s
beliefs: expectations for success and the significance and value an individual place on a certain
activity. In this manner, a number of expectancy theories have been developed to predict the
contexts on achievement motivation that requires effortful behavior. Although overwhelmingly
cognitive in nature, expectancy theories are primarily concerned with motivation which are used
to explain behavior (McCormick & McPherson, 2007).
According to Wigfield & Eccles (2000), expectancy-value theory investigates how the
choice of task determine’s a person’s performance and effort, perception about how the person
performs a certain task and his or her self-esteem about the task. Moreover, in this theory, the
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expectancy is the probability that a person’s behavior will achieve the goal or aim; the value is the
significance level of that aim (Burak, 2014). Furthermore, the principal components of this model
are the expectation of success and the subjective task-value. Eccles & Wigfield (2002) emphasized
that, expectancies for success it is where “…individuals’ beliefs about how well they will do on
upcoming tasks, either in the immediate or longer-term future”. Theoretically, subjective taskvalue has four components: attainment value, intrinsic value, utility value and cost (McCormick
& McPherson, 2007).
First, attainment value is concerned on how important for an individual to perform the task
well. For example, some students view engagement in aesthetic activities is a vital expression of
one’s humanity appears to be consistent with giving high value to learning a musical instrument
(McCormick & McPherson, 2007). Attainment value is how an individual do well in a significant
task in terms of self-image and core values (Agbuga, 2011).
Second, intrinsic value is also consistent with other formulations of intrinsic motivation. It
also refers to the enjoyment that an individual gain from doing a task. Thus a student who has high
intrinsic value in learning musical instrument will do so for his or her own sake, rather than relying
on some extrinsic incentive such as money or approval of significant others (parents, peers,
teachers, etc.). Moreover, according to Barry (2007), intrinsic motivation describes the personal
satisfaction of a person derives from making music (Burak, 2014). For example, individuals
playing instruments since they enjoy the sound of instrument (as opposed to being concerned with
academic grades or other external stimuli) have intrinsic motivation; these individuals enjoy the
task they engaged themselves in (Burak, 2014).
Third, utility value is about how a task engagement be useful for a certain person, which
relates to proximal and distal goals. It also refers to the usefulness of a task in a person’s life
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(Burak, 2014). For example, students may practice playing an instrument to perform well
(proximal goal) because doing so is a stepping stone in attaining the distal goal of a professional
music career.
Lastly, cost is a negative component of subjective task value. For some students the effort
required to develop a certain skill level to play an instrument may be excessive, relative to the
effort required by other competing interests. The cost also includes the loss of time and energy for
other choices (Burak, 2014). In addition, the perceived negative aspects of learning an instrument
such as the amount of skill practice needed for continual improvement are referred to as the
perceived cost of engaging in the activity (Burak, 2014).
In connection to this, expectancy-value motivation research shows that an individual’s
expectations will likely predict the outcome of his or her performance and that valuing an activity
is associated with an individual’s desire to continue pursuing to do that activity (McCormick &
McPherson, 2007). Furthermore, according to Scheibe (1970), the person considers tasks to be
attractive, simple and logical based on the theory; if he believes that he will fulfill that task, he will
be motivated to do the task. On the other hand, behaviours of an individual are the result of his
desires or values and his perception and beliefs are the judgement about the world and himself
(Burak, 2014). In the academic literature studies, it shows that individuals are more inclined to
perform a task that they feel they can master, and that their expectations for success depend on the
perception of their confidence level on their own abilities and how difficult they believe the activity
to be (McCormick & McPherson, 2007).
MOZART EFFECT THEORY
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Mozart Effect refers to specifically to improvement on the individuals’ spatial and
cognitive reasoning task (Demorest & Morrison, 2000). The term “Mozart Effect” specifically
relates to the neuropsychology research of Rauscher, Shaw, and Ky (1993, 1995) which reported
the temporary increase in college students’ ability in performing certain special-temporal tasks as
evidenced by the increased scores of their IQs after listening passively to 10 minutes of Mozart’s
sonata K. 448. Moreover, there is a significant literature base developing in both basic and applied
research considering the effectiveness of music, in general, and particularly the Mozart in
therapeutic and educational settings (Taylor & Rowe, 2012). The spatial-temporal reasoning has
five main modes of thought that contributes to the overall wellness of an individual: the logical
(mathematical/systems), visual, verbal, physical (kinesthetic), and aural (musical) modes.
Rauscher conducted researches about the impact of music instruction on the spatial-temporal
cognition and how it affects early education (Rauscher, 1997; Rauscher et al., 1997; Rauscher &
Zupan, 2000). In the experiment of Rauscher and his colleagues (1993), it turned out that the
college-student participants performed better on standardized tests of spatial abilities after listening
to 10 minutes of Mozart sonata rather than those students who sit in silence (Thompson,
Schellenberg, & Husain, 2001). Moreover, Rausher, Robinson, and Jens (1998) conducted similar
study; not on humans but on rats, consequently achieved almost the same results. Rauscher (1998)
reported that Mozart effect theory caused the rats to complete the maze faster with fewer errors
after exposure to music. He concluded that music effect can positively contribute to learnings on
both rats and humans. Compared with sitting in silence for ten minutes, exposure to music induces
positive moods and outputs, which will lead to higher levels of performances on students (Rashidi,
2011).
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Furthermore, Rauscher theorized that listening to music or participating in any music
instruction enhances brain patterns necessary for spatial-temporal reasoning (Taylor & Rowe,
2012). Although the term “Mozart effect” particularly refers to the increase of certain visuospatial
reasoning after listening to a particular Mozart sonata, the phrase has generalized to also include
the effects of music instruction on spatial-temporal task performance (Rauscher, 2002). Previous
studies showed that preschooler, kindergarteners, and second-graders who received piano
instruction scored higher on their spatial-temporal activities than those groups who received other
instruction or no musical training (Rauscher, 2002).
In the study of Thompson et al., (2001), they explained how Mozart effect can be defined
simply: enjoyable stimuli such as exposure to music enhances positive effects and heightened
levels of arousal, which may lead to increasing improvements in individuals’ performance on
different tasks.
Moreover, Chabris (1999) emphasized that there may also be a small intermittent effect
that probably arises in listening to music which is the “enjoyment arousal” (Thompson,
Schellenberg, & Husain, 2001). Nantais & Schellenberg (1999) stated how sitting in silence or
listening to a relaxation tape is less arousing than listening to Mozart sonata, experimental and
control conditions in previous examinations showed how this effect produced different levels of
arousal or mood (Thompson, et al., 2001).
HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES
Howard Gardner’s theory of multiple intelligence include kinesthetic, visual-spatial,
interpersonal, linguistic, mathematical, naturalistic, intrapersonal, and musical intelligence.
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Gardner (1983) claims that humans possess not just a single intelligence, but also a set of relative
intelligences. His multiple intelligence theory supports the idea of existence of several
intelligences that results to a unique cognitive profile for each person (Zarei & Ashfar, 2014). The
central focus on this theory is the musical intelligence.
Gardner (2004) specified that musical intelligence varies according to people as they
evaluate their own musical ability, while some have nothing to do with music. Individuals become
more inclined to hear music and highly sensitive to the sounds in their environment. Moreover,
musical intelligence is the most emerging type of intelligence. It can be identified in the following
characteristics: a tendency to read texts related to music, playing musical instruments, recognizing
consistent and inconsistent sounds, and imitating sounds (Aldalalah, 2010).
Researchers have been interested in finding out how music aptitude or music experiences
are related to the increase in academic achievement. Lamas (1989) found an important connection
between music aptitude and in reading. Moreover, according to Luiz (2007), music primarily
improves the brain development and also helps to improve academic subjects’ abilities such as
reading and mathematics. Majority of the studies revealed that the most important relationships
are between music and spatial-temporal reasoning, and music and performance in reading
(Aldalalah, 2010).
Moreover, there has been a positive impact of music on the intellectual development of the
individuals, which can be best summed up by the slogan “Music makes your smarter.” On the
study of Demorest & Morrison (2000), it has also been concluded that piano instruction likely to
improve the spatial reasoning ability of the preschoolers. Music or music education makes
individuals smarter. There is a wealth of research that reveals how music instruction makes
students smarter in music. Will Earhart, the 1919 president of the Music Supervisors National
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Conference (now MENC), claimed that knowledge in other academic areas such as mathematics,
geography, and vocational training was truly enhanced by a strong musical education (Demorest
& Morrison, 2000). It has also been stated that music students receive higher grades in Math,
English, History, and Science; higher test scores in reading and citizenship; and more general
academic recognition rather than students who do not involve in school music activities (Demorest
& Morrison, 2000).
Moreover, research showed that musical intelligence is the best predictor of vocabulary
intelligence. In line with this, since musical intelligence involves the ability to sing, understand,
and use rhythm, research concluded that poems and songs inclusion should enhance
comprehension and vocabulary knowledge (Demorest & Morrison, 2000). The research also
showed positive correlations between music study and academic gains. It has showed that there is
a very high level of cognitive improvement and effective learning in quality music programs,
because when arts are integrated in academic learning, the academic achievement is also affected
positively (Pelayo III & Galang, 2013). The present study of Medina (1993) showed that musical
intelligence is a significant predictor of language ability. Thus, musical intelligence is the strongest
factor of vocabulary and reading comprehension ability.
Conceptual Framework
The major variables considered in this study are the playing piano or short piano lesson
and heightened emotional support as independent variable and the reading literacy of marginalized
women and girls as independent variable.
To have a thorough and clear understanding of the relationships among the variables in this
study, the conceptual model is presented as follows:
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Playing Piano/Short Piano
Lesson
Reading Literacy of
Marginalized Women and Girls
Heightened Emotional
Support
Figure 1. Schematic Diagram Showing the Relationship of the Variables Used in the Study
Statement of the Problem
To date there have been numerous problems regarding the reading comprehension of
marginalized women and girls. An integration of playing piano music among the said respondents
is being proposed by the researcher to measure their reading literacy. The problem of this study
seeks to address is the effectivity of integrating playing piano instrument in enhancing the reading
comprehension of the individuals who are victims of violence particularly women and girls.
Moreover, according to the study of Stien & Kendall (2004), an important method of establishing
emotional regulation among victims of traumatic experiences such as violence involves music and
movement (Foran 2009).
However, very few studies, if not none, have done on the relationship between improving
reading literacy of marginalized women and girls and playing piano. This may be the reason why
it had been observed that playing piano to enhance reading literacy of the said respondents has not
gained much appreciation.
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While many studies provided evidence supporting the relationship between playing piano
as a music intervention in reducing stress (Aktan & Yarar, 2014) and how musical training (playing
piano) can enhance reading ability (Tierney & Kraus, 2013). There are dearths of evidences that
consistently affirm these significant positive relationships when utilizing actual data.
Research Objectives
The main concern of this study is to determine the reading literacy of marginalized women
and girls through playing piano and its impact to Gender on Violence.
Specifically, this study expects to:
1. Determine the profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Health Status
2. Determine how playing piano significantly related to reading literacy of marginalized
women and girls.
3. Determine how playing piano significantly related to decrease emotional disturbance
among marginalized women and girls.
Hypothesis
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Ho1: There is no significant relationship between playing piano and reading literacy of
marginalized women and girls.
Ho3: There is no significant relationship between playing piano and decrease in emotional
disturbance among marginalized women and girls.
Scope and Limitation of the Study
The study focuses on the reading literacy of marginalized women and girls through playing
piano and its impact to gender on violence in providing the necessary data. Moreover, this study
also focuses on selected areas and schools in Iligan City where the research takes place. The
parameters are from obtaining essential and complete data, synthesizing, analyzing and
interpreting them. This study is limited to twenty (40) marginalized women and girls. Moreover,
each of the respondents will be interviewed and will be given questions to be answered.
Definition of Terms
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For better understanding of the terms used in this study, the following terms are defined
operationally:
Motivation. It refers to reasons that underlie behavior characterized by willingness, initiative, and
volition (Lai, 2011).
Reading. It is the most convenient and cheapest way of obtaining information. It is also the process
of acquiring and enriching knowledge and views about the world (Salikin, Bin-Tahir,
Kusumaningputri & Yuliandari, 2017).
Reading Comprehension. According to National Assessment Governing Board (2007), reading
comprehension is “an active and complex process that involves understanding written text;
developing and interpreting meaning; and using meaning as appropriate to type of text, purpose
and situation.”
Reading Literacy. Involves understanding of not only the explicit meanings but also the implicit
meanings of a written text. It is also the way of using and reflecting on written texts to achieve
individual goals in order to acquire knowledge and develop potential, and to participate in the
society (Delgadova, 2015).
Violence. According to the World Health Organization, violence is an intentional use of physical
force that threatens against oneself, person, or a group or community that highly results to injury,
death, psychological and emotional harm, and maldevelopment or deprivation (World Health
Organization-Geneva, 2002).
CHAPTER 2
REVIEW OF RELATED LITERATURE
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The society has changed greatly as individuals transitioned from Industrial Age to the
Information Age. Early twentieth century literacy demands were fairly easy to meet. Most students
in Western civilization learned to read so that they could improve their academic works. Moreover,
with the permeation of fast paced technology in today’s society, individuals must be able to read
and think critically to live and work in intercultural contexts and to make appropriate decisions
about their own individual lives and their role in a multicultural society (Darnell, 2002).
Reading is a skill of constructing meaning to a written text – decoding printed symbols and
recognizing words (Davis, Datulayta, Dacalos, Cordova, Clerigo, Canoy & Inocian, 2016). It is
one of the most important skills that an individual should have. The National Reading Panel has
stated five reading practices that educators should teach in order to improve the individual’s
reading skills (Harvey, 2013). According to Prado & Plourde (2005), phonemic awareness,
phonics instruction, guided oral reading practice with feedback, vocabulary instruction, and
comprehension strategy instruction are the five reading practices that generally improve reading
skills (Harvey, 2013).
Reading comprehension is a very complex process that involves thinking, teaching, past
experiences, and knowledge (Harvey, 2013). The sole key of reading comprehension is knowing
and understanding what is being read. According to Prado & Plourde (2005), “comprehension is
the interaction among word identification, prior knowledge, comprehension strategies, and
engagement.” One cannot read properly without these skills especially comprehension (Harvey,
2013). However, there may be multiple factors to consider that greatly contribute to reading
difficulties of individuals, particularly students with special needs, and the underlying causes of
their reading difficulties may also be largely unknown. Some researchers have found that
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prevalence of children with reading problems can be linked with the economic and social
circumstances of the home (Woolley, 2011).
Nevertheless, several researches showed that stressed, distracted and disengaged
individuals, regardless of their socio-economic background, likely to disrupt instruction and drain
resources in ways that make academic performance less functional. Behavior problems can start
from simple lack of attention that often slows instruction to violent disruptions that bring all
instruction to a halt (Will, 2018). Moreover, exposure to violent home and community
environments, as well as acquiring injury due to violence, greatly contribute to both reduced
academic performance and increased disruptive or unfocused classroom behavior for children,
adults, and teenagers (Garnett, 2013). In line with this, one of the effects of violence exposure is
very evident on the individuals’ school functioning. According to Iarskaia-Smir nova, Romanov
& Antonova (2008), “children from dysfunctional families are less likely to function successfully
at school.” It also showed that youth exposure to violence may likely result to compromised
healthy social relationships and academic performance. Traumatizing experiences increase
functioning impairment, mother-child aggression influence, and heightens insecurely attached
relationships to others. In relation to academic performances, students who experience high levels
of violence develop lower abilities in reading, mathematics, and general knowledge (Garnett,
2013).
In addition, Silverstein, Augustyn, Cabral, & Zuckerman (2006) research showed that,
youths who are exposed in abusive environments are more likely to show behaviors of concern.
For example, adolescents are highly likely to show lack of interest in social activities, lowered
self-esteem, peer-relations avoidance, formation of unhealthy relationship to others, and exhibit
increased rebellion and inappropriate behaviors in the school environment (Garnett, 2013).
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Moreover, children who are exposed to violence are more likely to report traumatized life events
than children who are not exposed to violence. For example, children who are frequently exposed
to abusive environments show temper tantrums, frequent fighting, and threatening of other
students. Other issues also exhibited are problems in eating, difficulty in concentration, generalized
anxiety, and increased physical complaints (Garnett, 2013). Ceballo, Dahl, Aretakis, and Ramirez
(2001) examined the types of abuse that children likely witnessed. Their research showed that
children are more likely to witness violent interactions than experience violent physical abuse.
Also, some students who experienced stress and trauma through violence may not react in an
aggressive manner, but instead withdraw and exhibit major behavioral problems such as
depression, anxiety, and distraction (Will, 2018). In this sense, children and adolescents who are
exposed to violence greatly suffer academically, personally, and socially (Garnett, 2013).
Although most of the attention on violence and trauma effects among individuals especially
children focused on mental health and related issues, recent research also found effects on
individual outcomes, such as school and academic outcomes. The study of Thompson & Whimper
(2010) revealed that children who are exposed to violence were an increased risk of having low
reading levels. It also showed that a child was about 1.5 times as likely to exhibit low reading
levels who reported having witnessed violence involving a family member, rather than a child who
did not report having exposed to family violence.
In this manner, there is always an increased need to address significant effects of violence
on academic progress of children and youths. According to McNinch (1997), educators are always
striving to find ways in order to motivate and enhance students to read. When individuals,
particularly students have high reading motivation, they will be able to comprehend the material
or text successfully. Some studies showed that the greater an individual’s interest with the text, the
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greater their comprehension of that text (Knoll, 2000). On this manner, educators use reading
strategies as tools to help students to read and understand the text (Harvey, 2013). Strategies are
high level plans of achieving one or more goals under uncertainty conditions or the skill of carrying
out plans to achieve a goal (Davis, et al., 2016).
One of the best strategies to enhance students’ learning is through integration of playing
musical instrument particularly piano. In the quantitative study of Toyoshima, Fukui & Kuda, they
indicated that several creative art activities may likely to reduce stress such as painting or
producing something or playing a music instrument. Playing piano as a music intervention was the
most essential factor on reducing stress (Aktan & Yarar, 2014).
Music provides effective experiences for students to develop listening skills. Several
researches have shown that musical training has profound effects on brain development (Tierney
& Kraus, 2013). Aside from that, music is also a primary key method used by therapists,
psychologists and even psychiatrists as a therapeutic intervention. Music listening is a crucial way
in reducing stress (Aktan & Yarar, 2014). Furthermore, according to Corrigall & Trainor (2011),
music training is also associated with the fundamental reading skill of pronouncing individual
words properly which is word decoding. The findings of their studies explained the near transfer
mechanism because music lessons enhance auditory abilities and skills of individuals with those
needed for decoding words. Musical experiences enhance intellectual processing and can therefore
enhance perception of language which in turn impacts on reading (Hallam, 2010).
Learning to play a musical instrument is one of the complex tasks individuals may do
because it involves long-term training of several large number of different skills such as
discrimination on subtle differences among pitch, rhythm, loudness, and timbre, in the context of
learning to know the differences between and remember complex auditory patterns. Since music
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training develops a wide range of skills, it is not surprising that is has also been associated to
develop perceptual, cognitive, and educational benefits (Corrigall & Trainor, 2011).
Moreover, a recent study conducted by Piro & Ortiz (2009) showed that learning the piano
might give a big impact on the vocabulary and verbal development of the students. In their study,
children who studied piano had significantly better vocabulary and verbal sequencing scores. In
line with this, learning to play a musical instrument enhances the individuals’ ability to remember
words. Those individuals who have undergone musical training had significantly better verbal
learning and retention abilities. Additionally, Broh (2002) showed that students who are engaged
in musical activities are more likely to talk or form conversations with parents and teachers. Such
social benefits were likely to increase self-esteem among students which in turn leads to increased
motivation and self-efficacy as well as improved self-image, self-awareness, and positive selfattitudes. Individuals who are engaged in any musical activity and opportunities contribute largely
to students’ enhanced self-esteem and increased motivation (Hallam, 2010).
CHAPTER 3
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RESEARCH METHODOLOGY
Research Design
This qualitative research deepens the understanding of reading literacy through playing
piano among marginalized women and girls as well as its impact to gender on violence. This study
collects audio data (e.g. recording of interviews, focus group discussions) which are then
transcribed into written form for closer study of details and information.
This research undergoes four stages. The first stage is the collection of data. The second
stage is the transcribing process. The third stage is the validation of the gathered and transcribed
data. And lastly, the data analysis which uses Thematic Analysis.
Part 1: Data Collection
As mentioned earlier, the data collection process includes interviews and music integration
method in reading procedure. The objectives on data collection are as follows:
1. Obtaining information about the individual experiences of the respondents on violent
acts.
2. Integrate the effectivity of piano lesson in increasing individuals’ reading performance.
3. Emphasize the significance of integrating musical activities in assessing reading
performance of the marginalized individuals (women and girls).
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Part 2: Data Transcription
From the recorded data, the researcher will transcribe the data word for word,
discarding fillers and keeping the relevant information intact that can be used in this study.
During the data transcription, the respondent’s names will be kept confidential. A
qualitative study requires data that are gathered from the recorded files of interviews.
Transcription of acts is a unique strategy to easily point out significant factors related to
the study. According to Bailey (2008), to analyze data, the identified, interpreted, and
presented data must be covered first to know the accuracy of information gathered to be
analyzed with what degree of dependability.
Part 3: Data Validation
After the transcribed data finalization, the researcher will make a validation letter
addressed to experts such as professors in Mindanao State University-Iligan Institute of
Technology, College of Education to approve the request. The professors will validate the
transcribed data set through reading and checking out the words needed to be corrected.
Then, the data will be verified and confirmed soon by the professors or experts.
Part 4: Data Analysis
With the validated data, the final process is the analysis of the data. The researcher
in this study will use thematic analysis. It is a qualitative data analysis method used to
determine the correlations among dataset. Thematic analysis is theoretically flexible and
simple enough for the researcher to extend that the range of the study can be conducted
appropriately. With this method, analyzation of the qualitative data gathered will reduce it
key themes as highly as feasible.
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The data analysis part follows a five-phase process:
1. Data Familiarization
This phase shows the process of being familiar to the common denominators
among the gathered data that leads to procure patterned content. The researcher
will read and review the transcribed data to be familiar with the general
structure and pattern of the data.
2. Coding
After the data familiarization, initial codes will be produced. Codes are
repetitive and precise than themes. In this stage, related codes are being sorted
out to be included under a collective factor. This stage also refers to the
outlining of interrelated data extracts and generating a structured data with
important sections to produce a theme (Nowell, Norris, White, & Moules,
2017).
3. Searching for Themes
This stage is where issuing of potential theme from the extracted and generated
data will be made. In this part, refining or discarding codes with accordance to
its level of significance (Braun & Clarke, 2006).
4. Defining and naming themes
This phase refers to the overall significance of each theme through knowing the
aspects that are refined and concise to targeted factors (Braun & Clark, 2006).
It is also the phase where the name for each theme will be decided.
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5. Writing up
The researcher will use vivid and persuasive words that will describe the overall
significance of each theme. The validity of analysis should appear convincing
and precise to the readers. This phase involves final analysis of each theme
which shows coherent and interconnected data across the theme to help the
readers understand the quality and accuracy of the analysis.
Research Setting
This study will be conducted within the vicinity of Iligan City, Lanao del Norte,
particularly in these areas:
1. Brgy. Hinaplanon, Iligan City
2. Brgy. Tibanga, Iligan City
3. Brgy. Poblacion, Iligan City
4. Brgy. Fuentes, Iligan City
5. Brgy. Santa Felomina, Iligan City
Research Instrument
This qualitative type of study will use question and answer method to generate data. The
parameter also is from obtaining comments and suggestions from other teachers and
administrators. Likewise, the researcher will conduct an interview for the perceptions of
marginalized women and children on their own reading literacy through playing piano
exposure.
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Respondents of the Study
This study will avail a number of respondents to construct the reading literacy among
twenty (20) marginalized women and another twenty (20) marginalized girls within the vicinity
of Iligan City. It also involves the investigation of the respondents’ demographic profile in
terms of age, gender, and health status, as well as their reading literacy before and after the
piano lesson intervention.
Sample and Sampling Procedure
The sampling scheme of this research is purposive because all respondents admitted to this
study have uniform criteria. The respondents were chosen on the basis of the following criteria:
a.) they must know the basic reading skills (for individuals under age 18 must have a consent
from parents), and b.) they have experienced/exposed or witnessed violence that causes them
to feel anxious and disruptive.
Data Gathering Procedure
The process of data gathering is structed as follows:
1. Before data collection, the researcher will first inquire individuals who are victims of
violence, and ask their spare time to participate in the study.
2. After the individuals agreed to the said transaction, the research will send a letter (noted by
the thesis adviser) to the individuals requesting full permission to request them in research
participation.
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3. After receiving the informed consent, the research will conduct the research proper. First,
the researcher will conduct an interview to be used and interpreted as qualitative data.
Second, the respondents will be given a reading text assisted by the researcher. Then, the
respondents will be asked certain points on the reading text to measure reading
comprehension level. Third, the respondents will be given the same reading text to read
but before that, they will be given short piano lessons first conducted by the researcher.
After that, they will read the same text again and will be asked few points on the text to
measure again if reading comprehension level will increase.
4. During the interviews, the respondents will be fully guaranteed that all information
gathered by the researchers will be kept with utmost confidentiality. The respondents are
encouraged but not forced to be interviewed.
34
REFERENCES:
AKTAN, Z. D., & Yarar, O. (2012). A Study on Perceived Stress of University Students:
Whether ReedMusic Reduces Stress (Doctoral dissertation, Yüksek Lisans Tezi, Anglia
Ruskin Üniversitesi, Bilim ve Teknoloji Fakültesi, Cambridge kara Üniversitesi Sosyal
Bilimler Enstitüsü Uygulamalı Psikoloji Anabilim Dalı, Ankara).
Burak, S. (2014). Motivation for Instrument Education: A Study from the Perspective of
Expectancy-Value and Flow Theories. Eurasian journal of educational research, 55, 123136.
Burdick-Will, J. (2018). Neighborhood violence, peer effects, and academic achievement
in Chicago. Sociology of education, 91(3), 205-223.
Delaney-Black, V., Covington, C., Ondersma, S. J., Nordstrom-Klee, B., Templin, T.,
Ager, J., ... & Sokol, R. J. (2002). Violence exposure, trauma, and IQ and/or reading
deficits among urban children. Archives of pediatrics & adolescent medicine, 156(3), 280285.
Demorest, S. M., & Morrison, S. J. (2000). Does Music Make You Smarter? This
discussion explores some of the research studies that have proposed connections between
musical involvement and general intelligence. Music Educators Journal, 87(2), 33-58.
DiDomenico, J. (2017). Effective Integration of Music in the Elementary School
Classroom. ie: inquiry in education, 9(2), 4.
Harvey, M. (2013). Reading Comprehension: Strategies for Elementary and Secondary
School Students. Lynchburg College Journal of Special Education, 8, 2-15.
35
McCormick, J., & McPherson, G. E. (2007). Expectancy-value motivation in the context
of a music performance examination. Musicae Scientiae, 11(2_suppl), 37-52.
McGaha-Garnett, V. (2013). The Effects of Violence on Academic Progress and
Classroom Behavior: From a Parent’s Perspective. Ideas and Research You Can Use:
VISTAS retrieved from https://www. counseling. org/docs/defaultsource/vistas/the-effectsof-violence-on-academicprogress-and-classroom-behavior. pdf.
Mills, S. W. (2000). The Role of Musical Intelligence in a Multiple Intelligences Focused
Elementary School.
Taylor, J. M., & Rowe, B. J. (2012). The “Mozart Effect” and the mathematical
connection. Journal of College Reading and Learning, 42(2), 51-66.
Thompson, R., & Whimper, L. A. (2010). Exposure to family violence and reading level
of early adolescents. Journal of Aggression, Maltreatment & Trauma, 19(7), 721-733.
Tierney, A., & Kraus, N. (2013). Music training for the development of reading skills.
In Progress in brain research(Vol. 207, pp. 209-241). Elsevier.
Tuazon, A. (2015). Integrating Music in the Elementary Classroom.
Waterhouse, L. (2006). Multiple intelligences, the Mozart effect, and emotional
intelligence: A critical review. Educational Psychologist, 41(4), 207-225.
World Health Organization. (2002). World report on violence and health: summary.
Geneva: World Health Organization. This page has been left blank intentionally.
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RESEARCH QUESTIONS
1. What are your experiences during violent situations?
2. How do you cope with stress from being exposed to violent experiences?
3. Do your academic performance in school greatly affected by the violent experiences?
4. What are your personal views about reading?
5. Do you still want to read despite of being exposed to violent acts?
6. What genre do you usually read?
7. After being exposed to piano instruction, does your reading comprehension boost?
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LETTER TO THE RESPONDENTS AND CONSENT FORM
MINDANAO STATE UNIVERSITY-ILIGAN INSTITUTE OF TECHNOLOGY
ANDRES BONIFACIO AVENUE, TIBANGA HIGH WAY ILIGAN CITY
ACADEMIC YEAR 2017-2018
Pahayag sa Pagtugot
Ma’am:
Maayong adlaw!
Gihangyo ka namo na mo apil sa among pananaliksik. Ang imong pag apil kay bug-os nga
boluntaryo ug ang tanang impormasyon na imong gibutang dire kay magpabilin na kumpedinsyal.
Pwede ka mangutana sa amo kung naa kay dili masabtan o kung wala jud kay masabtan.
Ngano gibuhat kini nga pananaliksik?
Ang katuyuan niining pananaliksik kay para mahibaw an nato ang relasyon sa imong pagtuo sa
imong abilidad ug ang imong pagpaningkamot bisan pa adunay mga kapakyasan kay adunay
impluwensya sa kalampusan sa imong pag-eskwela.
Pila ka tao ang partisipante aning pananaliksik?
Ga “target” ang mga mananaliksik na mo abot hangtod 40 ka responde.
Unsa ka dugay ang imong pag-apil ni ining pananaliksik?
Ang pananaliksik ni ini kay mo abot ug baynte minutos (20 minutes) o magdepende pod ni sa
imong pagtubag sa mga pangutana. Sa oras na mahuman na nimo ang pagtubag sa mga pangutana,
mahuman na sad imong partisipasyon sa ni ining pananaliksik.
Unsa ang mga makuha na benepisyo sa pag apil ni ining pananaliksik?
Isip usa ka tagatubag, maka benepisyo ka gikan sa mga resulta na makuha ni ining pananaliksik
nga makadugang ug impormasyon sa kung unsa ang pwede na matabang sa mga magtutudlo kung
unsa pa ila mabuhat para sa imong kalampusan.
Gikinahanglan namo imong kooperasyon ug konsiderasyon ni ining pananaliksik. Gipabilhan
namo ang imong pagtagad sa matag usa ka pangutana nga naa sa mga sumusunod nga panid.
Daghang salamat!
Informed Consent
(Tugon Panugot)
I have read and understood the background information that you have provided about your
research. I recognize the possible demands this research study requires and thus, I volunteer to
take part in the research. My participation is subject to the following conditions:
38
1. The adequate security will be provided to maintain the privacy and confidentiality of my
responses.
2. That there will be no personal identifiers from the result of the study.
3. That I can withdraw my participation from your study for personal reasons.
4. That my test results become part of MSU-IIT. Release of such information may be obtained
only with prior approval of the research head.
I hereby agree to be one of the respondents in the said research only.
Thank you so much for your support and cooperation.
Nabasa ug nasabtan na nako ang mga impormasyon nga gihatag ninyo mahitungod sa inyong
pananaliksik. Uyon ako sa mga posibleng panginahanglan sa pagkat-on ni ining pananaliksik ug
andam ko mo boluntaryo. Ang akong pag-apil mao ang ulipon sa mga misunod nga kondisyon:
1. Sakto nga panalipod sa mga pribadong impormasyon nga akong ihatag sa pagtubag.
2. Nga walay personal nga mga ilhanan gikan sa mga resulta ni ining pananaliksik
3. Nga pwede ko mo undang sa akong partisipasyon ni ining pananaliksik tungod sa mga
personal nga rason
4. Nga ang akong mga resulta kay mahimong bahin sa MSU-IIT. Ang pagpagawas sa maong
impormasyon kay makuha lamang kungitugot na nay pag-uyon sa superbaysor ni ining
pananaliksik.
Ako ming uyon na mahimong usa ka mo apil ni ining pananaliksik
Salamat kaayo sa imong suporta ug kooperasyon
Respondent’s name (optional)
Pangalan sa moapil
Respondent’s signature
(Perma sa moapil)