Music and study habits : why do some students prefer to sutdy music while others do not?

Abstract

In this dissertation, we examine why some students prefer to study with music while others do not, using both neurological and psychological perspectives. The neurological lens revisits the 'Mozart Effect,' connecting it to the empirical findings of our survey that suggest a preference for classical music, potentially due to its higher beats per minute (BPM); as higher frequencies trigger higher brain activity brain waves; and lack of lyrics, which may facilitate cognitive processes during study. Psychologically, the Dual Coding Theory (DCT) is applied to discuss how the presence of music could engage the brain's verbal and non-verbal processing systems, potentially enhancing memory and concentration; although it is important to understand that this will vary significantly among individuals, shaped by unique cognitive processes and personal study environments. This synthesis of theoretical frameworks with survey results from 150 students provides a nuanced understanding of music's role in academic performance and study habits.