1. Studying with Music and Perceived Impact on Academic Performance
Student Researchers:
Sarah Geevarughese
Narjis Rizvi
Savannah Rutherford
Francesca St. Julien
Lucas Violim
Robert Winn

2. Introduction
The research team began with several good ideas for a research project after a brief brainstorming (divergent thinking) exercise.
A vote was tallied and the team eliminated ideas. Remaining topics all included studying or the characteristics of FAU High School students.
The team employed the Hit and Highlights convergent thinking technique to select the final topic.
Independent and dependent variables were then identified.
So ultimately why was this the most interesting topic to the team?

3. Purpose Statement
The purpose of this study was to examine whether there is a correlation between studying with music and students' self perception of academic performance among FAU High School 9th graders.

4. Select Literature Review
One bullet per article
Article
Article Mozart Effect here?

5. CONCEPTUAL FRAMEWORK
Berger, Devarajan, Menon, Chafe, Levitin (2007) stated that music engages the brain over a period of time and that the process of listening to music could be a way the brain sharpens its ability to anticipate events and sustain attention.
These factors combined could possibly affect students’ GPA, the dependent variable in this study.
We analyzed the data based on an assumption that Berger et al. (2007) were correct.

6. CONCEPTUAL FRAMEWORK

7. Hypotheses
Null Hypothesis: There is no relationship between studying with music and students’ self-perceptions of their academic performance.
Alternate Hypothesis: Studying with music will have a positive relationship with students' self-perception of their academic performance.

8. Research Question
Does studying with certain types of music effect FAU High School 9th grade students’ self-perception of their academic performance based on self-reported 1st quarter grades?

9. Research Design This study used a (quant or qual) and why? IV/DV
Sampling…
Data collection…
Approval process…
Timeline…

10. Methods Data Cleaning… Data Organization… Data Transformation…
Data Analysis…

11. Methods Survey Questions: Do you listen to music while studying?
If so, what types of music do you listen to?
Do you feel that listening to music positively impacts your academic performance?
What is your overall GPA (grade point average) at FAU High School as reported on your first progress report? (if you are not sure, please estimate your current overall GPA)
What is your gender?
Which race/ethnicity best describes you?

12. Figure 1. Sample Demographics
Results
Figure 1. Sample Demographics

13. Figure 2. Frequency Chart of Student Responses
Results
Figure 2. Frequency Chart of Student Responses

14. Figure 3. Types of Music Listened to While Studying
Results
Figure 3. Types of Music Listened to While Studying

15. Figure 4. Covariance Matrix for All Variables Showing No Covariance
Results
Figure 4. Covariance Matrix for All Variables Showing No Covariance

16. Results
Figure 5. Linear Regression output showing R2 = meaning the data does not how any correlation between variables. F = , another sign that the independent variables do not impact the dependent variable in any significant way.

17. Results

18. Implications For schools and guidance… For students and parents…
For research…