UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :article
Subject :LA History of education
Main Author :Nael, Michael Molina
Title :Effects of happy emotion induced by Filipino children’s music on the performance in addition and subtraction of grade I Filipino pupils
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2019
Corporate Name :Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris
This study sought to identify Filipino children’s music that can induce happy emotion through a survey, to develop emotion-based teaching aids utilizing the identified music and to find out if the use of the emotion-based teaching aids can improve the performance in addition and subtraction of grade 1 Filipino pupils. The results of the survey showed that nine out of the ten Filipino children’s music were able to induce happy emotion by registering an overall statistically significant difference (t (199) = 32.53, sd =.282, m = .65, p =

References

Arguedas, M., Daradoumis, A., & Xhafa, F. (2016). Analyzing how emotion awareness influences students' motivation, engagement, self-regulation and learning outcome. Educational Technology and Society, 19(2), 87-103.

Baroody, A. J., & Benson, A. (2001). Early childhood corner: Early number instruction. Teaching Children Mathematics, 8(3), 154-159.

Bauer, P., Stennes, L., & Haight, J. (2003). Representation of the inner self in autobiography: Women's and men's use of internal states language in personal narratives. Memory, 11(1), 27-42.

Blair, J., Czaja, R. F., & Blair, E. A. (2013). Designing surveys: A guide to decisions and procedures. Sage Publications.

Boekaerts, M. (2002). Bringing about change in the classroom: Strengths and weaknesses of the self-regulated learning approach—EARLI Presidential Address, 2001. Learning and Instruction, 12(6), 589-604.

Bogert, B., Numminen-Kontti, T., Gold, B., Sams, M., Numminen, J., Burunat, I., ... & Brattico, E. (2016). Hidden sources of joy, fear, and sadness: explicit versus implicit neural processing of musical emotions. Neuropsychologia, 89, 393-402.

Chow, J. Y., Davids, K., Hristovski, R., Araújo, D., & Passos, P. (2011). Nonlinear pedagogy: Learning design for self-organizing neurobiological systems. New Ideas in Psychology, 29(2), 189-200.

Deasy, R.J. (2002). Critical links: learning in the arts and student academic and social development. Washington, D.C: Arts Education Partnership. Department of Education. 2013. State of Education 2012- 2013. Presentation.

Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of psychological wealth. New Jersey, NJ: John Wiley & Sons.

Dolegui, A. S. (2013). The impact of listening to music on cognitive performance. Inquiries Journal, 5(09).

Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of personality and social psychology, 95(5), 1045.

Gable, P., & Harmon-Jones, E. (2010). The blues broaden, but the nasty narrows: Attentional consequences of negative affects low and high in motivational intensity. Psychological Science, 21(2), 211-215.

Gardiner, M.F. (2000). Music, learning, and behavior: A case for mental stretching. Journal for Learning Through Music. 72-93

Hallam, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils' task performance. Educational Studies, 28(2), 111-122.

Hareli, S., & Parkinson, B. (2008). What's social about social emotions? Journal for the Theory of Social Behaviour, 38(2), 131-156.

Helmrich, B. H. (2010). Window of opportunity? Adolescence, music, and algebra. Journal of Adolescent Research, 25(4), 557-577.

Hetland, L. (2000). Learning to make music enhances spatial reasoning. Journal of Aesthetic Education, 34(3/4), 179-238.

Heuer, F., & Reisberg, D. (1990). Vivid memories of emotional events: The accuracy of remembered minutiae. Memory & Cognition, 18(5), 496-506.

Husain, G., Thompson, W. F., & Schellenberg, E. G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music Perception: An Interdisciplinary Journal, 20(2), 151-171.

Isen, A. M. (2002). A role for neuropsychology in understanding the facilitating influence of positive affect on social behavior and cognitive processes. Handbook of Positive Psychology, 528-540.

Izard, C. E. (2009). Emotion theory and research: Highlights, unanswered questions, and emerging issues. Annual Review of Psychology, 60, 1-25.

Izard, C., Stark, K., Trentacosta, C., & Schultz, D. (2008). Beyond emotion regulation: Emotion utilization and adaptive functioning. Child Development Perspectives, 2(3), 156-163.

Jocano, F. (2000). Filipino Value System. Punlad Research House Quezon City:.p. 68

Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first?grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.

Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental psychology, 45(3), 850.

Kim, J., Wigram, T., & Gold, C. (2009). Emotional, motivational and interpersonal responsiveness of children with autism in improvisational music therapy. Autism, 13(4), 389-409.

Kuhbandner, C., Spitzer, B., & Pekrun, R. (2011). Read-out of emotional information from iconic memory: The longevity of threatening stimuli. Psychological Science, 22(5), 695-700.

Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2015). Emotion and decision making. Annual review of psychology, 66, 799-823.

Liew, T. W., & Tan, S. M. (2016). The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment. Educational Technology & Society, 19 (2), 104–115.

Mäkivirta, J. (2002). Cognitive Emotional Learning. Journal of Cognitive Pedagogy. 1, 12-40.

McEwing, H. E. (2011). Music, movement, and early literacy: A best practices primer for" gotta move!". Children & Libraries, 9(2), 29.

Mulac, A., Bradac, J. J., & Gibbons, P. (2001). Empirical support for the gender-as-culture hypothesis: An intercultural analysis of male/female language differences. Human Communication Research, 27(1), 121-152.

North, A. C., Hargreaves, D. J., & O'Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70(2), 255-272.

Park, B., Flowerday, T., & Brünken, R. (2015). Cognitive and affective effects of seductive details in multimedia learning. Computers in Human Behavior, 44, 267-278.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.

Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In International handbook of emotions in education (pp. 11-20). England, UK: Routledge.

Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress & Coping, 17(3), 287-316.

Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales. Cognition and Emotion, 31(6), 1268-1276.

Perham, N., & Currie, H. (2014). Does listening to preferred music improve reading comprehension performance? Applied Cognitive Psychology. 28: 279-284. Published online 6 January 2014 in Wiley Online Library. Doi: 10.1002/acp.2994.

Roberts, D. F., & Christenson, P. G. (2001). Popular music in childhood and adolescence. Handbook of Children and the Media, 395-413.

Rowe, A. D., Fitness, J., & Wood, L. N. (2014). The role and functionality of emotions in feedback at university: A qualitative study. The Australian Educational Researcher, 41(3), 283-309.

Rowe, A. D., Fitness, J., & Wood, L. N. (2015). University student and lecturer perceptions of positive emotions in learning. International Journal of Qualitative Studies in Education, 28(1), 1-20.

Schmidt, L. A., & Trainor, L. J. (2001). Frontal brain electrical activity (EEG) distinguishes valence and intensity of musical emotions. Cognition & Emotion, 15(4), 487-500.

Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18(4), 343-360.

Schwartz, R. W., Ayres, K. M., & Douglas, K. H. (2017). Effects of music on task performance, engagement, and behavior: A literature review. Psychology of Music, 45(5), 611-627.

Seligman, L. (2011). Diagnosis and treatment planning in counseling. Springer Science & Business Media.

Simon, R. W., & Nath, L. E. (2004). Gender and emotion in the United States: Do men and women differ in self-reports of feelings and expressive behavior?. American Journal of Sociology, 109(5), 1137-1176.

Singh, M., Singh, M. M., & Singhal, N. (2013). Ann based emotion recognition. Emotion, 1, 56-60.

Slater, J., Strait, D. L., Skoe, E., O'Connell, S., Thompson, E., & Kraus, N. (2014). Longitudinal effects of group music instruction on literacy skills in low-income children. PLoS One, 9(11), e113383.

Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, À. (2016). Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases. Cognitive, Affective, & Behavioral Neuroscience, 16(1), 3-22.

Tendler, A., & Wagner, S. (2015). Different types of theta rhythmicity are induced by social and fearful stimuli in a network associated with social memory. Elife, 4, e03614.

Thelen, E. (2005). Dynamic systems theory and the complexity of change. Psychoanalytic Dialogues, 15(2), 255-283.

Thompson, W. F., Schellenberg, E. G., & Letnic, A. K. (2012). Fast and loud background music disrupts reading comprehension. Psychology of Music, 40(6), 700-708.

Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in psychology, 8, 1454.

Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485.

Vail, P. (2016). The role of emotions in learning. Retrieved February 17, 2017, http://www.greatschools.org/gk/author/priscillalvailmat/

Weare, K. (2004). The international alliance for child and adolescent mental health and schools (INTERCAMHS). Health Education, 104(2), 65-67.

Westermann, R., Spies, K., Stahl, G., & Hesse, F. W. (1995). Relative effectiveness and validity of mood induction procedures: A meta?analysis. European Journal of Social Psychology, 26(4), 557-580.


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.