Can you create a scope and Delimitation of the study and make it a paragraph form for our research and provide only one reference and link: 

TITLE: Decoding the Influence of Lyrical and Non-Lyrical Music on Reading Comprehension: An Experimental Study



INTRODUCTION

One’s favorite track may bring unparalleled comfort and serenity, but when it comes to multitasking—such as reading while listening—does this sense of tranquility remain? A study entitled, “The effects of background music on English reading comprehension for English foreign language learners: evidence from an eye movement study”, showed that participants had better performances in silent conditions or when listening to instrumental music compared to lyrical music  (Su et al., 2023). Considering the effect of lyrical and non-lyrical background music on reading comprehension, this study revolves around the individuals who are significantly influenced by these variables–the students.


Background and Context


Lyrical music is distinguished by its emphasis on expressive, poetic lyrics that express emotion and convey stories as described by Merriam-Webster. It frequently includes a melodic vocal line supported by musical elements that enhance the mood and meaning of the text. On the other hand, non-lyrical music is characterized as music that lacks lyrics or vocal components meant to express specific words. This category mainly encompasses instrumental music, which consists entirely of sounds generated by musical instruments (Pro Musician Hub, 2024).


A study by Malabanan (2022) looked at the reading comprehension of incoming Grade VI students using the lyrics of chosen Disney musical tunes. It resulted that incorporating lyrical music into reading tasks increased student motivation and comprehension levels. The study found that employing familiar music engaged pupils, leading to improved academic performance in reading activities. The findings revealed a substantial difference between pre-test and post-test scores, suggesting the efficacy of lyrical music as a motivational technique for improving reading comprehension.


On the other hand, Cuario et al. (2024) asserted that exposure to lyrical music did result in a negative impact and did not yield any significant improvements in the comprehension levels of the students compared to instrumental music or silence. Stating that the lyrics in music contrast with the cognitive processes of the students, interrupting attention that causes the information process to be less accurate, resulting in poor understanding.


While lyrical music showed detrimental effects in reading comprehension, non-lyrical music showed the opposite. According to  Chen in 2024, participants who listened to instrumental music showed better focus and retention during reading comprehension activities than those who studied in silence. This implies that non-lyrical music can foster a supportive learning atmosphere by boosting concentration without the distractions associated with lyrics.

In contrast, Sun et al. (2024) found that while pop music with lyrics impaired reading comprehension, the lack of music did not improve performance. The study stressed that individual characteristics and preferences play a major part in how background music affects cognitive tasks like reading, indicating that for many individuals, absence of music does not inherently boost understanding.


Problem


Now in this rapidly evolving educational curriculum, many students explore various study techniques, which include listening to background music. This strategy raises a number of concerns about the impact of listening to lyrical or non-lyrical background music being helpful or a distraction on the reading comprehension of the students while studying.


Research Questions


What are the reading comprehension scores of students if there is a lyrical background music playing?
What are the reading comprehension scores of students if there are no lyrics on the background music playing?
Is there a significant difference between the impact of lyrical and non-lyrical background music to the reading comprehension of students?


H0: There is no significant difference between the impact of lyrical and non-lyrical background music on the reading comprehension of students


Ha: There is a significant difference between the impact of lyrical and non-lyrical background music on the reading comprehension of students



Objectives


Through the use of experimental design, this study aims to explore the effects of lyrical and non-lyrical music backgrounds on reading comprehension among college students and whether this medium could influence their reading comprehension in a positive or negative way. The result of this study could greatly provide valuable information for both educators, students, and institutions in determining whether background music, especially lyrical or instrumental, hinders or supports reading comprehension, providing insights for creating optimal learning environments and understanding how auditory stimuli influence cognitive functions essential for academic and professional performance.



METHODS

Research Design


Experimental design is a methodical approach employed in research to purposefully alter one or more independent variables while maintaining control over additional variables. This allows researchers to evaluate the impact of the manipulated variables on one or more dependent variables, ultimately enabling the establishment of causal relationships (Saigo & Roundy, 2023).  In this study, the researchers used an experimental research design to investigate the effects between the lyrical and non-lyrical background music on the reading comprehension of first-year college students. This strategy examines the relationships of one or more independent variables and assesses how they influence one or more dependent variables. This strategy allows the researchers to manipulate the independent variables while also considering the differences of the participants.



Research Respondents


To investigate the effects of lyrical and non-lyrical background music on reading comprehension, the participants of this study were thirty (30) first-year Bachelor of Science in Psychology students at General Santos Doctors' Medical School Foundation, Inc. (GSDMSFI). First-year students were chosen specifically because, according to Gallardo et. al (2023), when students begin their first-year, they are inclined to engage with varied learning approaches, which can boost their comprehension abilities.


Data Collection


In this study, convenience sampling was employed to ensure an unbiased selection of participants. Convenience sampling is a non-probability sampling method where units are chosen for the sample based on their ease of access for the researcher.  This may be due to factors like geographical closeness, availability at a specific time, or a willingness to take part in the study (Nikolopoulou, 2022). The sample consists of first-year Bachelor of Science in Psychology students from General Santos Doctors’ Medical School Foundation, Inc. (GSDMSFI). A total of thirty (30) participants were selected and divided into two groups: 15 in the control group (who read the passages with no music at all) and 15 in the experimental group (who read the passages while listening to lyrical background music). The participants did a series of readings while being tasked to be assigned under their music condition, whether it to be on with lyrical background music or no background music condition. After reading, the participants have undergone a test to evaluate their levels of comprehension and perceived distraction. The test that the researchers utilized was The TOEFL iBT (Test of English as a Foreign Language Internet-Based Test), a standardized assessment that measures the English language proficiency of non-native speakers seeking to enroll in English-speaking universities. It evaluates four key skills, which are reading, listening, speaking, and writing, within an academic context and is widely accepted by over 11,000 institutions globally. This study specifically focused on the reading passages only, excluding the listening, speaking, and writing components of the test.


Procedure


Participants of first-year Bachelor of Science in Psychology Students of General Santos Doctors’ Medical School Foundation, Inc. (GSDMSFI) were randomly assigned to either a control group or an experimental group. The control group was assigned to read in silence, while the experimental group would read the same material while listening to lyrical background music. To guarantee consistency, standardized reading materials were used, and after reading, each participant took a comprehension test. Every member of the experimental group was able to hear the same music at the same volume, which guaranteed familiarity. The main source of data for analysis was the comprehension test results. To ensure fairness, the same amount of time was allotted to each group for reading and the test. In reading the passage, ten (10) minutes were allotted, and in answering the comprehension test, ten (10) minutes were also allotted. The total amount of time an individual took the test was within twenty (20) minutes.


Analysis


In this study, where two independent variables (lyrical music and non-lyrical music) are being compared against one dependent variable (reading comprehension), a two-way ANOVA was used. This method allowed the researchers to assess not only the main effects of each type of music on reading comprehension but also any interaction effects that arose between the two independent variables. By employing this statistical treatment, researchers were able to effectively determine whether the type of music significantly influences reading comprehension scores, thus providing insights into how different musical contexts enhance or hinder cognitive performance in reading tasks.