Abstract—Music is the language of man’s soul. It has an
effect on the behavior and emotions of people of all ages. Music
helps create a more positive school environment. Many students
prefer to listen to music while studying because they believe it
helps them to focus on their work.
Hence, this study investigated the effectiveness of classical music as background in reading story video using headset in improving comprehension of students with multiple intelligence.
In gathering the data, one section of the developmental reading class (Ed109A) who are diverse learners with multiple intelligence in the teacher education program served as the respondents. There were fifty (50) students took the two sets of comprehension test. First, they took the comprehension test as well as the multiple intelligence in the ICT laboratory using the video presentation with classical music background with headset. Another type of comprehension test was conducted through plain text printed in the paper. Students read the story and answered the comprehension test without background of classical music.
The results show that students who read the stories and answered the comprehension examination with the use of classical music as background in the story video , got higher scores compared to the results of students taking the comprehension test without the background of classical music.
Hence, findings revealed that students with multiple intelligence in music could really comprehend effectively once there is classical background music in the story video presentation with the used of headset while reading the story and analyzing the context.
Index Terms—Classical Music, Effectiveness, Multiple Intelligence, Video Comprehension Strategy.
Adelfa C. Silor is with Department of Professional Education MSU-Iligan Institute of Technology Iligan City, Philippines (e-mail: email@example.com).
Cite: Adelfa C. Silor, "Effectiveness of Classical Music as Background in the Story Video Comprehension Strategy among Students with Multiple Intelligence," International Journal of Information and Education Technology vol. 2, no. 5, pp. 571-573, 2012.