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Fisch, S.M. (2000). A capacity model of children’s comprehension of educational content on television. Media Psychology 2(1): 63-91.

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Article

Effects of Music Genre and Music Language on Task Performance Among University of Botswana Students

1Department of Psychology University of Botswana Gaborone, Botswana


American Journal of Applied Psychology. 2013, Vol. 1 No. 3, 38-43
DOI: 10.12691/ajap-1-3-2
Copyright © 2013 Science and Education Publishing

Cite this paper:
Shyngle Kolawole Balogun, Nicole M. Monteiro, Tshephiso Teseletso. Effects of Music Genre and Music Language on Task Performance Among University of Botswana Students. American Journal of Applied Psychology. 2013; 1(3):38-43. doi: 10.12691/ajap-1-3-2.

Correspondence to: Nicole M. Monteiro, Department of Psychology University of Botswana Gaborone, Botswana. Email: drnmonteiro@gmail.com

Abstract

Equivocality on the influence of music on task performance led to the present study investigating the effects of music genre and music language on task performance. Using 60 students who were randomly assigned to a 2 X 3 ANOVA design under two conditions of music genre (Pop, Gospel) and three music language conditions (English, French, Setswana), the students were asked to perform a cognitive/perceptual task. It was revealed that performance was generally poor among the students but worse of under French language, whether Pop or Gospel, followed by Setswana language; while performance was better with English Pop music. It was concluded that the genre and language selection of music that students use to study may significantly impact task performance. As students listen to their music devices, they may be advised to choose their songs wisely to facilitate optimal arousal, attention and mood for better performance.

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