An independent samples t-test was run to verify whether there are differences in learning efficiency with no musical background between the group that listens to pop music compared to classical music. The group listening to pop music has better scores (M = 15.72, SD = 10.28) compared to the group listening to classical music (M = 15.70, SD = 11.07). These differences are not statistically significant, t(67) = .10, p = .99. There are no differences between the groups when there is no musical background.
A paired samples t-test was run to verify whether learning efficiency scores are higher when having no musical background compared to having a musical background during the task. The group had better scores when not listening to music (M = 15.71, SD = 10.58) compared to having a musical background during the task (M = 9.72, SD = 9.48). These differences are statistically significant, t(68) = 5.10, p < .001, with a medium effect size (Cohen d = .61). Learning in silence reflects better efficiency scores than listening to music during the learning task.
A Spearman correlation was run to verify whether Preference for music is associated with better learning efficiency while having a musical background during the task. Results reveal a positive and statistically significant link between the variables, rho(67) = .30, p = .01. The association has a medium strength. The higher the preference for that type of music, the higher the scores in efficiency while having a musical background.
A Pearson correlation was run to verify whether learning efficiency with a musical background is linked to the number of distractors. Results reveal a negative and statistically significant link between the variables, r(67) = -.26, p = .03. The variables have a weak to medium shared variance of about 6.8% (r^2 = .07). The higher the number of distractors, the lower the scores in efficiency while having a musical background.
A Welche’s t-test was run to verify whether scores in learning efficiency are better when having a classical music background compared to pop music. The group listening to pop music has lower scores (M = 7.61, SD = 7.78) compared to the group listening to classical music (M = 12.0, SD = 10.70). These differences are statistically significant, t(58.1) = 1.95, p = .03. The differences are of medium strength, with Cohen’s d = .47. Students obtain better scores when listening to classical music compared to pop music.