MUSIC LISTENING INTENSITY AS A PREDICTOR OF ENGLISH LANGUAGE PERFORMANCE IN NIGERIAN SECONDARY SCHOOL

Abstract

Music listening is a common activity among adolescents and has been associated with both positive and negative academic outcomes. This study investigated the relationship between music listening intensity and English Language performance among Nigerian secondary school students. The research was guided by three objectives and three null hypotheses, which informed data collection and analysis. A descriptive survey design was employed across four public and four private secondary schools in Oyo East Local Government Area of Oyo State, with a total student population of 3,245. From this population, 200 students (85 males and 115 females) were selected using stratified random sampling techniques. Data were gathered using the Music Listening Intensity Questionnaire, which had a reliability coefficient of r = .63, along with students’ English Language scores obtained from school records. The data were analyzed using one-way ANOVA, independent samples t-test, and linear regression. Results revealed a significant difference in English performance across levels of music listening intensity, F(2, 197) = 6.32, p = .002, with post hoc tests showing that students with moderate listening intensity performed significantly better than those with low (p = .001) or high intensity (p = .006). However, regression analysis indicated that music listening intensity did not significantly predict English performance, R² = .003, F(1, 198) = 0.563, p = .454. Additionally, female students outperformed male students in English Language, t(198) = -2.17, p = .031. These findings suggest that although music listening intensity alone is not a strong predictor of academic achievement, moderate listening habits are associated with improved English performance, and gender differences remain a notable factor. Therefore, it is recommended that teachers and parents encourage moderate music listening habits to enhance learning outcomes, while school counseling units should organize awareness programs on music use and learning, with special attention to gender-related variations in academic performance.