BCM212 – reflection

The process of thinking up a question, checking there is a purpose and audience for the answer to the question, developing a set of questions to gather information about the topic without unconscious bias the communicating and receiving answers to the question has showed me a few new things. Both things I learned and things that should be done differently to how I did them.

Firstly i learned about the amount of unconscious bias that goes into questions and the way peoples answers can be greatly shifted to align what the question is suggesting by subconsciously dissuading answers that go against the question. Eg: in what way does x mean y ? this question leaves no real way for someone to explain that in-fact they don’t think x means y and makes it very hard for this opinion to be analysed, you are not really asking a question you are finding out why people agree with you.

Secondly I learned that you need to be willing for your preconceived ideas to be totally wrong about the topic you are investigating and that the final conclusion/question raised by the research you do may not fit into a category you initially thought. Eg: you think you will find out yes this is good or no it is bad but really in fact you find out that for certain groups of people they greatly benefit but others it is a detriment to them, so your answer is both yes and no and not a definitive conclusion you thought you would achieve about your topic.

Lastly the main thing I think I would do differently if I were to do this project again is be willing to included all the questions that seem in any way connected to the research topic that we may not have found a direct link to our question. Such as the gender question we added which allowed us to rule out that this idea was just appealing to a single gender group which really is not in any way a question helping us solve the question at hand but helps control external variables.

In summary this was an interesting experience which help me learn more about subconscious bias in questions, looking outside the expected answers and that the influencing factor might not be something you think relates at all but in the end does matter.

Do University Students use music as a piece of their study ritual? Why/Why not?

For my scale scale research project into the University experience I intend to research ‘ Do University Students use music as a piece of their study ritual? Why/Why not?’. This will analyse wether music is a core part of the University study experience and why this is or is not the case.

This topic is highly relevant to the current University experience in the wake of the massive availability of music through streaming platforms such as Apple Music, Spotify and Pandora. This combined with the availability of unlimited internet access provided at University massively increase the accessibility and scope of music available for students to include in their study ritual. These Factors combined explain why and demonstrate that the majority if not all Students studying at University have the option to include music into their study ritual.

Given all these factors I believe my research topic is achievable as students at this Australian University are each making conscious decision about the use of music in their own study rituals. This means there is the information to be collected, but now to looking at the achievability in a timely fashion. To establish this I need to assess the scope of the research project. This research project is limited to a single class of students at this particular Australian University which means it is achievable to gather information from the entire sample through surveys and/or short interviews. The amount of data collected from the total sample size will be analysable as a whole due to the constrains on research participants.

The questions scope must also be considered as to whether the amount of data collected will be able to be analysed and conclusions reached from the research conducted. I believe the question is broad enough to remove the subjective opinion of myself on the topic from the data that will be collected to answer the research topic. But still limited enough to target a particular piece of the University experience and to successfully draw conclusions about the use of music by Students as part of their study ritual.

Other questions could be raised about “How Background Music Effects Concentration(Chou, Peter Tze-Ming, 2010) or “Background music: Effects on Attention performance” ( Shih, Yi-Nuo; | Huang, Rong-Hwa | Chiang, Hsin-Yu, 2012) or ” Effect of different music genre: Attention vs. Meditation ” (Esther Ramdinmawii , Vinay Kumar Mittal, 2017). I am not trying to attain the effectiveness of listening to music while studying but only whether it is a core part of the University Student study ritual. While some answers may lead to questions of the effectiveness of musics usage while studying the limiting of scope makes this research topic timely and achievable.

Why then is this still worth doing when we are just looking at wether or not music is a key element of the University Student Experience?

This article explores ” Campus Culture and the Experiences of Chicano Students in a Predominantly White University “(, 2002) where it explains music as part of the campus culture. This research project will explore further and more currently in 2019 wether music has become so much a part of University Experience that it is a key part of Students study rituals. This article: “University students’ strong experiences of music: Pleasure, engagement, and meaning” (, 2011) also supports the idea that music is a key experience for University Students.

This article : “Effects on Reading Comprehension of Preferred Music and Frequency of Studying to Music ” (, 1975) says that the performance of the tested students changed depending on whether they usually listened t music and studied or did not which leads to the question why would it work for some people and not others. Which brings us back to my research topic which is trying to answer that why behind the use of music while studying.



“How Background Music Effects Concentration”(Chou, Peter Tze-Ming, 2010)” eric.ed.gov [Accessed 21 Mar. 2019]

Apple (Australia). (2019). Apple Music. [online] Available at: apple.com/au/apple-music [Accessed 21 Mar. 2019].

Spotify. (2019). [online] Available at: spotify.com [Accessed 21 Mar. 2019].

Pandora. (2019). [online] Available at: help.pandora.com/s [Accessed 21 Mar. 2019].

Background music: Effects on Attention performance” ( Shih, Yi-Nuo; | Huang, Rong-Hwa | Chiang, Hsin-Yu, 2012) content.iospress.com/…icles/work/wor01410 [Accessed 21 Mar. 2019].

Effect of different music genre: Attention vs. Meditation ” (Esther Ramdinmawii , Vinay Kumar Mittal, 2017). ieeexplore.ieee.org/…act/document/8272603 [Accessed 21 Mar. 2019].

Effects on Reading Comprehension of Preferred Music and Frequency of Studying to Music ” (, 1975) journals.sagepub.com/…6/pms.1975.41.2.553 [Accessed 21 Mar. 2019].