Examining the effectiveness of Mozart's music on reading and writing performance of pupils in a Nigerian elementary school.

This research study aims to investigate how Mozart's music impacts the reading and writing performance of primary school children in Nigeria. The study spanned six weeks and involved thirty children aged six to ten, whose reading and writing abilities were assessed. The participants were divided into two groups: an experimental group of fifteen children received English language lessons and test accompanied by Mozart's music as background for one month and two weeks, while the remaining fifteen children formed the control group and received similar lessons and test without the music. To evaluate the effect of background music, a t-test was conducted to compare the performance of the experimental and control groups in reading comprehension and writing tasks, both with and without M ozart's music. The results showed a statistically significant difference between the two groups, suggesting that integrating Mozart and classical music into learning could be an effective strategy for enhancing literacy development through improved reading comprehension and writing skills. This research contributes to the current understanding of the correlation between music and cognitive development, with a specific focus on literacy. It centers on primary school children in Nigeria and seeks to address a notable gap in the existing literature. While previous studies have predominantly examined the influence of Mozart's music on reading abilities, the writing aspect of language skills has received limited attention. By exploring this unexplored territory, the study aims to shed light on the advantages of integrating music into classroom learning and its potential to enhance students' motivation to learn.