Music Intervention for Perceived Stress Among English Education Students

Abstract

OBJECTIVE/BACKGROUND: This research objective was to examine the effect of music intervention on perceived stress among English education students.
 
 METHOD: Out of 200 students surveyed, 56 English education undergraduate students who were having high-stress level participated in the study. The 56 eligible participants were randomized into one of two study groups: music intervention group (n = 28) and waitlist control group (n = 28) using computer-generated random numbers. All participants completed baseline evaluation and posttests at 4, 8 and 12 weeks. Participants completed the Perceived Stress Scale. The statistical tool used for data analysis was within and between ANOVA.
 
 RESULT: There was a significant difference in perceived stress between English education students in the music intervention group and waitlisted group. Significant reduction in the level of perceived stress among English education students was observed in the music intervention group, but the waitlisted group demonstrated no significant reduction in their stress score both at 4, 8 and 12 weeks posttests respectively. 
 
 CONCLUSION: Music intervention is an effective means of handling stress among English education students. Further studies are required to investigate the role of music therapy in burnout reduction among English education students in Nigerian universities.

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