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With a strong interest in educational research, Dr Caleb Moyo is especially interested in science learning environments and ideas, as well as the use of technology in science instruction. He has contributed to the development of contextualised curriculum resources based on research, teacher in-service training in math and science, and research on scientific teaching and learning.
Additionally, he has experience working in a range of educational settings across several countries, including the Global South and the Middle East. His articles have mostly addressed the use of technology in science education.
His current studies centre on the dynamics of science classroom interactions, social media and academic performance, mathematics anxiety in African schools, and misconceptions in the study of chemistry. He has given several presentations at international conferences.
Dr. Caleb Moyo is a renowned educational researcher, specialising in science teaching theories and technology, collaborating on research-informed curriculum resources and teacher training.

Can Music Boost Focus in the Chemistry Lab? Evidence from Recent Research.

​Does Background Music Improve Focus During A-Level Chemistry Practicals?
 Dr. Caleb Moyo


Quick Take.
• Mixed evidence: Some studies show modest focus benefits, while others note distraction, especially when lyrics are present (Cheah et al., 2022; Souza & Barbosa, 2023).
• No direct evidence exists for the use of background music during A-level chemistry practicals.
• Best practice: If used, prefer instrumental, low-volume tracks and prioritise lab safety (Adamo et al., 2024).

Setting the Scene.
Students often revise while listening to music. However, should the same soundtrack be played in the chemistry lab? Evidence from cognitive psychology suggests conditional effects: the impact of music on performance depends on the task complexity, learner personality, and type of sound. However, no peer-reviewed study has specifically examined background music during A-level chemistry practicals, leaving a gap worth exploring.

What the Research Says.
Systematic reviews conducted between 2020 and 2024 have shown mixed outcomes. Calm instrumental music can elevate mood or alertness, whereas lyrical or high-tempo music tends to disrupt complex thinking (de la Mora Velasco et al., 2023). For multi-step experimental work (e.g., pipetting, titration, observation), the results are mostly neutral or negative.

Positive Effects.
• Improved sustained attention: Self-selected background music can reduce mind wandering during simple tasks (Kiss & Linnell, 2020).
• Enhanced motivation: Preferred instrumental tracks can elevate morale during long, repetitive procedures (Taheri, 2022).

Negative Effects
• Lyrics disrupt cognition: Songs with lyrics hinder memory and reasoning (Souza & Barbosa, 2023).
• Increased cognitive load: For complex sequential tasks, background sound divides attention (Cheah et al., 2022).

Neutral Findings
Motor dexterity and coordination tasks showed negligible differences, suggesting that any benefits of background sound are limited to the emotional rather than cognitive domains (Adamo et al., 2024).

Gaps in Current Evidence
Existing research varies in terms of music type (self-chosen vs. imposed), duration (usually < 20 min), and population (mostly adults). None of the studies included adolescents handling reactive substances. Thus, generalisation to A-level laboratories remains uncertain.

Classroom Implications
Teachers must balance their engagement with safety. The following are six empirically grounded suggestions:
1. Silence during critical stages — Students must hear teacher instructions and alarms (OSHA, n.d.).
2. Prefer instrumental, low-volume music — avoid lyrics or fast tempo.
3. Introduce short trial sessions of 10–15 minutes during low-risk phases.
4. Allow student choice — Encourage reflection afterward.
5. Monitor safety data — Track accidents or miscommunication.
6. Document findings — Reflect on engagement, precision and enjoyment.

Mini-Experiments for the Classroom
• Silent vs. Music Group: Comparison of titration accuracy and timing.
• Segmented Exposure: Play music only during data recording.
• Playlist Preference: Compare self-chosen vs. fixed-tempo instrumental music.

Safety Case Vignette
During one practical, Lo-Fi music reduced anxiety for some students, but two spill incidents occurred when the music masked a teacher’s safety alert. Lesson learnt: in labs, auditory awareness equals safety.

Conclusion
There is no universal rule. Music can enhance focus or distract depending on the context and personality. A cautious, data-driven trial approach is ideal, particularly in chemistry, where the focus is safety-critical.

References
Adamo, P., et al. (2024). The role of acoustic stimuli on manual dexterity. PLOS ONE. https://doi.org/10.1371/journal.pone.0307550
Arbinaga, F., et al. (2020). Influence of music on closed motor skills. IJERPH, 17(11), 4146. https://doi.org/10.3390/ijerph17114146
Cheah, Y., Wong, H. K., Spitzer, M., & Coutinho, E. (2022). Background music and cognitive task performance. Media International Australia. https://doi.org/10.1177/20592043221134392
de la Mora Velasco, E., et al. (2023). The impact of background music on learners. Psychology of Music. https://doi.org/10.1177/03057356231153070
Kiss, L., & Linnell, K. J. (2020). Preferred background music and sustained attention. Psychological Research, 85, 2313–2325. https://doi.org/10.1007/s00426-020-01400-6
Souza, A. S., & Barbosa, L. C. L. (2023). Music with lyrics interferes with cognition. Journal of Cognition, 6(1):24. https://doi.org/10.5334/joc.273
Taheri, S. (2022). Investigating the effect of background music on performance. Work Journal. https://doi.org/10.3233/WOR-213631
OSHA. (n.d.). Laboratory Safety Guidance. U.S. Occupational Safety and Health Administration.

© 2025.​ Dr. Caleb Moyo | Educational Research and Chemistry Insights Blog.

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