THE ROLE OF BACKGROUND MUSIC IN STUDENT CONCENTRATION AND PERFORMANCE: A REVIEW OF THE LITERATURE

Abstract

This paper investigates how background music (BGM) influences student concentration and achievement. A systematic literature search (1993-2025) identified experimental and meta-analytic studies, which were coded for music type, task demand, and participant preferences. Findings show lyric-free, low-arousal instrumental music moderately improves attention on simple tasks, whereas lyrical or high-arousal music disrupts focus. Implications for classroom practice and research gaps are discussed.