Enhancing Pupils’ Memorization in Mathematical Concepts Through Customized Song Adaptations

Abstract

Mathematics is often perceived by elementary pupils as a problematic and intimidating subject, leading to low engagement and poor retention of concepts. This study investigated the usefulness of modified songs in leveling up the memorization of concepts in mathematics among fifth-grade pupils at a public school in Ozamiz City (S.Y. 2024–2025). A quasi-experimental method was employed, with 40 carefully selected pupils participating. The data were collected using the pre-test and post-test. The investigation revealed a very low degree of memory before the songs were adapted, but a considerable increase was observed in their use. Statistical analysis confirmed a notable rise in test scores, while qualitative data revealed greater engagement, enjoyment, and confidence in learning mathematics. The findings suggest that integrating music-based strategies into instruction can effectively support concept retention and improve the overall learning experience in mathematics.