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461164966.62.65417441588.15.69102169111010.94.7911149797.13.5out of seven, S8, S10, S11, and S15 seemed not be affected by music when doing calculation tasks. On the other hand, S12, S13, and S14 did best when they listened to Low Pitch music. Besides, these three participants shortened the length of time as they repeated the test. What was interesting about this group is that only S9 showed best performance without music. Table 3 shows the results of Group 3, who partic-ipated in the Calculation and speed task. Three out of five participants, which are No. S16, S17, and S20, took almost the same length of time in three tasks. S18 shortened time as the test is repeated. S19 also performed best in the last test. However, the partic-ipants relatively took the longest time in the second task, which as fast music. For Groups 1 to 3, there was not much difference between the scores when listening to nothing or listening to some kind of music. Nevertheless, we could see that there were differences among indi-viduals. We also asked whether they listened to Western music daily and whether they listened to Table 3　Results of Group 3: Calculation and speedIndian Table 4　Group 4: Memorization and accentNo Group 3Music[seconds]S16S17S18S19S20MSD167220923483543467.2302.1Note: N = 5. S16 = student 16. [s] = seconds.Group 4No MusicS21S22S23S24S25S26S27MSDNote: N = 7. S21 = student 21.Native English[seconds]English[seconds]229194763527552453.0239.1181206548360545368.0176.8Native EnglishIndian English1381410486.94.1Group 511121747127.74.2S28S29S30S31S32S33S34MSDNote: N = 7. S28 = student 28.music when they studied. We checked whether there was any correlation between the individual results and the answers to these two questions, but we could not find any. In addition, the results did not show any significant differences between the two songs. In conclusion, calculation tasks are not affected by the presence or absence of background music.Memorization task We analyzed the data from the memorization task. Unlike the calculation task, the main focus of the memorization task was how many capital cities the participants were able to memorize in two minutes. Therefore, we counted the number of capital cities that they were able to answer correctly. Table 4 shows the result of Group 4 who participated in the Memorization and accent task. In Group 4, two of the seven students, S21 and S25 performed well on the English song, and four, S22, S24, S26, and S27, performed well on the Indian English song. There was not much of a difference between the two songs, but interestingly, most of the respondents said that Indian English music was easier to work on. As shown in Table 5, Group 5 worked on the Memorization and pith task. All the participants but S11 suffered greatly from listening to music. S29 and S31’s memory increased when listening to low-pitched music, while S28, S30, and S34’s perfor-mances were better when listening to high-pitched music. The ease of memorization due to the differ-ence in pitch varied from person to person. However, it turned out that listening to high-pitched music can help them memorize more.Table 5　Results of Group 5: Memorization and pitchLow PitchHigh PitchNo Music579