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.
Highlights
Stress is the physiological and psychological response to a situation that affects an individual's overall wellbeing (Yusuf, Olufunke, & Valentine, 2015). Selye (1978) argued that stress is an internal or external event capable of threatening to upset individual’s balanced state of living
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
Summary
Stress is the physiological and psychological response to a situation that affects an individual's overall wellbeing (Yusuf, Olufunke, & Valentine, 2015). Selye (1978) argued that stress is an internal or external event capable of threatening to upset individual’s balanced state of living. The situation faced by students can produce stress. Akinbode (2006) observed that English education students find the learning of English stressful due to the differences in the second language learning structure, rules of grammar, language transfer, faulty use of rules, inadequate instructional materials for teaching and learning among others when compared with the mother tongue. Rivers (1988) opined that stress is being noticed among English education students as a result of their inability to reconcile the differences between rules of grammar in the second language and their native language. Jayashree (1989) stated that teachers’ inability to breathe hope into their students in teaching and learning of English makes it stressful for students. Boynton and Lytle (2017) attributed the stress of students to frequent exposure to an assignment, test, presentations, regular examinations, and other worries, such as financial and social needs
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