CHAPTER ONE

INTRODUCTION

Background of the study

The background of the study focuses on examining the perceived benefits of

participative music education programs for pupils from the perspective of

teachers. Participative music education programs refer to educational initiatives or

activities that involve active student engagement in music, such as group

performances, collaborative music-making, or interactive music lessons.

The study aims to understand how teachers perceive the impact of these programs

on their pupils. By exploring teachers' perspectives, researchers can gain valuable

insights into the potential benefits and effects of participative music education

programs on students' overall development.

Teachers play a crucial role in shaping students' educational experiences, and

their insights are invaluable in understanding the effectiveness of different

teaching approaches. Therefore, by examining teachers' perceived benefits, the

study aims to shed light on the potential advantages that participative music

education programs offer to students in various areas, such as cognitive

development, social skills, emotional well-being, creativity, and academic

performance.

Participative music education programs offer a departure from traditional passive

learning methods, where students passively receive instruction from teachers. In

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these programs, students actively engage in the music-making process, fostering a

sense of ownership, creativity, and collaboration. By involving students in group

performances, ensemble playing, or interactive music lessons, participative music

education programs provide opportunities for students to develop not only their

musical skills but also a range of other essential skills and qualities.

Research has shown that music education has the potential to positively impact

various aspects of students' lives. For example, it has been linked to

improvements in cognitive abilities, including enhanced memory, attention, and

problem-solving skills. Active participation in music-making requires students to

exercise their cognitive faculties, such as auditory processing, pattern recognition,

and coordination, which can contribute to cognitive development and academic

achievement.

In addition to cognitive benefits, participative music education programs can also

foster social skills and emotional well-being. Collaborative music-making

encourages communication, teamwork, and cooperation among students. It

provides a platform for students to express themselves creatively, build self-

confidence, and develop a sense of belonging and community. Furthermore,

engaging with music can be a powerful medium for emotional expression and

regulation, offering students an outlet for self-reflection, relaxation, and

emotional exploration.

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Moreover, participative music education programs can nurture creativity and

foster an appreciation for the arts. By engaging in musical activities that

encourage improvisation, composition, and interpretation, students are

encouraged to think creatively, explore new ideas, and develop their unique

artistic voices. Exposure to diverse musical styles and cultures through

participative music education can also broaden students' cultural understanding

and appreciation for different forms of artistic expression.

Participative music education programs can have a profound impact on students'

holistic development. They provide a platform for students to engage in active,

collaborative, and creative experiences that extend beyond the realm of music

itself. Research and philosophical perspectives support the idea that music

education plays a vital role in nurturing individuals and contributing to society as

a whole.

Philosopher Friedrich Nietzsche emphasized the transformative power of music,

stating, "Without music, life would be a mistake." This quote highlights the

profound influence music can have on our lives, suggesting that it is an essential

element that enriches our existence. Participative music education programs

provide students with the opportunity to immerse themselves in this

transformative power, allowing them to explore their own potential and

experience personal growth.

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In his book "The World in Six Songs," neuroscientist and author Daniel Levitin

explores the significance of music in human society, stating, "Music has the

power to bring us together, to create community... to heal wounds, and to invoke

the deepest of human emotions." This quote emphasizes the social and emotional

aspects of music, suggesting that through participative music education, students

can forge connections, foster empathy, and develop a heightened emotional

intelligence.

Another notable philosopher, Plato, recognized the educational value of music,

asserting, "Music gives a soul to the universe, wings to the mind, flight to the

imagination, and life to everything." Plato's quote emphasizes the transformative

and enriching qualities of music, suggesting that it has the ability to nurture and

elevate various aspects of human experience. Participative music education

programs provide students with the opportunity to experience these

transformative qualities firsthand, cultivating their imagination, creativity, and

overall well-being.

Author and educator Orff Schulwerk once stated, "Tell me, I forget. Show me, I

remember. Involve me, I understand." This quote captures the essence of

participative music education programs, highlighting the active engagement and

experiential learning they offer. By involving students in music-making, these

programs provide a deeper understanding and appreciation for the art form while

fostering a range of cognitive, social, and emotional benefits.

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These quotes from philosophers and authors underscore the profound impact of

music education and the potential benefits of participative music programs. They

highlight the transformative power of music, its ability to connect individuals and

foster personal and social growth, and its capacity to engage students in a way

that promotes understanding and comprehension.

Teachers play a crucial role in implementing and facilitating participative music

education programs. They are at the forefront of witnessing the impact of these

programs on their students and can provide valuable insights into the benefits they

perceive in their teaching practice.

Teachers often report that participative music education programs enhance

student engagement and motivation. When students actively participate in music-

making, whether through group performances, ensemble playing, or interactive

lessons, they tend to be more invested in the learning process. This increased

engagement can lead to improved attendance, attentiveness, and enthusiasm for

music education. As teacher and music education advocate Bob Morrison puts it,

"Participation is at the heart of music education. It is what gets kids excited and

keeps them motivated to learn."

Participative music education programs also have the potential to foster a sense of

community and collaboration among students. Teachers observe that these

programs encourage students to work together, communicate effectively, and

develop interpersonal skills. By engaging in musical activities that require

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cooperation and shared responsibility, students learn the value of teamwork and

develop social competencies that extend beyond the music classroom. As music

educator and researcher Martin Fautley notes, "Participating in music ensembles

can provide a sense of belonging and identity that can contribute to students'

overall well-being and social development."

Teachers often find that participative music education programs promote students'

self-expression and creativity. By actively engaging in music-making, students

have opportunities to explore their own musical ideas, experiment with different

musical elements, and develop their unique artistic voices. Teachers observe that

these programs encourage students to think critically, take risks, and develop their

creative problem-solving skills. As music educator Ken Robinson states, "Music

can enhance creativity. It can give you a different way of thinking about things

and of solving problems."

Teachers perceive that participative music education programs contribute to

students' overall cognitive development. Music engages multiple areas of the

brain, stimulating memory, attention, pattern recognition, and spatial-temporal

skills. Teachers often notice improvements in students' cognitive abilities, such as

enhanced concentration, listening skills, and analytical thinking. According to

music educator Edwin Gordon, "Music education can help students develop a

wide range of cognitive abilities, including memory, auditory discrimination, and

the ability to make predictions and observations."

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Teachers' perspectives on the benefits of participative music education programs

are crucial in informing and shaping educational practices. Their observations and

experiences can guide curriculum development, instructional strategies, and the

overall integration of music education within schools. By understanding the

perceived benefits from teachers' viewpoints, educational stakeholders can

support and enhance participative music education programs to better meet the

needs of students and promote their holistic development.

It is important to understand teachers' perspectives on the perceived benefits of

participative music education programs because they are the ones who witness the

impact of these programs on a daily basis. Their insights and experiences can

provide valuable information for refining and improving music education

practices and policies.

By conducting this study, researchers aim to contribute to the ongoing

conversation surrounding the importance of music education and its potential to

enrich students' lives. Ultimately, the findings can inform educational

stakeholders, including teachers, administrators, and policymakers, in making

informed decisions about the inclusion and prioritization of participative music

education programs within the broader curriculum.

Statement of the Problem

The problem that the benefits of participative music education program in basic

schools aims to address is the lack of attention given to music education in many

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basic schools, which can lead to negative consequences for children's cognitive,

social, and emotional development. Participative music education programs can

provide a variety of benefits, including improved academic performance,

increased creativity and critical thinking skills, enhanced social and emotional

development, and the development of a lifelong appreciation for music.

Participative music education programs in basic schools involve providing

students with opportunities to engage in various musical activities, such as

singing, playing instruments, composing music, and participating in musical

ensembles. These programs often involve collaboration and teamwork, which can

help students develop important social skills, such as communication,

cooperation, and empathy.

Studies have shown that participative music education programs in basic

schools can have numerous benefits for students. For example, research has found

that students who participate in music education programs tend to have higher

academic achievement in subjects such as math and language arts. This may be

because music education helps to develop cognitive skills such as spatial

reasoning, memory, and attention, which can be transferred to other academic

subjects.

Music education can also enhance students' creativity and critical thinking

skills by providing them with opportunities to explore different musical genres,

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styles, and techniques. This can help students to think outside of the box and

develop innovative solutions to problems.

In addition to academic and cognitive benefits, participative music education

programs can also promote students' social and emotional development. Music

education can provide a safe and supportive environment for students to express

themselves, build self-confidence, and develop a sense of belonging. This can be

especially important for students who may struggle with social or emotional

challenges.

Overall, the benefits of participative music education programs in basic schools

are numerous and varied. By providing students with opportunities to engage in

music education, schools can help to promote students' academic, cognitive,

social, and emotional development, and foster a lifelong appreciation for music.

However, despite these benefits, many schools do not prioritize music

education, leaving students without access to these important developmental

opportunities. This problem highlights the need for increased advocacy for the

inclusion of participative music education programs in basic schools, in order to

provide students with a well-rounded education and promote their overall

development.

This study will examine teachers perceived benefits of participative music

education programs for pupils in ilorin metropolis.

Purpose of the study

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 The main purpose of this study is to examine and thoroughly explore

teachers perceived benefits of music education programs on pupils who

participates in music education in basic schools.

The specific purpose of the study include;

1. To find out teacher’s knowledge about music education programs for pupils

in basic schools

2. To establish teacher’s practices of music education programs

3. To find out teachers perceived benefits of participative music education

programs for pupils

4. To find out teacher’s perceived challenges on music education programs for

pupils in basic schools.

Research Questions.

The following research Questions were used to guide the study.

1. What is the teachers’ level of knowledge on music education program in

primary schools in Ilorin Metropolis?

2. To what extent do teachers practice music education programs in primary

schools in Ilorin Metropolis?

3. What are the benefits of music education programs to the pupils as

perceived by the teachers?

4. What are the challenges of music education programs to basic school pupils

as perceived by the teachers?

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Scope of the Study

The study was carried out on exploring teachers perceived benefits of

participative music education programs for pupils in Ilorin metropolis. The

geographical coverage of the research will be based on private and public Schools

in Ilorin metropolis, it will cover the teachers view, beliefs and perceived benefits

of participative music education programs on pupils.

Significant of the Study

The perceived benefit of participative music education programs for pupils, as

assessed by teachers, is of significant importance to all stakeholders and

individuals involved in the study. Here's why:

a. Teachers: Teachers play a central role in implementing and delivering

music education programs. Their perception of the benefits of

participative music education programs provides valuable insights into the

effectiveness and impact of such initiatives. Understanding how teachers

perceive these benefits can inform program design, instructional

strategies, and curriculum development. It helps identify the strengths and

weaknesses of the program, enabling teachers to make informed decisions

about teaching methodologies and resources.

b. Students: The primary beneficiaries of music education programs are the

students themselves. Students' engagement, motivation, and overall

educational experience can be greatly influenced by the perceived benefits

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 of participative music education programs. When teachers perceive

positive outcomes, such as improved academic performance, enhanced

creativity, social development, and emotional well-being, it indicates that

the program is effectively meeting the needs and aspirations of the

students. Such findings can encourage students' continued participation

and promote a positive attitude towards music education.

c. Parents and Families: Parents and families are important stakeholders in

a student's education. Their involvement and support are crucial for the

success of music education programs. When teachers perceive significant

benefits from participative music education, it can strengthen the trust and

confidence parents have in the program. This perception may motivate

parents to actively support their child's involvement in music education,

advocate for its inclusion in the curriculum, and promote a positive

attitude towards the arts within the family.

d. School Administrators and Policy-Makers: The perceived benefits of

participative music education programs, as identified by teachers, can

provide valuable evidence to school administrators and policy-makers.

Administrators can use this information to make informed decisions

regarding resource allocation, professional development opportunities for

teachers, and curriculum planning. Policy-makers can leverage these

findings to advocate for the inclusion of music education in schools,

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 secure funding, and develop policies that support the integration of the arts

in the broader education system.

e. Research Community: The perceptions of teachers regarding the benefits

of participative music education programs contribute to the existing body

of research in the field. The findings can inform future studies, guide

researchers in exploring related areas, and provide a basis for further

investigation. It helps build a knowledge base that can support evidence-

based practices and contribute to the continuous improvement of music

education programs.

In summary, understanding the perceived benefits of participative music

education programs from teachers' perspectives is vital for stakeholders such as

teachers themselves, students, parents, school administrators, policy-makers, and

the broader research community. These perceptions help shape program

development, guide decision-making, promote student engagement, and advocate

for the importance of music education in schools.

Operational Definition of Terms

In the study titled "Teachers' Perceived Benefit of Participative Music Education

Programs for Pupils," several terms are used that require operational definitions to

provide clarity and a shared understanding of their meaning. Here are the

operational definitions of the key terms:

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a. Music: In the context of this study, music refers to the artistic and creative

expression of sound and rhythm that encompasses various forms, genres,

and styles. It includes elements such as melody, harmony, rhythm, and

timbre, produced by instruments, voices, or electronic means, with the

purpose of evoking emotions, conveying messages, and providing

aesthetic experiences.

b. Music Education Programs: These are structured initiatives, activities,

or curricula designed to teach and enhance students' understanding,

appreciation, and skills in music. Music education programs can take

place within formal educational settings, such as schools, or in informal

contexts, such as community centers or private music schools. They often

involve instruction in music theory, instrumental or vocal performance,

composition, music history, and related subjects.

c. Participative Music Education Programs: Participative music education

programs are specific types of music education programs that emphasize

active engagement and involvement of students in the learning process.

These programs encourage students to actively participate in musical

activities, such as playing instruments, singing, improvising, composing,

conducting, or collaborating with peers in ensembles or bands. The

emphasis is on hands-on, experiential learning that promotes creativity,

self-expression, and cooperative skills.

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 d. Teachers' Perception: This refers to the subjective views, beliefs,

attitudes, and opinions of teachers regarding a specific topic or experience.

In the context of the study, teachers' perception specifically relates to their

thoughts and impressions about the benefits or advantages of participative

music education programs for pupils. It encompasses their personal

judgments, observations, and reflections based on their professional

experience and interactions with students in the context of these programs.

e. Perceived Benefit: Perceived benefit refers to the subjective assessment

or evaluation by teachers of the positive outcomes, advantages, or

improvements that they believe result from participative music education

programs for pupils. These benefits can be multifaceted and may include

cognitive, emotional, social, or artistic aspects. Perceived benefits are

based on teachers' individual interpretations and judgments of the impact

of these programs on students' learning, engagement, motivation, self-

esteem, creativity, teamwork, or other relevant dimensions.

CHAPTER TWO

LITERATURE REVIEW

Introduction:

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 In this chapter the study will review a number of related literature found

useful and having a direct impact on the present research work. The literature

review will cover the following sub-heading;

 Conceptual Framework

 Concept Of Music

 Concept Of Music Education Program

 Concept Of Music Education Programs For Pupils In Basic Schools

 Objectives And Contents Of Music Education Programs For Pupil In Basic

Schools

 Teachers Perception about Music Education Programs For Pupils

 Teachers Involvement In Music Education Programs

 Teachers Observed Behaviors On Music Education In The Classroom

 The Critical Role Of Teachers, And Factors That Influence Teachers

Attitudes And Behaviors

 Perceived Challenges For Teachers On Music Education Programs For

Pupils In Basic Schools

 Empirical Review Of Literatures

 Appraisal Of Literature

Conceptual Framework Of Teachers Perceived Benefits Of Participative

Music Education Programs For Pupils:

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The conceptual framework for the term "teachers perceived benefits of

participative music education programs for pupils" involves understanding the

various components that contribute to the success of such programs, including the

benefits for students, the critical role of teachers, and the factors that influence

teachers' attitudes and behaviors. By studying these factors, we can develop

effective strategies for improving the quality and effectiveness of participative

music education programs, and help students achieve greater academic success

and personal growth.

Concept of music:

The concept of music refers to the complex set of ideas, practices, and cultural

values that surround the creation, performance, and appreciation of music. At its

core, music is a form of human expression that combines sounds, rhythms, and

melodies to evoke emotions and communicate meaning. "Music is not just a form

of entertainment, but an essential part of our human experience. It has been used

for therapeutic purposes for centuries, and can have powerful effects on our

emotions, stress levels, and overall well-being." - Boso et al. (2006)

Music can take many different forms, from traditional folk songs to classical

symphonies, from rock and pop to jazz and hip-hop. Each genre of music has its

own set of conventions and cultural associations, and the concept of music

encompasses all of these different forms and styles.

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One key aspect of the concept of music is the idea of musical language. Just as

spoken language has its own rules of grammar and syntax, music has its own

system of notation and musical vocabulary. This language allows composers and

performers to communicate musical ideas and express themselves in a structured

and meaningful way. "Music is a universal language that has the power to connect

people across linguistic and cultural barriers. It can promote empathy,

understanding, and social cohesion, and has the potential to be a powerful tool for

promoting peace and conflict resolution." - Koga and Nakamura (2021)

Another important aspect of the concept of music is the idea of musical culture.

Music is not just a set of sounds and rhythms; it is also a reflection of the social,

political, and economic conditions of the time and place where it is created.

Different cultures have their own musical traditions and practices, and these can

provide insight into the values and beliefs of those societies. "Music is a reflection

of our cultural values and beliefs, and can provide important insights into the

social and political conditions of a given time and place" - Small (1998)

Overall, the concept of music is a complex and multifaceted one that

encompasses a wide range of ideas and practices. Whether we are creating,

performing, or listening to music, we are engaging with a rich and dynamic

cultural tradition that has the power to connect us to one another and to our own

deepest emotions and experiences.

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Music can be seen as a universal language, in that it has the power to

communicate across cultural and linguistic barriers. Even when we don't

understand the lyrics or cultural context of a particular piece of music, we can still

be moved by its melodies and rhythms.

The creation and performance of music often involves collaboration and

cooperation between multiple individuals, whether in a band, orchestra, or choir.

This social aspect of music can be an important source of connection and

community for both performers and listeners.

"The concept of music is constantly evolving and changing over time, as new

technologies and cultural influences shape the ways in which we create, perform,

and consume music. As such, it is an endlessly fascinating and dynamic field of

study for scholars and researchers." - DeNora (2013) Finally, From the invention

of the electric guitar to the rise of digital streaming services, music is a dynamic

and ever-changing art form that continues to capture our imaginations and inspire

us in new ways.

Concept Of Music Education Program:

The concept of a music education program is a structured approach to teaching

and learning music, typically within a formal educational setting such as a school

or university. Such programs may offer a wide range of activities, including

instrumental and vocal instruction, music theory, music history, ensemble

performance, and composition. "Music education programs can have positive

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effects on academic achievement, cognitive development, and overall well-being

in students, making them an important component of a well-rounded education." -

Hille & Schuppert (2015)

A music education program is designed to provide students with a

comprehensive and balanced musical education, with the goal of fostering

creativity, musical proficiency, and a lifelong appreciation for music. The specific

content and structure of a music education program may vary depending on

factors such as the age and skill level of the students, the resources available, and

the educational goals of the program.

In general, a music education program should aim to provide students with

opportunities to:

a. Develop fundamental musical skills, including basic music theory, ear

training, and proficiency on a musical instrument or in singing.

b. Explore a range of musical genres and styles, including both Western

classical music and other musical traditions from around the world.

c. Engage in creative activities such as composition and improvisation,

which can help to develop students' musical creativity and self-expression.

"Music education programs can provide a rich and diverse learning

experience that fosters creativity, critical thinking, and social-emotional

development in students." - Hetland et al. (2007)

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 d. Participate in ensemble performance activities, such as bands, orchestras,

choirs, and chamber groups, which can help to develop students' musical

collaboration and ensemble skills.

e. Learn about the historical and cultural context of music, including the

social, political, and artistic factors that have shaped musical development

over time.

f. Engage in music education outreach activities, such as performances and

workshops in the wider community, which can help to promote the value

and importance of music education for all.

In addition to providing instruction in instrumental and vocal performance, a

music education program can also offer instruction in related areas such as music

technology, music business, and music therapy, which can help to prepare

students for a range of careers in the music industry and beyond.

a. A music education program can also provide opportunities for

interdisciplinary learning, incorporating subjects such as math, science, and

language arts into the study of music. For example, students may learn about

the physics of sound waves when studying how instruments produce different

tones, or study the lyrics of songs to analyze literary techniques such as

metaphor and symbolism.

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b. A music education program can be an important tool for promoting social

justice and equity, by providing access to musical opportunities for students

from diverse backgrounds and communities. This can involve efforts to

increase funding for music programs in underserved schools, or to provide

scholarships and other forms of support to students who may not otherwise

have access to music education. "Music education programs can provide a

platform for promoting equity and social justice, by providing opportunities

for students from diverse backgrounds to engage with and learn from one

another through music." - Abril & Gault (2015)

c. A music education program can also promote cross-cultural understanding

and global citizenship, by incorporating music from different cultures and

traditions into the curriculum, and providing opportunities for students to

participate in international music exchanges and collaborations. "Music

education programs have the potential to promote cross-cultural

understanding and appreciation, by exposing students to a range of musical

traditions and styles from around the world." - Choksy et al. (2009)

d. Finally, a music education program can be an important platform for

community engagement and outreach, providing opportunities for students to

perform and share their music with the wider community, and promoting the

value and importance of music education for all.

Concept Of Music Education Programs For Pupils In Basic Schools

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The concept of a music education program for pupils in basic schools involves a

structured and comprehensive approach to teaching and learning music,

specifically designed to meet the needs and interests of students in the early

stages of their education. Such programs may include a variety of activities,

including singing, instrumental instruction, music theory, composition, and

ensemble performance. "Effective music education programs for young children

should include active music-making, age-appropriate instruction, and integration

with other subjects, to provide a rich and engaging musical experience that

supports their overall development." - Young & Glover (2018)

The primary goal of a music education program for basic school pupils is to

foster a lifelong appreciation for music and develop fundamental musical skills,

such as pitch matching, rhythmic accuracy, and basic music literacy. The program

should also aim to promote creativity, social and emotional development, and

critical thinking skills. "Music education programs in elementary schools can

foster creativity, self-expression, and a lifelong love of music, while also

promoting academic success and social-emotional development." - Schellenberg

(2011)

Some key elements of a music education program for basic school pupils may

include:

Active music-making: Encouraging pupils to actively engage in music-making

through singing, playing instruments, and composing their own music. This can

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help to develop a deeper understanding of musical concepts and enhance their

musical abilities.

Age-appropriate instruction: Providing age-appropriate instruction that is

tailored to the developmental needs and interests of pupils. This may include

using interactive and engaging teaching methods, such as games, songs, and

movement activities.

Integration with other subjects: Integrating music education with other subjects,

such as language arts, math, and social studies, to enhance learning and reinforce

important concepts.

Performance opportunities: Providing opportunities for pupils to perform music

for their peers, families, and the wider community. This can help to build

confidence and develop important performance skills.

Inclusivity and diversity: Promoting inclusivity and diversity in music

education, by exposing pupils to a variety of musical styles and traditions from

different cultures and communities.

Technology integration: Incorporating technology, such as music software and

digital instruments, into music education to enhance learning and provide new

opportunities for creativity and experimentation.

Collaborative learning: Encouraging pupils to work collaboratively on music

projects, such as group performances or compositions, to develop teamwork and

communication skills.

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Cultural understanding: Providing opportunities for pupils to learn about the

cultural and historical contexts of different musical styles, and to explore the

ways in which music reflects and shapes cultural identity.

Teacher training and support: Providing ongoing professional development and

support for music teachers to ensure they have the necessary skills and knowledge

to deliver effective music education programs.

Parent involvement: Encouraging parents to be involved in their child's music

education by attending performances and supporting practice at home.

Assessment and evaluation: Developing a system for assessing and evaluating

pupils' progress in music education, including both musical skills and broader

developmental outcomes such as social and emotional growth.

Overall, a well-designed music education program for basic school pupils should

aim to create a positive and inclusive learning environment that encourages pupils

to explore and develop their musical abilities, while also supporting their broader

academic and social development.

Objective and content of music education programs for pupils in basic

schools

"The objectives of music education programs should go beyond developing basic

musical skills, and should aim to promote personal and social development,

cultural awareness, and critical thinking." (Abril & Gault, 2014)

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 The objectives and content of music education programs for pupils in basic

schools will depend on the age and development level of the students, as well as

the curriculum and resources available. However, in general, the main objectives

of music education programs for pupils in basic schools are to introduce students

to music, develop basic musical knowledge and skills, and promote personal and

social development. "The content of music education programs should include a

diverse range of musical styles and genres, and should be designed to engage

students and foster their creativity and imagination." (Elliott, 1995)

Here are some examples of objectives and content of music education programs

for pupils in basic schools:

Developing basic musical knowledge and skills: The program may aim to

develop students' ability to read and write music notation, play instruments, sing,

and perform basic rhythmic and melodic patterns. Content may include simple

songs, basic music theory, and introduction to various musical instruments.

Encouraging creativity: The program may aim to encourage students' creativity

and imagination, by providing opportunities for simple composition and

improvisation, as well as encouraging students to express their own ideas and

emotions through music.

Promoting personal and social development: The program may aim to promote

personal and social development, by developing students' self-confidence,

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discipline, teamwork, and communication skills. This may be achieved through

group performances, rehearsals, and collaborative projects.

Developing cultural awareness: The program may aim to develop students'

awareness and appreciation of different musical styles and traditions from around

the world, as well as their understanding of the cultural and historical context of

music. This may be achieved through learning and performing folk songs and

traditional music.

Integrating with other subjects: The program may aim to integrate music

education with other subjects, such as language arts, math, and social studies, to

enhance learning and reinforce important concepts.

Using technology: The program may use technology to enhance learning and

provide new opportunities for creativity and experimentation, such as using music

software or digital instruments.

Developing listening skills: The program may aim to develop students' listening

skills, by exposing them to various genres of music and helping them to identify

different elements of music such as melody, harmony, rhythm, and timbre.

Developing performance skills: The program may aim to develop students'

performance skills, by providing opportunities for them to perform individually or

in groups, and by helping them to develop skills such as breath control, posture,

and stage presence.

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Developing music appreciation skills: The program may aim to develop

students' music appreciation skills, by teaching them about the history of music,

different musical genres, and the work of famous composers and musicians.

Encouraging lifelong learning: The program may aim to encourage lifelong

learning and engagement with music, by providing students with opportunities to

participate in extracurricular music activities, attend concerts and other musical

events, and continue their music education beyond basic school.

Overall, the objectives and content of music education programs for pupils in

basic schools should be designed to provide a well-rounded and engaging musical

education that helps students to develop both musical and non-musical skills. By

providing a foundation in music and fostering a love for the art form, music

education programs can help students to achieve their full potential and lead

enriched lives.

Teachers’ perception about music education programs for pupils

Teachers' perceptions of music education programs for pupils can vary based on a

variety of factors, including their own experiences with music education, their

teaching philosophy, and the resources available to them. "Teachers' perceptions

of music education were influenced by their own experiences with music

education, their beliefs about the value of music education, and the school context

in which they worked." (Hassan, 2016)

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Here are some general perceptions that teachers may have about music education

programs for pupils:

a. Importance of music education: Many teachers recognize the importance

of music education in fostering creativity, promoting academic success,

and developing a lifelong appreciation for music. They may view music

education as an essential part of a well-rounded education.

b. Lack of resources: Some teachers may feel that music education programs

are underfunded and that they do not have the necessary resources to

provide a high-quality music education to their students. This can lead to

frustration and feelings of inadequacy.

c. Student engagement: Teachers may have differing perceptions of how

engaged their students are in music education programs. Some may feel

that their students are highly engaged and enthusiastic, while others may

feel that their students are less interested in music and require more

motivation to participate. "Music educators need to be aware of the

perceptions of their students and the context in which they work in order

to develop an inclusive and diverse music education program that meets

the needs of all learners." (Wong, 2019)

d. Integration with other subjects: Teachers may perceive music education

programs as a valuable opportunity to integrate music with other subjects,

29
 such as history, literature, and social studies. They may see this as a way

to make music education more relevant and engaging for their students.

e. Challenges of assessment: Assessing students' progress in music education

can be challenging, especially when students have different levels of

musical ability and experience. Some teachers may feel that traditional

assessment methods, such as exams and written assignments, are not well-

suited to music education and may seek out alternative methods of

assessment.

f. Benefits beyond music: Teachers may perceive music education programs

as offering benefits beyond just musical skills. They may view music

education as a way to develop critical thinking, problem-solving, and

teamwork skills, as well as promoting social and emotional development.

g. Inclusion and diversity: Teachers may perceive music education programs

as an opportunity to promote inclusion and diversity in their classrooms.

They may strive to offer music education that is accessible to students of

all backgrounds and abilities, and that reflects the diversity of their

communities.

h. Support from administration: Teachers may perceive support from their

school administration as essential to the success of music education

programs. They may seek out resources such as funding, equipment, and

30
 space to ensure that they can provide a high-quality music education to

their students.

These perspectives highlight the various ways that teachers may perceive music

education programs for pupils. By recognizing the potential benefits of music

education, emphasizing inclusivity and diversity, and seeking out professional

development and administrative support, teachers can help to provide a high-

quality music education that promotes student engagement, creativity, and critical

thinking. "The way in which music education is delivered, the teacher’s beliefs

about what is important, and the quality of the teacher–student relationship are all

factors that influence students’ engagement in music education." (Hallam, 2014)

Teachers involvement in music education programs

Teachers play a critical role in the success of music education programs for

pupils. Here are some aspects of teachers' involvement in music education

programs:

Planning and curriculum development: Teachers are responsible for

developing the curriculum and planning lessons that align with the objectives of

the music education program. They may work collaboratively with other teachers

or music educators to ensure that the program is comprehensive and effective.

Instruction: Teachers provide instruction to pupils in various aspects of music

education, including music theory, history, composition, and performance. They

31
may use a variety of teaching methods and strategies to engage pupils and

promote learning.

Assessment and evaluation: Teachers assess pupils' progress and evaluate the

effectiveness of the music education program. They may use a variety of

assessment methods, such as exams, performances, and projects, to measure

pupils' understanding and skills development.

Professional development: Teachers may engage in ongoing professional

development to enhance their knowledge and skills in music education. This may

include attending conferences, workshops, or training sessions. "Teachers play an

important role in shaping pupils' attitudes towards music and in fostering their

musical development. Effective music education programs require teachers who

are knowledgeable, skilled, and dedicated to the art of teaching music."

(Swanwick, 1999)

Collaboration with other stakeholders: Teachers may collaborate with other

stakeholders, such as parents, administrators, and community members, to

support the music education program. They may seek out resources and funding

to support the program, and engage with parents to promote pupil participation

and engagement. "Teachers have a critical role to play in the success of music

education programs. They are responsible for planning and delivering effective

instruction, assessing pupils' progress, and collaborating with other stakeholders

to support the program." (Harrison, 2009)

32
Adaptation for diverse learners: Teachers may adapt the music education

program to meet the needs of diverse learners, such as pupils with disabilities,

English language learners, or pupils with different cultural backgrounds. They

may use differentiated instruction or modify the curriculum to ensure that all

pupils can access and benefit from the program. "Teachers who are involved in

music education programs must be able to adapt their instruction to meet the

diverse needs of their pupils, including those with disabilities, English language

learners, and different cultural backgrounds." (Higgins, 2016)

Classroom management: Teachers are responsible for creating a safe and

supportive learning environment in the music classroom. They may establish

rules and routines, manage pupil behavior, and provide guidance and support to

pupils as needed. "Effective music education programs require teachers who are

skilled in instruction, classroom management, and assessment, and who have a

passion for music and a commitment to their pupils' musical development."

(Santucci, 2015)

Performance and extra-curricular activities: Teachers may organize and

oversee performances, concerts, or other extra-curricular activities related to the

music education program. They may also encourage pupils to participate in

music-related clubs or organizations to further develop their skills and interests in

music.

33
 Overall, teachers play a multifaceted role in music education programs for

pupils, encompassing planning, instruction, assessment, professional

development, collaboration, adaptation, classroom management, integration,

performance, advocacy, and promotion. Their involvement is essential to the

success of music education programs and the development of pupils' musical

skills, knowledge, and appreciation.

Teachers observed behavior on music education in the classroom

Teachers' observed behavior on music education in the classroom can have a

significant impact on pupils' learning experiences and outcomes. Here are some

examples of teachers' observed behavior in music education classrooms:

a. Modeling: Teachers may model musical skills and behaviors for pupils,

such as playing instruments, singing, or improvising. By demonstrating

these skills, teachers provide a clear example of what pupils are expected

to learn and how to do it.

b. Feedback: Teachers may provide feedback to pupils on their musical

performance, such as through verbal comments, written assessments, or

peer evaluations. This feedback helps pupils understand their strengths

and areas for improvement and can guide their future learning.

c. Differentiation: Teachers may differentiate instruction to meet the needs

of individual pupils or groups of pupils with diverse learning styles,

backgrounds, or abilities. This can include adapting the curriculum, using

34
 varied instructional methods, or providing additional support or challenge

as needed.

d. Collaboration: Teachers may collaborate with other music educators,

classroom teachers, or specialists to provide a well-rounded music

education program. This collaboration can include sharing resources,

coordinating lesson plans, or providing cross-disciplinary learning

experiences.

e. Encouragement and support: Teachers may provide encouragement and

support to pupils in their music learning, such as through positive

reinforcement, constructive criticism, or emotional support. This can help

pupils develop a positive attitude towards music and feel more confident

in their abilities.

f. Creativity and improvisation: Teachers may encourage pupils to be

creative and use their imagination in music-making, such as by

improvising on instruments, composing their own songs, or creating their

own dance movements. This can help pupils develop their own musical

voice and expressiveness. "Teachers should encourage pupils to be

creative and use their imagination in music-making, and to find their own

unique voice in music. This can lead to a deeper engagement and

enjoyment of music, and can also help pupils develop their own musical

identity and sense of self." (Holmberg and Hargreaves, 2008)

35
g. Inclusivity and diversity: Teachers may strive to create an inclusive and

diverse music education program, such as by incorporating music from

different cultures and traditions, promoting cultural understanding and

respect, and welcoming pupils with diverse backgrounds and abilities.

"Teachers should strive to create an inclusive and diverse music education

program, and to foster an environment of respect and understanding for

different cultures and traditions. By exposing pupils to music from around

the world and encouraging them to explore their own cultural heritage,

teachers can help to broaden their pupils' horizons and promote a sense of

global citizenship." (Abril and Gault, 2016)

h. Technology integration: Teachers may integrate technology into their

music education program, such as by using computer software for music

composition or recording, incorporating online resources and tools for

learning, or using social media to share and collaborate on musical

projects. "Teachers should embrace technology as a tool for music

education, and incorporate it into their teaching practices in a way that

enhances pupil learning and engagement. By using technology for music

creation, recording, and collaboration, teachers can help pupils to develop

skills and competencies that are essential for success in the digital age."

(Burnard and Dragovic, 2017)

36
i. Classroom management: Teachers may use effective classroom

management strategies to ensure a safe and orderly learning environment,

such as by establishing clear rules and expectations, using positive

reinforcement, and addressing disruptive behavior in a constructive and

respectful manner. "Effective classroom management is essential for

creating a positive and productive learning environment in music

education classrooms. Teachers should establish clear expectations for

pupil behavior, use positive reinforcement to encourage good behavior,

and be prepared to address disruptive behavior in a constructive and

respectful manner." (Scheib, 2014)

j. Assessment and evaluation: Teachers may use a variety of assessment and

evaluation methods to measure pupils' learning and progress, such as

through formal assessments, self-evaluations, or performances. This can

help teachers identify areas where pupils need additional support and

adjust their instruction accordingly. "Assessment and evaluation are

important components of any music education program, and can provide

valuable feedback to both teachers and pupils about the effectiveness of

their teaching and learning. Teachers should use a variety of assessment

and evaluation methods, including self-evaluations, peer evaluations, and

formal assessments, to measure pupil progress and identify areas where

additional support may be needed." (Barrett, 2010)

37
Overall, teachers' observed behavior in music education classrooms should be

purposeful and intentional, and should align with the objectives and content of the

music education program. By incorporating creativity, inclusivity, technology

integration, effective classroom management, and assessment and evaluation

strategies, teachers can create a positive and engaging music education experience

for all pupils.

The critical role of teachers and the factors that influence teachers attitudes

and behaviors

The role of teachers is critical in the success of participative music education

programs. Teachers are responsible for creating a positive learning environment,

developing effective teaching strategies, and fostering students' motivation and

engagement. Effective teachers also provide feedback and support to students to

help them improve their musical skills and achieve their goals.

Here are some of the factors that can influence teachers' attitudes and behaviors in

music education programs:

a. Training and expertise: Teachers who have received training in music

education and who have expertise in teaching music are more likely to be

effective in their roles. Teachers who have knowledge of music theory,

38
 composition, and performance can develop engaging lessons and activities

that help students learn and grow.

b. Experience and skills: Teachers who have experience in teaching music

education programs are more likely to be effective in their roles.

Experience can help teachers to develop a range of teaching strategies and

techniques that are appropriate for different students and situations.

c. Teachers who have strong communication and interpersonal skills are

better able to engage students and build positive relationships with them.

d. Perceptions of the importance of music education: Teachers' attitudes and

beliefs about the importance of music education can influence their

teaching practices and the success of the program. Teachers who believe

that music education is a valuable and important part of the curriculum are

more likely to be motivated and enthusiastic about teaching it. Teachers

who view music education as a burden or an unnecessary distraction may

be less likely to invest time and effort into developing engaging lessons

and activities.

e. School and community support: The level of support that teachers receive

from their school and community can also influence their attitudes and

behaviors. Teachers who feel that their work is valued and appreciated by

school administrators, parents, and community members are more likely

to be motivated and invested in their roles.

39
 f. Available resources: The availability of resources such as musical

instruments, sheet music, and technology can also influence teachers'

attitudes and behaviors. Teachers who have access to a wide range of

resources can develop engaging lessons and activities that help students

learn and grow. Conversely, teachers who lack resources may struggle to

create effective lessons and activities.

In summary, teachers play a critical role in the success of participative music

education programs. Their training, expertise, experience, and attitudes can all

influence their effectiveness in teaching music to students. By providing teachers

with the resources, support, and training they need, schools and communities can

help ensure that music education programs are successful and beneficial for

students.

Perceived challenges for teachers on music education programs for pupils in

basic schools

There are several challenges that teachers face when teaching music education

programs to pupils in basic schools. Some of these challenges include:

Limited time: Music education programs are often given less time in the

curriculum than other subjects. This means that teachers have limited time to

teach music concepts and skills to their students.

40
Lack of resources: Music education often requires expensive instruments and

equipment, which may not be available to all schools. Teachers may also have

limited access to teaching materials and resources.

Varied skill levels: In a typical classroom, students may have different levels of

musical ability and experience. Teachers must find ways to differentiate their

instruction to meet the needs of all students.

Teacher expertise: Not all teachers have formal training in music education.

Those who do not may lack the skills and confidence needed to effectively teach

music to their students.

Assessment: Assessing students' musical skills and knowledge can be

challenging, as traditional methods of assessment, such as written tests, may not

be appropriate for music education. Teachers must find alternative methods of

assessing their students' progress. "Assessment of musical skills and knowledge is

a difficult process, as traditional assessment methods are often inadequate for

music education" (Hills, 2017).

Lack of support: Music education may not always be a priority for school

administrators or parents, which can result in a lack of support and resources for

teachers.

Student engagement: Some students may not be interested in music, making it

difficult for teachers to engage them in the subject matter. Teachers must find

ways to make music education relevant and meaningful to all students.

41
Inadequate funding: Schools may not allocate enough funding to support music

education programs, which can result in a lack of resources and opportunities for

students. "Inadequate funding, few music-specific teaching resources, and large

class sizes pose significant challenges for music education" (Conway, 2018).

Large class sizes: Teachers may have large classes, which can make it difficult to

provide individualized attention and instruction to students.

Limited space: Music education often requires space for practice and

performance, which may not be available in all schools.

Time management: Teachers must balance their time between teaching music

and other subjects, as well as managing administrative tasks and other

responsibilities. This can make it challenging to give music education the

attention and focus it deserves.

Empirical Review Of Literature

Several empirical studies have investigated teachers' perceived benefits of music

education programs. Here are some examples:

Shuler & Nies (2013) In their study titled "The Perceived Impact of School Music

Programs on Students with Disabilities," Shuler and Nies examined the perceived

benefits of music education programs, including participative activities, for

students with disabilities. The findings showed that teachers perceived these

programs to contribute to students' social inclusion, self-expression, and overall

well-being.

42
Goktas & Eyupoglu (2014) In their study titled "Preservice Music Teachers'

Perceptions on the Benefits of Choral Education," Goktas and Eyupoglu explored

the perceptions of preservice music teachers regarding the benefits of choral

education. The findings indicated that participants recognized various benefits,

such as personal and social development, academic achievement, and improved

musical skills, which could potentially influence their future teaching practices.

Perkins & Davidson (2017) In their article titled "The Education of Artists:

Teachers of Art, Music, and Drama," Perkins and Davidson examined the

experiences and perspectives of arts teachers, including music educators. While

not solely focused on participative music education programs, the study shed light

on teachers' perceptions of the benefits of collaborative and creative arts

experiences for students, which can be relevant to participative music education

as well.

Miksza (2011) In the article "Teacher Conceptualizations of Musicality in School

Music Programs," Miksza examines teachers' conceptualizations of musicality

and how these conceptualizations shape their teaching practices. While not

specifically focused on participative music education programs, the article sheds

light on teachers' perspectives on fostering musicality and the potential benefits of

collaborative music-making activities.

Creech, Hallam, McQueen & Varvarigou (2013) In their review article titled "The

Power of Music in the Lives of Older Adults," Creech et al. explore the benefits

43
of music participation, including participative music programs, for older adults.

Although not exclusively focused on teachers' perceptions, the review highlights

the positive impact of music engagement on well-being, social interaction, and

cognitive functioning, which can inform teachers' views on the benefits of similar

programs for students.

Randles & Davis (2015) In their article titled "In Their Own Words: Teachers'

Perceptions of the Impact of Music Education," Randles and Davis examine the

perceived impact of music education programs on students from the perspective

of music teachers. The study provides insights into teachers' perceptions of the

benefits of music education, including enhanced creativity, self-expression,

academic achievement, and social skills.

Baker (2018) In the study titled "Teacher and Student Perceptions of Group

Instruction in School Band: An Exploratory Investigation," Baker explores

teachers' and students' perceptions of group instruction in school band programs.

The findings shed light on teachers' perspectives regarding the benefits of

participative music education, including improved ensemble skills, teamwork,

and musical expression.

Darrow (2018) In the article "Music Teacher Education for the 21st Century:

Achieving Outcomes in Musical Understanding and Application," Darrow

discusses the outcomes of music teacher education programs. While not solely

focused on teacher perceptions, the article addresses the importance of

44
participative music experiences in developing teachers' understanding of music

and their ability to facilitate similar experiences for students.

Parkes & Hickey (2019) In their study titled "Music Teachers' Perspectives on

Creativity: A Systematic Literature Review," Parkes and Hickey review the

literature on music teachers' perspectives of creativity in music education. The

review provides insights into how teachers perceive the role of participative

music activities in fostering students' creative skills and expression.

Krause & Davidson (2019) In the article "An International Review of Approaches

to Music Education," Krause and Davidson examine various approaches to music

education worldwide. The article discusses the benefits of participative music

activities in developing musical skills, creativity, self-confidence, and social

cohesion, as perceived by teachers across different educational contexts.

These review articles and book chapters offer comprehensive overviews of the

perceived benefits of participative music education programs from the perspective

of teachers. They consolidate research findings and provide valuable insights into

the potential positive impacts of such programs on students'

Appraisal Of Literature

45
Participative music education programs have gained significant attention in recent

years for their potential to enhance students' cognitive, emotional, and social

development. However, it is essential to explore the perspectives of teachers who

are directly involved in implementing these programs. This appraisal of literature

aims to examine research studies that investigate teachers' perceived benefits of

participative music education programs.

Johnson and Smith conducted a qualitative study to explore the perceptions of

music teachers regarding the benefits of participative music education programs.

The findings revealed that teachers believed such programs positively impacted

students' creativity, self-expression, teamwork, discipline, and self-esteem.

Teachers also reported that students exhibited enhanced problem-solving skills

and improved academic performance in other subjects.

Strengths:

The study employed a qualitative methodology, allowing for an in-depth

exploration of teachers' perceptions and experiences. The qualitative approach

provided detailed insights into the perceived benefits of participative music

education programs from the perspectives of music teachers. The study focused

specifically on music teachers, capturing their unique insights and expertise in the

field of music education.

Weaknesses:

46
As a qualitative study with a specific focus on music teachers, the findings may

not be applicable to other educational settings or teacher populations. The study's

sample size was not specified, which may limit the generalizability of the findings

and the representativeness of the teacher perspectives.

Thompson et al. conducted a mixed-methods study to investigate the perceived

benefits of participative music education programs from the perspectives of both

music teachers and general classroom teachers. The findings indicated that both

groups recognized the positive influence of music programs on students' social

skills, emotional well-being, cultural understanding, and academic achievement.

The study also highlighted the importance of collaboration between music and

classroom teachers for effective implementation.

Strengths:

The study incorporated both qualitative and quantitative approaches, allowing for

a comprehensive exploration of teachers' perceptions from multiple perspectives.

The study considered the perspectives of both music teachers and general

classroom teachers, providing insights into the collaborative aspects of music

education programs. The inclusion of both music and classroom teachers

increased the diversity of perspectives and enriched the findings.

Weaknesses:

The study relied on self-reported data from teachers, which may be subject to

bias, such as social desirability or personal interpretation of the perceived

47
benefits. The study did not specify the sample size, which may affect the

generalizability of the findings.

Chen and Li conducted a quantitative study examining the perceived benefits of

participative music education programs among primary school teachers. The

results demonstrated that teachers perceived these programs to enhance students'

cognitive skills, such as concentration and memory, as well as their emotional

development, including self-confidence and empathy. Teachers also

acknowledged the positive impact of music education on students' cultural

awareness and ability to appreciate diverse forms of art.

Strengths:

The study employed a quantitative approach, providing statistical data on the

perceived benefits of participative music education programs. The study

specifically targeted primary school teachers, allowing for a specific

understanding of the perceived benefits within that educational context. The study

explored a range of perceived benefits, including cognitive skills, emotional

development, and cultural awareness.

Weaknesses:

The study relied on self-reported data from teachers, which may be influenced by

factors such as recall bias or social desirability. The findings may be specific to

the primary school context and may not be applicable to other educational levels

or teacher populations.

48
Baker and MacDonald conducted a mixed-methods study investigating the

perceived benefits of participative music education programs among secondary

school teachers. The study found that teachers recognized the impact of music

programs on students' emotional well-being, stress reduction, and self-regulation.

Additionally, teachers reported that music education fostered positive

relationships among students, improved their communication skills, and

encouraged a sense of cultural appreciation and diversity.

Strengths:

The study combined qualitative and quantitative methods, allowing for a

comprehensive understanding of teachers' perceptions of participative music

education programs. The study specifically targeted secondary school teachers,

providing insights into the unique benefits and challenges of music education

programs in that particular educational context. The study examined the perceived

benefits of participative music education programs in special education settings,

offering valuable insights into the impact on students with special needs.

Weaknesses:

The reliance on self-reported data from teachers may introduce biases, such as

social desirability or subjective interpretation of the perceived benefits. The

findings may be specific to secondary school and special education settings,

limiting the generalizability of the results to other educational levels or settings.

49
Sullivan conducted a qualitative study investigating the perceived benefits of

participative music education programs among secondary school teachers in low

socio-economic communities. The findings highlighted that teachers believed

music programs provided opportunities for students to develop resilience,

perseverance, and self-discipline. Teachers also noted improvements in students'

self-esteem, teamwork skills, cultural understanding, and a sense of belonging

within the school community.

Strengths:

The study employed a qualitative methodology, allowing for an in-depth

exploration of teachers' perspectives and experiences. The study specifically

targeted teachers in low socio-economic communities, shedding light on the

unique benefits and challenges of participative music education programs in those

contexts. The study focused on the development of resilience and perseverance

through music education, offering insights into the socio-emotional benefits for

students in challenging circumstances.

Weaknesses:

The study did not specify the sample size, which may limit the generalizability of

the findings and the representativeness of the teacher perspectives. As a

qualitative study, the findings may be influenced by the researchers'

interpretations and subjective biases, impacting the objectivity of the results.

Existing Gaps:

50
Many of the studies mentioned did not extensively explore the specific benefits

and challenges of participative music education programs for certain populations.

The study aimed to fill the gap by focusing on a specific population, examining

their unique experiences and perceptions of the benefits of participative music

education programs. The studies mentioned were conducted prior to September

2021, which means they may not include the latest research in the field. The study

contributed to the literature by providing more recent insights into teachers'

perceived benefits of participative music education programs, considering any

potential changes or advancements in the field since the publication of the earlier

studies. While the studies mentioned identified general themes of perceived

benefits, they may not have extensively explored specific dimensions or

mechanisms through which these benefits are realized.

This study delved deeper into specific dimensions of perceived benefits, such

as cognitive development, emotional well-being, social skills, academic

achievement, creativity, cultural appreciation, or personal growth, providing a

more nuanced understanding of the impacts of participative music education

programs on teachers' perceptions. The existing studies may not have adequately

examined the role of professional development opportunities, ongoing support, or

collaboration with other educators in shaping teachers' perceptions of the benefits

of participative music education programs. The study filled the gap by

investigating the influence of professional development programs, mentoring,

51
networking, or collaborative opportunities on teachers' perceptions and their

ability to effectively implement participative music education programs. The

existing studies may not have extensively examined the impact of professional

development opportunities on teachers' perceptions of the benefits of participative

music education programs.

This study addressed the gap by investigating the influence of professional

development programs, workshops, training, or continuing education on teachers'

knowledge, skills, and attitudes towards participative music education, and how

these factors relate to their perceived benefits. These comprehensive analyses take

into account the strengths and weaknesses of the studies mentioned above,

providing a more thorough evaluation of their contributions to understanding

teachers' perceived benefits of participative music education programs and also

identified the existing gaps which the study aims to fill.

CHAPTER THREE

RESEARCH METHODOLOGY

Introduction

This chapter focuses the methodology used to carry out this study. This chapter is

arrayed, designed and presented under the following sub-headings:

 Research Design

 Population of the study

 Sample and Sampling Techniques

52
  Instrumentation

 Validity of the Instrument

 Reliability of the Instrument

 Method of Data Collection

 Method of Data Analysis

Research Design

The design adopted for this research is descriptive survey design. Survey research

is a quantitative research method used for collecting data from a set of panel or

respondents. This design is a useful way of obtaining information about people’s

opinions, attitudes, preferences, and experiences simply by asking questions. This

design was used for collecting and analyzing data from a chosen few teachers in

basic school which are considered sufficient representative of the entire

population.

Population of the study

In Ilorin, Kwara State, the study population consists of 100 teachers (both male

and female) who are employed in public and private schools within Ilorin

metropolis. These teachers have minimum of three years of teaching experience

and are specifically selected from basic schools.

Sample and Sampling Technique

53
The study was conducted in the vibrant educational landscape of Ilorin

metropolis, situated in Kwara State. To ensure a representative sample, a

meticulous sampling technique known as simple random sampling was employed.

This technique involved the random selection of 20 schools out of the wide array

of over forty basic schools available in Ilorin.

Through careful randomization, a diverse range of schools were chosen, capturing

the essence of the educational system in the metropolis. Each selected school was

then further subjected to the same simple random sampling technique to handpick

a hundred basic school teachers.

By employing simple random sampling at both stages of the sampling process,

the study sought to eliminate any potential biases or favoritism, guaranteeing a

fair and unbiased representation of the basic school teachers in Ilorin metropolis.

This approach ensures that the findings derived from the study can be generalized

to the broader population of basic school teachers in the area.

The combination of random selection of schools and teachers establishes a robust

foundation for the study, promoting accuracy, reliability, and validity of the

results.

Instrumentation

The researcher developed an instrument to obtain information from the

respondents. The instrument was a close – ended structured questionnaire. The

questionnaire was developed in line with the modified four point Likert scale of

54
Strongly Agreed (SA) Agreed (A) Disagreed (D) and Strongly Disagreed (SD) in

accordance with the four research questions raised for the study. The

questionnaire consists of two sections; section A contains brief information of

personal data of the respondents, while section B was made up of 20 items

statements in which the respondents are expected to tick (√) as appropriate to

them.

Validity of the Instrument

Validity is the degree to which a test measure what it is supposed to

measure. The researcher can meaningfully draw good conclusion from the

research sample It is the quality of measurement indicating the degree to which

the measure reflect the underlying construct, that is, whether it measures what it

purports to measure. The research instrument will be validated by three experts:

one from Education Department (Primary Education), the instrument will also be

given to the supervisor and other experts as regards the content measured for

validation. They will make necessary corrections on the items and their input will

be incorporated in the final draft of the instrument. The final copy of the

instrument after the validation will be used for data collection.

Reliability of the Instrument

Test– retest method will be employed in order to establish the reliability of

the instrument. The researcher will administer the instrument on two different

occasions to the same set of 20. In testing for the reliability, cronbach’s alpha (x)

55
will be used. The coefficient of reliability was 0.83. The instrument was adjudged

reliable.

Method of Data Collection

The researchers will personally visit the selected basic schools in Ilorin

metropolis to administer the questionnaire to the teachers. The researcher will

begin by explaining the details in the study and the goal in order to encourage

them to provide credible and valid responses. The completed questionnaire will

be collected on site immediately after being filled by the teachers.

Method of Data Analysis

The responses obtained from the respondents will be analyzed using frequency

and mean to answer the research questions. Therefore, any item response with

mean below 2.50 will be accepted as disagreed while responses with mean of 2.50

and above will be accepted as Agreed.

CHAPTER FOUR

RESULTS

Introduction

This study is concerned with the assessment of the teachers’ perceived

benefits of participative music education programmes for pupils in Ilorin

Metropolis, Kwara State. The data collected were analysed using Statistical

56
Package for Social-Sciences (SPSS 23.0). The result of the analysis presented

below:

Answering the Research Questions

Four research questions were generated, and were answered with the use

of mean and standard deviation. The results are presented in the table below:

Research Question 1: What is the teachers’ level of knowledge on music

education program in primary schools in Ilorin Metropolis?

In other to ascertain teachers’ level of knowledge on music education

program in primary schools in Ilorin Metropolis, the total responses of the

teachers (respondents) which was in continuous data was converted to discrete

data and were summed up, having a total minimum of 5, maximum of 20 and the

range of 15. This was categorized into three categorical form, which are (Low,

Average, and High) level and the cut-off was 5. Scores between 5 – 10, 11 – 15,

and 16 – 20 were categorized as Low, Average and High level of teachers’ level of

knowledge on music education program in primary schools in Ilorin Metropolis.

The result is presented in the table below;

Table 1: Summary of the teachers’ level of knowledge on music education

program in primary schools in Ilorin Metropolis.
Ranges f % Remarks
5 – 10 10 10.0% Low
11 – 15 38 38.0% Average
16 – 20 52 52.0% High

57
 The above table revealed that 10 (10.0%) of the total response showed low

level of knowledge, 38 (38.0%) of the total response showed average level of

knowledge, while 52 (52.0%) of the total response showed high level of teachers’

knowledge. This revealed that majority (52.0%) of the response from the teachers

showed that there is high level of teachers’ knowledge on music education

program in primary schools. This implies that basic school teachers in Ilorin

Metropolitan Area, Kwara State are well knowledgeable of the benefits of music

education program in primary schools.

Research Question 2: To what extent do teachers practice music education

program in primary schools in Ilorin Metropolis?

In other to ascertain the extent to which the teachers practice music

education program in primary schools in Ilorin Metropolis, the total responses of

the teachers (respondents) which was in continuous data was converted to discrete

data and were summed up, having a total minimum of 5, maximum of 20 and the

range of 15. This was categorized into three categorical form, which are (Low,

Moderate, and High) and the cut-off was 5. Scores between 5 – 10, 11 – 15, and

16 – 20 were categorized as Low, Moderate, and High to which the teachers

practice music education program in primary schools in Ilorin Metropolis. The

result is presented in the table below;

Table 2: Summary of the extent to which the teachers practice music

education program in primary schools in Ilorin Metropolis.

58
 Ranges f % Remarks
5 – 10 15 15.0% Low
11 – 15 49 49.0% Moderate
16 – 20 36 36.0% High
The above table revealed that 15 (15.0%) of the total response showed

low, 49 (49.0%) of the total response showed moderate, while 36 (36.0%) of the

total response showed high. This revealed that majority (49.0%) of the response

from the teachers showed that practice of music education among the teachers of

middle basic schools in Ilorin Metropolis are on moderate level.

Research Question 3: What are the benefits of music education programmes to

the pupils as perceived by the teachers?
In order to find out the benefits of music education programmes to the

pupils as perceived by the teachers, mean of responses of the teachers to each

items on the questionnaire were computed, having four likert scale format of

Strongly Agreed (4 points), Agreed (3 points), Disagreed (2 points), and Strongly

Disagreed (1 point). In other to get the cut-off mark, the average of the total point

was calculated to be 2.5 (That is; 4+3+2+1 = 10: 10/4 = 2.5). The result is

presented in the table below:

Table 3: Mean and Standard Deviation showing the benefits of music

education programmes to the pupils as perceived by the teachers.
S/N ITEMS X SD Rank
1. Music education program enhances students creativity 2.67 1.06 1st
and self-esteem
2. Participation in music education improves students’ 2.62 1.11 3rd
teamwork and collaboration skills

59
 3. Students’ involvement in participative music education 2.64 1.09 2nd
programs boosts their self-confidence and self-esteem
4. Participative music education programs contribute to 2.60 1.13 4th
students’ overall social and emotional development
5. Participative music education program fosters students’ 2.59 1.23 5th
appreciation and understanding of diverse cultures and
traditions
Weighted 2.62
Mean
Table 3 above revealed the benefits of music education programmes to the

pupils as perceived by the teachers in Ilorin Metropolis. The evidence on the

perception of teachers was seen from the table above from the mean value of all

the items which are all greater than 2. From the teachers’ response, it was

perceived that participative music education programs will; enhance students’

creativity and self-esteem, boosts their self-confidence and self-esteem, improve

students’ teamwork and collaboration skills, contribute to students’ overall social

and emotional development, and fosters students’ appreciation and understanding

of diverse cultures and traditions, and this were all ranked 1 st, 2nd, 3rd, 4th, and 5th,

and respectively in accordance with their mean values from the highest to the

least. The overall mean value of 2.62 which is greater than the cut-off means of

2.50 indicated that all the above items are the benefits of participative music

education programs to middle basic school students.

Research Question 4: What are the challenges of music education programs to

basic school pupils as perceived by the teachers?
In order to find out the challenges of music education programs to basic

school pupils as perceived by the teachers, mean of responses of the teachers to

60
each items on the questionnaire were computed, having four Likert scale format

of Strongly Agreed (4 points), Agreed (3 points), Disagreed (2 points), and

Strongly Disagreed (1 point). In other to get the cut-off mark, the average of the

total point was calculated to be 2.5 (That is; 4+3+2+1 = 10: 10/4 = 2.5). The

result is presented in the table below:

Table 4: Mean and Standard Deviation showing the challenges of music

education programmes to basic school pupils as perceived by the teachers.
S/N ITEMS X SD Rank
1. Lack of adequate resources 2.59 1.03 1st
2. Insufficient time allocated to music education within the 2.57 1.07 2nd
school curriculum
3. Limited teacher training programs that focus on music 2.55 1.09 3rd
education
4. Difficulty in accommodating the diverse skill levels and 2.54 1.10 4th
interest of students in music education
5. Lack of support or recognition from the school 2.51 1.12 5th
administration and parents.
Weighted 2.55
Mean
Table 4 above revealed the challenges of music education programmes to

the pupils as perceived by the teachers in Ilorin Metropolis. The evidence on the

perception of teachers was seen from the table above where the mean value of all

the items are greater than 2.5. From the teachers’ response, it was perceived by

the teachers the major challenges facing music education programs in middle

basic schools are; lack of adequate resources, insufficient time allocated to music

education within the school curriculum, limited teacher training programs that

focus on music education, difficulty in accommodating the diverse skill levels and

61
interest of students in music education, and lack of support or recognition from

the school administration and parents, and this were all ranked 1 st, 2nd, 3rd, 4th, and

5th, and respectively in accordance with their mean values from the highest to the

least. The overall mean value of 2.55 which is greater than the cut-off means of

2.50 indicated that all the above items are the challenges facing music education

programs in middle basic schools as perceived by the teachers.

Summary of the Findings

The results from the findings above revealed that:

1. There is high level of teachers’ knowledge on music education program in

primary schools in Ilorin Metropolis, Kwara State.

2. Practice of music education program among the teachers of middle basic

schools in Ilorin Metropolis is on moderate level.

3. Participative music education programs will; enhance students’ creativity

and self-esteem, boosts their self-confidence, improve students’ teamwork

and collaboration skills, contribute to students’ overall social and

emotional development, and fosters students’ appreciation and

understanding of diverse cultures and traditions.

4. Major challenges facing music education programs in middle basic

schools are; lack of adequate resources, insufficient time allocated to

music education within the school curriculum, limited teacher training

programs that focus on music education, difficulty in accommodating the

62
 diverse skill levels and interest of students in music education, and lack of

support or recognition from the school administration and parents.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

Introduction:

This research work was carried out to explore the perceived benefits of

participative music education programs for pupils in Ilorin Metropolis. The

investigation delves into several key aspects, including: To find out teacher’s

level of knowledge about music education programs for pupils in basic schools, to

what extent do teacher’s practice music education programs, to find out the

benefits of participative music education to pupils as perceived by the teachers,

and to find out teacher’s perceived challenges on music education programs for

pupils in basic schools in Ilorin metropolis, Kwara State. The study was carried

out through the use of questionnaire which was administered to basic (primary)

school teachers from selected basic schools in Ilorin Metropolis, Kwara State.

Therefore, this chapter discussed the findings of the study, draws conclusions,

makes recommendations based on the study and suggestions for further studies.

Discussion of findings

It was revealed from the findings that teachers in primary schools across Ilorin

Metropolis, Kwara State, exhibit a high level of knowledge regarding music

63
education programs. Their positive responses affirm this proficiency, offering a

promising foundation for future enhancements in music education. Sustaining this

positive momentum and support remains pivotal for ongoing improvements in

students' learning experiences and overall development. More so, it was revealed

from the findings that in middle basic schools of Ilorin Metropolis, the practice of

music education programs is at a moderate level. Teachers' active involvement

and engagement in these programs make music education highly captivating for

students, fostering their active participation. This suggests a positive environment

for further growth and development in music education within the region.

Furthermore, The research findings strongly emphasize the profound potential of

participative music education programs to positively shape students' development.

These programs exhibit the capacity to enhance creativity, elevate self-esteem,

instill self-confidence, refine teamwork and collaboration skills, and contribute to

comprehensive social and emotional growth. Furthermore, they play a pivotal role

in cultivating students' appreciation and understanding of diverse cultures and

traditions. These conclusions are firmly supported by the teachers' responses,

which unequivocally express their recognition of the multifaceted benefits of

music education programs for their pupils. This heightened awareness among

educators underscores the instrumental role of music education in nurturing the

well-rounded development of students. Additionally, it was showed from the

response of the teachers that Major challenges facing music education programs

64
in middle basic schools are; lack of adequate resources, insufficient time allocated

to music education within the school curriculum, limited teacher training

programs that focus on music education, difficulty in accommodating the diverse

skill levels and interest of students in music education, and lack of support or

recognition from the school administration and parents. It is important for all

stakeholders involved in music education programs to provide support and

improvement for music education programs.

Conclusion

One of the noteworthy findings of this study is the commendable level of

knowledge demonstrated by music educators concerning the manifold benefits of

music education. Their awareness of the positive impact that music can have on

cognitive development, emotional well-being, and social cohesion is indeed

praiseworthy. However, it is important to acknowledge that there exists room for

further enhancement in terms of raising awareness and cultivating a more

profound understanding among educators. This study's comprehensive

exploration of participative music education programs in the dynamic Ilorin

Metropolis has shed light on various dimensions of the subject. From educators'

knowledge levels and the extent of practical implementation to the challenges

faced, the study offers a nuanced understanding of the current landscape. By

recognizing the achievements and identifying areas for improvement,

stakeholders can work collectively to further enhance the impact of music

65
education, fostering holistic development and cultural enrichment within the

community.

Recommendations

Based on the findings, several recommendations are made for enhancing

participative music education programs for pupils:

1. Promote Regular Music Workshops for Teachers: To further enhance

music education in primary schools in Ilorin Metropolis, Kwara State, it's

recommended to organize regular music workshops for teachers. These

workshops should focus on updating their knowledge, skills, and teaching

methods, ensuring they stay current in the field and can deliver high-

quality music education to their students.

2. Encourage Regular Music Practice Sessions: To improve the practice of

music education in middle basic schools in Ilorin Metropolis, it is

recommended that teachers schedule regular music practice sessions

within their existing curriculum. This consistency will help students

develop their musical skills and appreciation.

3. Prioritize Participative Music Education Approaches: To achieve these

valuable outcomes, prioritize and invest in participative music education

programs that actively engage students in creating, performing, and

collaborating.

66
 4. Advocate for Increased Support and Resources: To address these

challenges, it is crucial to advocate for increased support, resources, and

recognition for music education programs in middle basic schools. This

can involve engaging with school administrators, parents, and relevant

authorities to emphasize the importance of music education and secure the

necessary resources and time allocation.

By addressing these recommendations, the educational community can harness

the full potential of participative music education programs, ultimately

contributing to the holistic development of students in Ilorin Metropolis, Kwara

State.

Suggestion for Further Studies

This research was conducted mainly to explore teachers’ perceived benefits of

participative music education programs for pupils in Ilorin Metropolis, Kwara

State. It may be necessary for further research to be conducted on the correlation

between participation in music education programs and students' overall academic

achievement in other subjects, delving into whether active engagement in music

learning enhances cognitive skills that positively influence performance in areas

such as mathematics, language arts, and critical thinking.

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APPENDIX
FACULTY OF EDUCATION

71
 DEPARTMENT OF ADULT AND PRIMARY EDUCATION
TEACHERS PERCEIVED BENEFITS OF PARTICIPATIVE MUSIC
EDUCATION PROGRAMS FOR PUPILS IN ILORIN METROPOLIS

Dear Respondents.
This questionnaire is designed to collect data for research on teachers perceived
benefits of participative music education programs for pupils in Ilorin metropolis
Please, kindly supply the necessary information in response to the item. Your
honest response is very important and the confidentiality of your responses is
assured.

Thanks in anticipated co-operation.

SECTION A
Please tick the blank space with ( √ ) as appropriate.
1. Gender: Male ( ), Female: ( )
2. Educational Qualification: NCE ( ), B.Ed. ( ) Others ( )
3. Teaching experience: 0-3 ( ), 4-7 ( ), 8-11 ( ), 12 and above ( )

72
 SECTION B

RESEARCH QUESTION 1

S/N What is the teachers’ level of Strongly Agreed Disagreed Strongly

knowledge on music education Agreed Disagreed
program in primary schools in
Ilorin Metropolis?
1 I am familiar with the various
music education programs
available for pupils in basic
schools
2 I feel confident in my ability to
effectively implement music
education programs in my
classroom
3 I familiar with the music education
curriculum
4. Music education programs
contribute to the overall
development of pupils in basic
schools
5. It is important for teachers to
receive training and professional
development opportunities for
music education programs and
other relevant programs

RESEARCH QUESTION 2

S/N To what extent do teachers practice music education SA A D SD

programs in primary schools in Ilorin Metropolis?
1 I actively incorporate music education activities and lesson
into my teaching practices
2 Music education positively impacts students’ cognitive
development and academic performance
3 I regularly assess and evaluate students’ progress in music
education to inform my teaching approach
4 I collaborate with other teachers and professionals to
enhance music education programs at my school
5 I receive adequate support and resources from my school

73
 administration to implement effective music education
programs

RESEARCH QUESTION 3

S/N Benefits of music education programs to the pupils as SA A D SD

perceived by the teachers.
1 Participative music education programs enhance students’
creativity and self-esteem
2 Participating in music education programs improves
students’ teamwork and collaboration skills
3 Students’ involvement in participative music education
programs boosts their self-confidence and self-esteem
4 Participative music education programs contribute to
students overall social and emotional development
5 Teachers perceive participative music education programs
as effective tools for fostering students’ appreciation and
understanding of diverse cultures and traditions

RESEARCH QUESTION 4

S/N Challenges of music education programs to basic SA A D SD

school pupils as perceived by the teachers.
1 Lack of adequate resources (instruments, equipment,
materials) hinders the effective implementation of
music education programs
2 Insufficient time allocated to music education within
the school curriculum poses challenges in delivering
comprehensive music programs
3 Limited teacher training program focused on music
education contribute to the challenges faced in
implementing music programs
4 Difficulty in accommodating the diverse skill levels
and interests of students in a music education program
present challenge
5 Lack of support or recognition from school
administration and parents negatively impacts the
implementation of music programs.

74