ENHANCING MUSIC LITERACY: AN

ASSESSMENT OF THE IMPACT OF

MUSESCORE APPLICATION SOFTWARE ON
GRADE 2 AND GRADE 4 MUSIC TEACHERS
AT TANAUAN CITY SCHOOL'S DIVISION
A Research Proposal
Presented to Institute of Physical Education Health Recreation Dance and Sports, Philippine
Normal University Manila

In Partial Fulfillment of the Requirements for Research Methods in Music (Music 510)
Professor Pacita M. Narzo

By
Aaron James M. Mabuyo
August 2023
Chapter I: The Problem
and Literature Review
INTRODUCTION
Music literacy is just as crucial as literacy and numeracy in education.
Music literacy extends beyond traditional academic skills like reading,
writing, and math. It encompasses understanding music notation,
appreciating its nuances, and expressing oneself through music,
fostering cognitive development, creativity, and emotional intelligence.
INTRODUCTION
Music educators play a crucial role as aesthetic educators, guiding
students in understanding the aesthetic meaning of music through their
expertise and musical sensitivity (Bennet, 1989).
LITERATURE REVIEW
Broomhead (2019) defines music literacy as encompassing
the comprehension and utilization of music notation. This
entails activities such as performing, dictating, analyzing, and
any other endeavors that center on the various elements of a
music score.
LITERATURE REVIEW
According to Drobni (2014), the process of teaching music
literacy involves nurturing students' skills in reading and
writing music, which, when achieved at a proficient level,
serve as the pathway to comprehending music and as
effective tools for utilizing the language of music.
LITERATURE REVIEW
In their study titled "The Challenges of Music Teaching and
Learning in Primary Schools in Offinso South Municipality"
(Obeng & Osei-Senyah, 2018), the researchers found that a
significant number of primary school teachers lacked
specialized training in music and dance as most held degrees
in other subjects. This lack of specialization adversely
affected their ability to effectively teach music.
LITERATURE REVIEW
Manila's (2020) study on "Pedagogical Content Knowledge in
Music Education Among Public Elementary Teachers"
revealed that most teachers lacked adequate music content
knowledge. Challenges included insufficient subject
knowledge, negative attitudes from students, and limited
resources. Teachers with relevant training showed higher
content knowledge. Specialized training for public elementary
teachers can enhance music education quality and address
these challenges.
LITERATURE REVIEW
Thankfully, the education department's training programs on
musical literacy enhance music education quality in schools.
These initiatives equip educators with tools to teach musical
concepts effectively, fostering students' appreciation and
understanding of music.
LITERATURE REVIEW
Ibbotson and See's (2021) study on Kodály-inspired pedagogy
in music education showed promising outcomes for 54
teachers and 1492 students in northern England. The research
demonstrated significant positive effects on teachers' skills,
self-efficacy, and competence, while positively impacting
students' self-confidence and disposition for learning. The
training program aimed to equip non-specialist teachers with
effective, comprehensive, and long-term support to enhance
their music skills, subject knowledge, and overall confidence
in delivering high-quality music education to students.
LITERATURE REVIEW
Integration of technology in music literacy
Waddel and Wiliamon's (2019) study titled "Technology Use
and Attitudes in Music Learning" supports this approach, as it
highlights the transformative potential of modern technologies,
with their advanced and interactive systems of behavioral
analysis and feedback. By leveraging these tools, music
educators can improve communication, efficiency, efficacy,
and cultivate a conducive environment for healthy music
learning experiences.
LITERATURE REVIEW
Music software that can be used to aid teachers in teaching
music concepts (Fender, 2022):
• Notion 6
• Sibelius
• Musescore
• Finale
LITERATURE REVIEW
Musescore is a top-rated, free, and open-source software
designed for music notation, highlighting a user-friendly
interface and robust features. It can be freely installed on
various operating systems (Musescore, 2023).
LITERATURE REVIEW
It was determined that the utilization of Musescore in music
instruction significantly benefits non-music major teachers at
Tayabas West Central School. The study revealed that
employing Musescore aids these teachers in developing a
clear visualization and understanding of fundamental
elements of music, which are essential components of music
literacy (Manzanares, 2020).
LITERATURE REVIEW
The integration of computer technology and virtual production
environments significantly improves teaching efficiency and
quality in traditional music education. The research
analyzes music knowledge, software utilization, and their
integration with the music curriculum at the university level. It
explores the advantages and utilization of computer music
software in traditional music courses, offering valuable
insights into its positive impact on enhancing music education
and improving the learning experience (Xu, 2021).
LITERATURE REVIEW
Amid the growing popularity of integrating music software
into music education, the City Schools Division of Tanauan
took the initiative to conduct a National Educators' Academy
of the Philippines (NEAP) accredited short course titled
"Division Training on Musical Note Reading and Playing
Digital Musical Instrument Apps for MAPEH Teachers"
from April 18 to 22, 2022, at Tanauan South Central School.
The course attracted 179 Grade 2 and Grade 4 elementary
music teachers (SDO Tanauan Division Memorandum Number
85 Series of 2022).
RESEARCH PROBLEM
1.How does the use of the Musescore application software enhance the music
literacy of the respondents?

2.What specific aspects of music literacy show the most significant improvement
after attending the training and using the Musescore application?

3.How do the respondents perceive the usability and effectiveness of Musescore in

their teaching skills?

4.What challenges or barriers do respondents encounter in integrating Musescore

into their teaching practices, and how can these challenges be addressed?
THEORETICAL FRAMEWORK
CONCEPTUAL FRAMEWORK
SCOPE AND LIMITATION
This study focuses exclusively on evaluating the
influence of the Musescore application on the
music literacy of a specific group consisting of
179 grade 2 and grade 3 teachers. These
teachers participated in the NEAP short course
named "Division Training on Musical Note
Reading and Playing Digital Musical
Instrument Apps for MAPEH Teachers 2022."
DEFINITION OF TERMS
Music Literacy - The ability to comprehend, interpret, and appreciate musical elements, notation,
and structures. It includes skills related to reading, writing, and understanding music scores, as well
as engaging in activities centered around musical notation and performance.

Pedagogical Content Knowledge - Refers to teachers' knowledge and understanding of effective

methods and strategies for teaching specific subject content. In the context of this research, it
pertains to the expertise of music educators in delivering high-quality music education to students.

Kodály-inspired Pedagogy - An approach to music education that is influenced by the teachings of

Zoltán Kodály, a Hungarian composer and educator. This pedagogical method emphasizes the use
of singing, movement, and solfege to develop musical skills and understanding.

Music Software - Software applications designed to assist in various aspects of music education and
creation. It can include music notation software, composition software, and interactive learning
tools.
DEFINITION OF TERMS
Musescore - A top-rated, free, and open-source music notation software. It allows users to
create, edit, and share musical scores and supports various operating systems, including
Windows, Mac, and Linux.

National Educators' Academy of the Philippines (NEAP) - An organization that provides

accredited training programs for educators in the Philippines. In this research context, NEAP
offered the "Division Training on Musical Note Reading and Playing Digital Musical
Instrument Apps for MAPEH Teachers" course.

MAPEH - An acronym for Music, Arts, Physical Education, and Health, which represents a
subject area taught in Philippine elementary education.

Usability - Refers to the ease of use and user-friendliness of an application or software, in this
case, the Musescore application, for music instruction.
DEFINITION OF TERMS
Effectiveness - The degree to which the use of Musescore positively impacts the
music literacy skills and knowledge of the grade 2 and grade 4 music teachers who
attended the training.

Integration of Technology in Music Education - The incorporation of innovative

technologies, such as music software, into music instruction and learning practices
to enhance teaching efficiency and effectiveness.

City Schools Division of Tanauan - The administrative division responsible for

managing and overseeing schools in the city of Tanauan, Philippines.
Chapter II:
Procedures
DESIGN AND METHODOLOGY

•Qualitative
 Grounded Theory
RESEARCH SITE
• Tanauan City School's Division, Tanauan City
Batangas
RESEARCH SITE
• Identify the specific aspects of music literacy that exhibit the
most significant improvement due to the use of Musescore.
• The respondents' perceptions regarding the usability and
effectiveness of Musescore in enhancing their teaching skills
• Uncover any challenges or barriers the respondents
encounter while integrating Musescore into their teaching
practices and propose potential solutions to address these
challenges.
SELECTION CRITERIA

1. Grade 2 and Grade 4 Music Teachers.

2. Participants who attended the 2022 Division
Training on Musical Note Reading and Playing
Digital Musical Instrument Apps for MAPEH
Teachers
3. Respondents who experienced using Musescore
PARTICIPANTS

The participants in this research study will consist of 192

grade 2 and grade 4 music teachers from Tanauan City
School's Division who meet the defined selection criteria.
These teachers will have attended the "Division Training
on Musical Note Reading and Playing Digital Musical
Instrument Apps for MAPEH Teachers" in 2022 and have
practical experience in using the Musescore application
software in their teaching practices.
DATA COLLECTION

The data for this study will be gathered through online

open-ended interviews, encompassing questions
related to the respondents' profiles and the influence of
Musescore on their music literacy. The participants will
have the opportunity to answer these questions using a
Google Form link.
DATA COLLECTION
1. Can you share your experience using the Musescore application software in your music teaching practices? How
has it impacted your approach to enhancing music literacy among grade 2 and grade 4 students?

2. In your opinion, which specific aspects of music literacy have shown the most significant improvement among
your students after incorporating the Musescore application into your teaching methods? Could you provide some
examples or evidence to support your observations?

3. How do you perceive the usability and effectiveness of Musescore as a tool for enhancing your teaching skills in
music education? What are the key advantages you have noticed in comparison to traditional teaching methods?

4. As you integrated Musescore into your teaching practices, what challenges or barriers did you encounter? How did
you address these challenges to ensure a seamless integration and enhance music literacy effectively?

5. In your experience, how do grade 2 and grade 4 students respond to the use of Musescore in their music learning
journey? Have you observed any changes in their enthusiasm or motivation towards music literacy since
implementing the application?
DATA COLLECTION

Open-ended questions can be employed individually or

in conjunction with other interviewing techniques to
delve deeply into various topics, gain insights into
processes, and uncover potential reasons behind observed
correlations. These questions have the capacity to elicit
responses in the form of lists, brief answers, or detailed
narratives, which can then be analyzed to identify
recurring themes and patterns (Weller, 2018).
DATA ANALYSIS

The researchers will analyze the data gathered using

coding mechanisms to identify themes that will address
the research problem. After narrowing down the codes
to selective ones, multiple investigator triangulation will
be conducted to enhance the validity and reliability of
the results. Investigators with varied expertise will
verify the themes presented by the researchers.
DATA ANALYSIS
ROLES OF THE RESEARCHER

• Design the interview questions

• Oversee the data collection process
• Maintain the confidentiality and anonymity of the
participants' responses
• Analysis of data collected
• Adhere to ethical guidelines, ensuring that the
participants' informed consent is obtained, and their
rights are respected
METHODS OF VALIDATION

•Triangulation
•Member Checking
•Peer Review
•Thick Description
•Reflexivity
POTENTIAL ETHICAL ISSUES

•Informed Consent
•Confidentiality and Anonymity
•Power Imbalance
•Voluntary Participation
•Data Handling and Security
POTENTIAL ETHICAL ISSUES

•Researcher Bias
•Beneficence and Non-Maleficence
•Use of Technology
•Ethical Approval
REFERENCES
Bennet, R. (1989). A Philosophy of Music Education. Englewood Cliffs, N.J. : Prentice
Hall
Benson, L. M. (2016). Teachıng Methodology In Elementary Musıc And Begınnıng Band:
The Effect On Student Rhythmıc Achıevement . Jefferson City, Tennessee, USA: The
Faculty of the Education Department Carson Newman University.Broomhead, P. (2019).
What is Music Literacy?.https://books.google.com.ph/books?id=NDBiDwAAQBAJ
Davis, F.D.,Bagozzi, R.P. and Warshaw, P.R. 1992.Extrinsic and intrinsic motivation to use
computers in the workplace. J. Appl. Soc. Psychol., 22(14): 1111-1132.
Drobni, I. (2018). MUSIC LITERACY IN MUSIC EDUCATION.
https://www.researchgate.net/publication/348994860_MUSIC_LITERACY
_IN_MUSIC_EDUCATION
Fender, M. (2022). Top Ten Reviews: Best music notation sofware 2022.
https://www.toptenreviews.com/best-music-notation-software
REFERENCES
Obeng, P.A., & Osei-Senyah, E. (2018). The Challenges of Music Teaching and
Learning in Primary Schools in Offinso South Municipality. Journal of Education
and Practice, 9, 45-49.
Rhythmıc Achıevement . Jefferson City, Tennessee, USA: The Faculty of the
Education Department Carson Newman University.
Waddell, G. & Williamon, A. (2019). Technology Use and Attitudes in Music
Learning. Frontiers in ICT. 6. 1-14. 10.3389/fict.2019.00011.
Weller S., Vickers B., Bernard H., Blackburn A., Borgatti S.,and Gravlee C.(2018).
Open-ended interview questions and saturation. PLoS ONE 13(6): e0198606.
https://doi.org/10.1371/journal.pone.0198606
Xu, P. (2021). Research on the Application of Computer Music Software in College
Traditional Music Course. Journal of Physics: Conference Series, 1992(2), 022178.
doi:10.1088/1742-6596/1992/2/022178
THANK YOU!