STUDENTS’ PERCEPTION OF TERTIARY MUSIC STUDIES.

STUDENTS’ PERCEPTION OF TERTIARY MUSIC STUDIES

Abstract

The study was designed to examine the students’ perception of music studies at tertiary level (Federal college of Education, Eha-Amufu in particular). The first year students in the five schools were used for the study. The study answered three research questions and tested three null hypotheses at 0.05 levels of significance. The descriptive survey research design was employed. The sample comprised 261 students. Questionnaires were the instruments used for data collection. Data collected were analyzed using ANOVA and standard deviation. The purpose of the study was to examine the students’ perception of music studies; the reasons why students’ don’t offer music as a course of study; and the strategies for improving the students’ perception of music studies. The major findings of the study include: music is not recognized in the time table during their primary and secondary school days; the attitude of their parents, relations and peer groups made them not have interest in studying music; lack of music teachers; lack of musical facilities and equipment which resulted to few schools that offer not to have confidence in handling musical instrument and equipment is also major finding which made the students not to have interest in music studies; more so the schools that offer music lay much emphasis to theory than practical performance. The ANOVA and standard deviation indicate no significant difference on the mean ratings of the first year students’ in the five schools. Even though, there were a few differences that were not statistically significant.

CHAPTER ONE

INTRODUCTION

Background of the Study

Education has been accepted as the key to success and an index for national development. Alfred North White Head in Azikiwe (1993) defined education as the acquisition of the art of utilization of knowledge. According to him education is not just the acquisition of knowledge but the acquisition of the art of utilization of knowledge. This is a very pertinent view point for us in the country where education is often viewed merely in terms of paper qualification. In summary, his view is that for knowledge to be meaningful it must be for use rather than as ornament.

The role education plays in a country is unquantifiable. Etim (2005) said that education helps in improving the productivity of the people in meeting their demands for food, clothing, shelter, material resources, wealth creation and other necessities. Education organizes the mind for human relationship. An educated mind always encourages recognition and preservation of differences as necessary component of understanding.