A MODEL FOR AN IMPACT-DIRECTED MUSIC-BASED PEDAGOGICAL APPROACH FOR ENHANCING TEACHER TRAINEES ' PERFORMANCE IN BASIC MUSIC SKILLS

Abstract

Music education is a field of study associated with the teaching and learning of music. Music teachers should apply appropriate pedagogical approaches that best suit specific level outcomes. Over the years, practitioners and educationists have noted a decline in teacher trainees‟ performance in music at primary teacher education (PTE) level. There is little indication on whether the use of music-based pedagogical approaches impact on the teacher trainees‟ performance in PTE music examination in teacher training colleges. The current study was prompted by the need for pedagogical approaches that would help in raising efficiency in teaching music and by extension yielding better results. The purpose of this study therefore was to develop a model for an impact-directed music based pedagogical approach for enhancing teacher trainees‟ performance in basic music skills. The objectives of the study include: to determine the impact of the use of Kodály pedagogical approach (KPA) on teacher trainees‟ performance in music basic skills, to establish the impact of the use of Orff pedagogical approach (OPA) on teacher trainees‟ performance in basic music skills, to analyse the impact of the use of Dalcroze pedagogical approach (DPA) on teacher trainees‟ performance in basic music skills and to propose a model for an impact-directed music-based pedagogical approach. The study was guided by Music Learning Theory by Gordon and complemented by the theory of Multiple Intelligences by Gardner. The study adopted mixed methods quasi-experimental research design. Selected experimental group was exposed to the music-based pedagogical approaches while control group continued with the traditional teaching approaches used by music tutors. The target population was 344 comprising of 341 teacher trainees in second-year and 3 college music tutors. Purposive sampling was used to draw participating tutors teaching music while census sampling was used to select teacher trainees studying music in second-year. A sample of 3 tutors teaching music and 170 teacher trainees studying music in second-year participated in the study. Questionnaires, an interview schedule, pre-test and post-test evaluation were used in collection of data for the study. A pilot study was conducted to determine the reliability of the research instruments. Cronbach‟s alpha was used to estimate the reliability of the instruments. A correlation co-efficient value of 0.748 was achieved. The research instruments were validated by the help of the supervisors and experts from the School of Education and School of Music and Media. Frequencies, percentages and means were used to summarize and describe data whereas Analysis of Variance (ANOVA) and T-test were used to establish the impact. All hypotheses were tested at α = 0.05 level of significance. The study revealed that there was statistically significant difference in the use of KPA on teacher trainees‟ performance in basic music skills. The study also revealed that sequential instruction has great potential for improvement of music basic skills (rhythm, melody, intervals, triads, transposition, and translation) at PTE music examination. Further, the study has proposed a model for an impact-directed music based pedagogical approach, which it is hoped when adapted will improve the overall performance of PTE music curriculum in Kenya, particularly equipping the teacher trainees with musicianship skills while also helping the music tutors develop content knowledge, practical experiences and effective pedagogical approaches. To this end, the study recommends that Kenya Institute of Curriculum Development (KICD) should consider inclusion of the principles of all music-based pedagogical approaches in the current curriculum reform