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Music Education Context and Socio-Cultural Factors As Determinants of Students’ Participation in High School Music Programs: Basis for a Music Program Framework

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Music Education Context and Socio-Cultural Factors As Determinants of Students’ Participation in High School Music Programs: Basis for a Music Program Framework Music Education Context and Socio-Cultural Factors as Determinants of Students’ Participation in High School Music Programs: Basis for a Music Program Framework A Thesis Presented to the Center of Graduate Studies Adventist University of the Philippines In Partial Fulfilment of the Requirements for the Degree Master of Arts in Education Major in Music Education By Namaiko Chipo October 2015 ii ABSTRACT MUSIC EDUCATION CONTEXT AND SOCIO-CULTURAL FACTORS AS DETERMINANTS OF STUDENTS’ PARTICIPATION IN HIGH SCHOOL MUSIC PROGRAMS: BASIS FOR A MUSIC PROGRAM FRAMEWORK Chipo Namaiko Master of Arts in Education Major in Music Education Adventist University of the Philippines Putting Kahoy, Silang, Cavite September 2015 Advisor: Ermilin P. Diamante, MAEd The aim of this study was to investigate the determinants of students’ participation in high school music programs as a basis for proposing a music program framework. This study was done in order to confirm the observed general low participation in music programs and suggest a solution thereof. A total of n = 289 participants, 128 males and 161 females, aged 15 to 19 years, sampled through stratified random sampling, drawn from three purposively selected public Zambian high schools were used in this study. Predictive-correlational research design was used for aligning the study. The study was influenced by the socio-cognitive theory. The results indicate: low use of music technology, high quality of music programs, open music culture, restrictive church influence, strong peer influence in music, strong family support, strong perceived benefits of music and a low participation in music programs. Music technology, church influence, peer influence, family support and perceived benefits of music are significantly iv positively related to participation (p < 0.001), while quality of music program and music culture are not. There was a significant difference in participation when age and gender are considered (p < 0.001). Peer influence, music technology, family income and age predicted participation in music programs (p < 0.001). The implications of the findings suggest that advocacy towards increased use of music technology would greatly improve students’ participation. A music program framework is suggested which encompasses activities and strategies for indoor and outdoor music activities aimed at enhancing participation. v ACKNOWLEDGEMENTS Worry looks around, fear looks back, faith looks up… --Unknown-- Faith in God has kept me strong this far. I thank God for not giving up on me and bestowing a lot of blessings even when the going sometimes seemed tough. May glory and honor be His forever and ever. I express my sincere deep down heart felt gratitude to Ma’am Diamante for her untiring mentorship through reading, editing and offering suggestions to improve this thesis. She was like an elder sister to me, never moody, ever willing to help even amidst tight schedules; she was there for me. God bless you Ma’am abundantly. Many thanks also are conveyed to the following people and institutions whose input and role are invaluable to this undertaking: Dr. Vicky Mergal, Assistant Vice President for Academics – Graduate Studies and Chair of the Oral Defense Committee, I thank you for your tutelage, advice, leadership and encouragement in improving this work. You were like a mother to me. Dr. Lorcelie Taclan, my methodologist, I thank you for reading through my manuscripts, and critiquing the methods and offering suggestions for improvement. Mrs. Precious Tayaben, my statistician, a big thank you for your expert advice on the instruments and eventual analysis of data which you did promptly beating the deadlines. vi To Dr. Jolly Balila, Dr. Caezar Idaosos, Dr. Lorcelie Taclan, Mr. Dante Oblimar, Ms. Jewel Solidum, Mr. Teofilo Esguerra and Mrs. Nerlyn Beratio Thank you for validating the instruments and offering suggestions for improvement. A special thank you to my co-authors and the panel members –Dr. Vicky Mergal (chair), Dr. Lorcelie Taclan (methodologist), Dr. Ann-Gracel Saban (member), Mr. Dante Oblimar (member) and Mrs. Ermilin Diamante (Advisor), for your critique, suggestions and availability to hear my findings. Respondents from the three schools in south Zambia who provided data for this study, I sincerely thank them. Special thanks to Mr. Geoffrey Himwiita, for his great efforts as a research assistant in helping to gather data and sending it promptly. Special thanks to my wife and children for their patience, encouragement and constant prayers during my writing. I thank my dad, brothers and sisters for their prayers and encouragement they kept me going. I thank my immediate supervisor at Linda Secondary for being patient with me and offering advice and encouragement. Special thanks to Todd Snelgrove for his financial assistance and encouragement all the way through this study. God bless you so much. I thank Ms. Rima Nepangue faculty of MSN and the members of apartment E-15 and 16 prayer band for their constant prayers and encouragement. The Researcher vii DEDICATION For with God, nothing is impossible Luke 1:37 This book is dedicated to the woman who never lived to see the success of her son My mother Evelyn Mweene. It is also dedicated to my dad, my wife and children for their support in shaping the man that I am today. TABLE OF CONTENTS TITLE PAGE …………………………………………………………………………… i APPROVAL SHEET.....…………………………………………………………………ii ABSTRACT...................................................................................................................... iii ACKNOWLEDGEMENTS ..............................................................................................v DEDICATION ................................................................................................................ vii TABLE OF CONTENTS .............................................................................................. viii LIST OF TABLES........................................................................................................... xi LIST OF FIGURES....................................................................................................... xiii Chapter 1 THE PROBLEM AND ITS BACKGROUND ..............................................1 Statement of the Problem........................................................................................ 4 Hypotheses.............................................................................................................. 5 Significance of the Study........................................................................................ 6 Scope and Limitations............................................................................................. 7 Chapter 2 REVIEW OF LITERATURE AND RELATED STUDIES ......................10 Music Education Context...................................................................................... 10 Music Technology .................................................................................... 12 Quality of Music Programs....................................................................... 14 Socio-cultural Factors ........................................................................................... 16 Music Culture............................................................................................ 17 Church/denomination’s Influence............................................................. 23 Peer Influence in Music. ........................................................................... 25 Family Support.......................................................................................... 28 Social Benefits of Music........................................................................... 30 Students’ Participation in High School Music Programs ..................................... 33 Moderator Variables ............................................................................................. 44 ix Age............................................................................................................ 44 Gender....................................................................................................... 45 Enrolment in Music Class......................................................................... 47 Religious Affiliation. ................................................................................ 49 Denominational Affiliation....................................................................... 51 Family Income .......................................................................................... 52 Source of Income ...................................................................................... 53 Theoretical Framework......................................................................................... 54 Research Paradigm................................................................................................ 60 Definition of Terms............................................................................................... 62 Chapter 3 METHODOLOGY........................................................................................65 Research Design.................................................................................................... 65 Population and Sampling Techniques................................................................... 66 Demographic Profile of Respondents ................................................................... 68 Instrumentation ....................................................................................................
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