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ATTITUDE AND INTEREST AS PREDICTORS OF MUSIC STUDENTS’ ACHIEVEMENT IN COLLEGES OF EDUCATION IN SOUTH WESTERN NIGERIA
ABSTRACT
The poor performance of the music students in Nigerian Colleges of Education has been a major concern of educational stakeholders over the years. Finding solution to this problem motivated this study. The study examined attitude and interest as predictors of music students’ achievement in Nigerian Colleges of Education. Purposive and multistage random techniques were used to select 141 students (96 from Federal College of Education, Abeokuta and 45 from Federal College of Education (Special), Oyo) for the study. A structured questionnaire was used to elicit information from the respondents. Data were analyzed using frequencies, percentages, charts, line graphs, analysis of variance (ANOVA) and Pearson Product Moment Correlation (PPMC). Findings showed that majority of the respondents’ attitudes to music as a chosen course of study were: using and practicing musical instruction leads to high music achievements (=4.36) and correct use of western and traditional instruments requires a lot of training (=4.33). It revealed that the major areas of interest are: music education (=2.72), outdoor practical industrial attachment (=2.69) as well as dance and choreography (=2.65). Furthermore, the students’ academic achievement in relation to their GPA was average (merit). Analysis of variance showed that there is a significant difference in students’ achievement in music across the study location. (F = 25.57, P < 0.05). There was a positive but significant correlation (r= 0.181, p < 0.05) between students’ attitude and achievement. The study concluded that the students’ attitude influences their achievement in music. It was therefore recommended that students’ interest should be one of the criteria for selecting a course of study.
Key words: Attitude, Interest and Achievement.
TABLE OF CONTENTS
Title Page – – – – – – – – – – i
Approval Page – – – – – – – – – ii
Dedication – – – – – – – – – – iii
Acknowledgments – – – – – – – – – iv
Abstract – – – – – – – – – – vi
Table of Content – – – – – – – – – vii
CHAPTER ONE: INTRODUCTION – – – – – – 1
1.1 Background of the Study – – – – – – – 1
1.2 Statement of Problem – – – – – – – 4
1.3 Objective of the Study – – – – – – – 7
1.4 Significance of the Study – – – – – – – 7
1.5 Research Question – – – – – – – – 8
1.6 Scope of the Study – – – – – – – – 8
CHAPTER TWO: LITERATURE REVIEW – – – – – 9
2.1 Attitude and Interest Defined – – – – – – 9
2.1.1 Attitude – – – – – – – – – 9
2.1.2 Functions of Attitude – – – – – – – 12
2.1.3 Formation of Attitude – – – – – – – 13
2.1.4 Major Components of Attitude – – – – – – 19
2.1.5 Types of Attitudes – – – – – – – – 19
2.1.6 Attitude Change – – – – – – – – 20
2.2 Interest – – – – – – – – – 21
2.2.1 Interest in Schooling – – – – – – – – 23
2.2.2 Formation of Interest – – – – – – – 25
2.2.3 The importance of interest – – – – – – – 28
2.3 Factors Affecting Attitude and Interest Formation – – – – 29
2.3.1 Family Background – – – – – – – – 29
2.3.2 Teachers’ Attitude – – – – – – – – 30
2.3.3 Influence of Peer groups – – – – – – – 32
2.3.4 Students’ individual perception – – – – – – 33
2.4 Achievement – – – – – – – – 35
2.4.1 Academic Achievement – – – – – – – 37
CHAPTER THREE: RESEARCH METHODOLOGY – – – – 38
3.1 Description of the Study – – – – – – – 38
3.2 Population of the Study – – – – – – – 40
3.3 Sampling Procedure and Sampling Size – – – – – 41
3.4 Data collection procedure – – – – – – – 42
3.5 Research Instrument Validation – – – – – – 42
3.5.1 Validity Test – – – – – – – – 42
3.6 Measurement of Variable – – – – – – – 43
3.6.1 Personal characteristics of the respondents – – – – – 43
3.6.2 Respondent’s attitude to music as a chosen course of study – – 44
3.6.3 Respondent’s Areas of Interest in Music – – – – – 45
3.6.4 Academic Achievement in Music – – – – – – 45
3.6.5 Methods of Data Analysis – – – – – – – 45
CHAPTER FOUR: RESULT AND DISCUSSION – – – – 46
4.1 Introduction – – – – – – – – – 46
4.2 Personal characteristics of the respondents – – – – – 46
4.3 Respondents Parent Qualification and Occupation – – – – 49
4.4 Attitude to music as a chosen course of study – – – – 52
4.5 Categorization of respondents’ attitude to music as a course – – 55
4.6 Area of Interest in Music – – – – – – – 56
4.7 Categorization of respondents’ attitude to music as a course – – 57
4.8 Academic Achievement in Music – – – – – – 58
4.9 Distribution of students based on academic achievement – – – 60
4.10 Test of significant difference in respondents’ achievement in music across the study area – – – – – – – – – – 61
4.11 Test of significant difference in respondents’ attitude towards music across the study area – – – – – – – – – – 62
4.12 Test of significant difference in respondents’ areas of interest in music across the study area – – – – – – – – – 63
4.13 Test of relationship between attitude, interest in music and achievements – 64
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary – – – – – – – – – 65
5.2 Conclusion – – – – – – – – – 66
5.3 Recommendations – – – – – – – – 68
Reference – – – – – – – – – – 79
Appendix – – – – – – – – – – 77
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The purpose of this study is to explore the role of attitude and interest as predictors of academic achievement of music students especially in Nigerian Colleges of Education. Academic achievement is interestingly an important issue. Because it is a fundamental premium upon which all teaching-learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Academic achievement has special importance for both the student, and the people around him or her.
In human life, attitude as an attribute is learned. And it could vary and change perpetually during the process of socialization (Levent & Umuzdas, 2013). In our world today, a lot of multidimensional researches have been conducted on the nature and characteristics of attitude (Güllü & Güçlü 2009). As a matter of fact, the predictive role of attitude and interest over music students ‘academic achievement cannot be underestimated. There is virtually nothing in this life that can be successfully achieved without displaying a positive attitude and interest towards it. On this note, it is of a paramount importance to take this study.
Attitude and interest have been observed through personal experience to have a profound impact on students’ academic achievement. Paul (2013) stated that “passionate interest can even allow people to overcome academic difficulties or perceptual disability” (p. 9). The low course scores, failures, absence in music classes by students and inability to perform well, in both vocal and instrumental music, have been attributed to lack of students’ sustained interest in music study. Causing these problems are student and teacher-related factors. Problems related to student’s factor, is problem of low performance in music studies caused by inadequate facilities, self-indiscipline, teacher-student laxity and indiscipline resulting from home environment problems. Problems related to teacher factor are problems such as lack of adequate facilities to enhance their teaching, inadequate learning materials and resources like music rooms among others. These lead to lack of sustained interest in music.
Since with such problems many music students do not attain sufficient musical performance skills during their training, many of the N.C.E music graduates are unable to meet up with the musical needs and demands of the Nigerian society. Music is such a phenomenon that should be highly embraced; however, reverse has been the case. It is so pathetic to discover that many of the students are not musically forthcoming both within the school system and in the society at large.
What then are the causes of this problem? Without mincing words, I will not hesitate to say that the answer to this question is lack of positive attitude and interest toward music study. The weakness as identified supra by Okafor (2005) can be traced to the negative attitude and lack of interest students have toward music. Attitude and interest as well as achievement work go hand in hand with each other. They are inter-related, in other words, they affect each other. Silvia (2001) opined that “interest powerfully influence our academic and professional choices” (p. 4). “More recent studies pointed to the fact that there is positive correlation between students’ attitude and academic achievement” (Mata, Monteiro & Peixoto, 2012, p.3).
Various misconceptions have been observed about music as a course of study. Duerksen (1972) stated that, “students who had dropped instrumental music indicated their instruments were difficult to play” (p.3). McPherson and Davison (2002) have this to say: “playing a musical instrument requires regular practice in order to advance in ability, however, many students do not find practicing to be enjoyable, and therefore do not do it regularly” (p.3). Some experienced difficulty in reading and writing of music. Allen (1981) affirms that “students reported that their problems with music reading were a critical factor in their decision to withdraw from the orchestra program” (p.104). Henry (2011) affirms that “a number of pupils have been given the impression that music is for the talented and so they get involved only as far as the examination is concerned. In addition, some students do feel that studying music in schools is a waste of time” (p.9).
Notwithstanding, there are students who are highly interested in music, they see music as a very interesting subject and are ready to give all it requires to excel in it. Wanjala (2011) confirms this statement when he stated that
a large number of pupils wished to keep up with music after their primary school. It is perhaps true to say here that pupils at this level can only show positive attitude in their future aspiration in terms of what they feel about music, their level of motivation, their progress and achievement so far (p.9).
Students’ attitude, interest and achievement can be viewed in different perspectives such as positive and negative attitude towards a particular course. Achievement in music can be categorized as high or low achievement. This confirms the relationship between attitude, interest and achievement as earlier mentioned. Students with positive attitude and interest toward a thing tend to have greater tendency of achieving higher while students with negative attitude tend to achieve little or nothing (Mc Coach & Siegle, 2001).
Abeles, Hofer and Klotman (1984) opined that, “the encouragement of positive attitude towards music is a complex matter. One of the most important goals of music education is the development of positive attitudes toward music” (p.142). Attitude and interest affect all the learning domains such as the cognitive, psychomotor and the affective domains. Abeles et al. (1984) stated further that “affective domain organizes outcomes of instruction such as students’ interest, attitudes and values which are very important in arts education” (p.143). Suizuma, Masocha & Zezkwa (2013) also stated that, “affective factors such as attitudes also have profound impact on students’ geometry achievement” (p.403). Gouzouasis, Gugn & Kishor (2007) opined that “there is association between students’ music participation and success” (p.87).
On this note, it is of a paramount importance to discuss the factors that influence the formation of attitude and interest either positively or negatively. In line with the existing researches conducted by some authors like Bandura (1977), Dawson, Gravelle, Karlis & Kilrea (2008), Ogunbiyi (1982), Reis & Coach (2000). Attitude and interest can be influenced by the following factors among others. They are family background, teachers’ attitude, and influence of peer groups as well as students’ individual perception.
1.2 Statement of Problem
According to Gorard and Davies (2012), “attitude refers to anything that reflects parent’s and individual’s feelings about education, schooling and attainment or academic achievement performance. Attitude is also often taken to mean one’s confidence, and so it is linked conceptually to self-esteem and self-efficacy (p.14). While Merriam-Webster Dictionary (2015) defined interest as a feeling of wanting to learn more about something or to be involved in something. It is a quality that attracts one’s attention and makes one to learn more about something or to be involved in something. It is also a hobby that a person enjoys learning about or doing. Therefore, attitude and interest are considered central predictors for achievement. In fact, there may be no record for any achievement of any goal, aim and objective outside these two phenomena.
Various misconceptions have been observed about music as a course of study among the contemporary students. Olusoji (2013) have enumerated some contemporary problems facing the study of music in Nigeria secondary schools and tertiary institutions and the perceptions of the society about music as a school course. The following are the findings of Olusoji (2013):
- Students have problems in convincing their parents about their choice of music as a career.
- Most respondents in his study choose music out of frustration of not making the required grade for their first choice.
- The age long stigma attached to music is still quite prevalent in contemporary times as undergraduates still encountered derogating remarks from society on their choice of music as a course and profession. These no doubt must have contributed immensely to the negative attitudes and interests which as a result, affected the academic achievement of many of the music students.
- Students choose pop icons both local and international as their role model and would rather chart and pursue their career on popular music because of immediate financial rewards rather than a career in classical music. This concept of misconception has caused great havoc to the study of music by killing or depreciating students’ interest for music even made those that are into it to have wrong attitudes towards the study.
Many assumed that music is a difficult subject particularly in the area of playing of musical instruments such as piano, guitar, and violin among others of which made majority of the students to have the impression that music is for the talented and so they get involved only as far as the examination is concerned (Wanjala, 2011). Even, this category of students chooses music out of frustration of not making the required grades for their first choice courses and their attempt to get admission to the university in any other available course with a lower requirement without any personal interest and attitude towards the music (Olusoji, 2013). Music is such a phenomenon that is loved by majority, however, it has been observed that very few students have love for studying music as a course of study due to the negative attitude or misconception towards the subject as stated above, and many findings indicated that students’ attitudes and interests could play a substantial role among students studying music. Temmerman (2000) stated that children’s attitudes play an important role in the learning of music and that if attitudes are negative, then continued involvement with and learning in music is less likely to occur and that music educators should be cognisant of and utilise children’s preferences for certain musical activities if musical learning and a positive (life-long) interest is to occur.
It is so pathetic to discover that many of the students are not forthcoming both within the school system and in the society at large. Through personal observation, many of the students in Nigerian Colleges of Education do hide their identities as music scholars in the society. Many prefer to teach another subject during their teaching practice in schools while majority of the National Certificate in Education (N.C.E.) graduates prefer to be employed by the Government as Social Studies or Yoruba teacher among others, depending on their course combinations. As a matter of fact, this is a big problem which calls for urgent attention.
To lend credence to this, Okafor (2005) stated that the common problem of the pioneering days was that students were not as well as equipped as was desirable, their grasp of the subject was weak. This had not really improved as expected in contemporary times. The study is therefore motivated by the challenge of low mark score by some of the students in Nigerian Colleges of Education. This actually can be referred to as not doing well academically and this may eventually affect the students from not getting a lucrative job in the society if these negative attitudes toward their course of study are not minimized. Through personal observation, which is in line with some of the findings of some scholars, attitude and interest have been discovered to be predictors of academic achievement. The extent to which attitude and interest influence students’ achievement is a great concern in this work. This research examines the effect of attitude and interest on the academic achievement of music students and makes some recommendations for improving and attaining better achievement.
1.3 Objective of the Study
The broad objective of this study is to investigate attitude and interest as predictors of music students’ achievement in Nigerian Colleges of Education.
Specific Objective: The specific objectives of this study as captured from the main objective are to:
- ascertain the personal characteristics of the respondents in the study area;
- determine the respondents’ attitude towards music as a chosen course of study;
- assess the respondents’ areas of interest in music as a chosen course of study; and
- investigate the respondents’ academic achievement in music as a course of study.
- determine the strength of the predictive value of interest and attitude and to identify variables that moderate the impact of interest and attitude on music students’ achievement.
1.4 Significance of the Study
The role of attitude and interest in the academic achievement of music students cannot be overlooked. This study reveals the fact that achievement can be attained through two main factors which are attitude and interest.
The study also centers on the formation of positive attitude and interest towards music. It is of a paramount importance to embark upon this study in order to improve the academic achievement of music students in order to reduce the number of failure and low achievement in music. The study is very significant because it avails the students the opportunity to discover the secret to their success as this can help them to reshape their negative perception and make all possible and conscious efforts to develop a positive disposition towards music.
A careful observation of this study, shall in no doubt trigger the achievement of music students in every aspect of their musical endeavour. It will enable the policy maker, parents and teachers to realize how interest and attitude could influence the achievement of students in music as a course of study. Most especially, the research project will open the insight of our policy makers in making relevant decisions that will help in minimizing problem facing the academic achievement of students in Nigerian Colleges of Education.
1.5 Research Questions
- What are the personal characteristics of the students in selected Colleges of Education?
- What are the students’ attitudes towards music as a chosen course of study?
- What are the students’ areas of interest in music as a chosen course of study?; and
- What are the students’ academic achievements in music as a course of study?
1.6 Scope of the Study
This study is strictly restricted to Federal Colleges of Education in Ogun and Oyo South-Western Nigeria. It is to evaluate the attitude and interest of students as it relates to academic achievement. The study focuses on 100 and 200 level students of each institution as case study.
ATTITUDE AND INTEREST AS PREDICTORS OF MUSIC STUDENTS’ ACHIEVEMENT IN COLLEGES OF EDUCATION IN SOUTH WESTERN NIGERIA
