Abstract:
This study embarked on an in-depth exploration of music education within the context
of private basic schools in Krowor Municipality. The research harnessed the insights
of 45 participants; 5 music teachers and 40 pupils, selected through purposive
sampling, to illuminate the current state of music instruction there. Employing a
comprehensive methodology that encompassed in-depth interviews, focused group
discussions, and observations, the study uncovered multifaceted perspectives on
music education. The data for this study was analysed u+--sing a thematic analysis
method. Across the sampled schools’ diverse approaches to music education emerged,
shedding light on varying levels of integration and importance. The limitation of
allocated time emerged as a constraint, impacting the depth and effectiveness of
music education, despite its acknowledged positive influence on academic
performance. An intriguing facet unveiled by the socio-demographic analysis was the
prevalence of non-specialist teachers, highlighting a central challenge of generalist
educators delivering music instruction. Proposed solutions include dedicated time
slots and specialist teachers. This study calls for collaborative measures to address
these challenges and optimize music education quality. As the study findings resonate
beyond the sampled schools, they offer insights for broader efforts to nurture holistic
and impactful musical education experiences
Description:
A thesis in the Department of Music Education,
School of Creative Arts, submitted to the
School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Music Education)
in the University of Education, Winneba
JULY 2024
