{"id":10272,"date":"2022-10-11T07:14:02","date_gmt":"2022-10-11T07:14:02","guid":{"rendered":"https:\/\/file.currentschoolnews.com\/?post_type=product&p=10272"},"modified":"2022-10-11T12:11:49","modified_gmt":"2022-10-11T12:11:49","slug":"assessment-of-implementation-of-music-education-curriculum-in-junior-secondary-schools-in-kaduna-state","status":"publish","type":"product","link":"https:\/\/pastexamquestions.com\/product\/assessment-of-implementation-of-music-education-curriculum-in-junior-secondary-schools-in-kaduna-state\/","title":{"rendered":"Assessment of Implementation of Music Education Curriculum in Junior Secondary Schools in Kaduna State"},"content":{"rendered":"

– Assessment of Implementation of Music Education Curriculum in Junior Secondary Schools in Kaduna State –<\/strong><\/span><\/p>\n

Download Assessment of Implementation of Music Education Curriculum in Junior Secondary Schools in Kaduna State<\/strong><\/span>. Students who are writing their projects can get this material to aid their research work.<\/span><\/span><\/p>\n

Abstract<\/strong><\/h3>\n

This study was on Assessment of Implementation of Music Education Curriculum in Junior Secondary Schools in Kaduna State. During the investigation, questionnaires, observation and checklist were used as instruments for data collection. <\/span><\/p>\n

The study involved 171 students of JSS 2 and JSS 3; three (3) music teachers and six (6) vice principals from a population of 3300 respondents (3221 students, 3 teachers and 6 vice principals) drawn from the only three schools offering music in the educational zone. <\/span><\/p>\n

Descriptive and inferential statistics techniques were used to analyze the one hundred and\u00a0<\/span>seventy-one<\/span>\u00a0(171) students and nine (9) teachers and vice principals from the Inspectorate Divisions.<\/span><\/p>\n

Descriptive statistics and chi-square (X<\/span>2)<\/span> non-parametric statistics were used to analyze the data collected for the research and to test the null hypotheses. <\/span>Five null hypotheses were formulated and tested at 0.05 level of significance. Four (4) hypotheses were retained while one (1) was rejected. <\/span><\/p>\n

Major findings from the analysis of data collected for the study were as follows: findings from research question one revealed that both groups did not differ significantly on the achievement of music objectives as the combination of harmonium sound enable students to sing in unison.<\/span><\/p>\n

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Introduction<\/strong><\/h3>\n

1.1 Background of the Study<\/strong><\/p>\n

Music education is a field of study associated with the teaching and learning of music. More than mere teaching notes and rhythm, music education seeks to develop the whole person. <\/span><\/p>\n

It touches the development of the affective domain including music acquisition and sensitivity. It helps to develop fine motor skills in students who play instrument. It expands cognitive development through the recognition and interpretation of musical notation. <\/span><\/p>\n

Thus, music can be defined as the art or science of combining vocal or instrumental sounds (or both) to produce beauty of form, harmony, and expression of emotion (Concise Oxford Dictionary, 2004). <\/span><\/p>\n

The incorporation of music training from pre-school to post-secondary education is common in most nations because involvement in music is considered a fundamental component of human culture and\u00a0<\/span>behaviour<\/span>. <\/span>Each culture possesses its own musical language that reflects its own traditions, concerns and activities.<\/span><\/p>\n

According to Okafor (2003:189) \u201cAfricans use music as much as music controls their lives and speeches\u201d he further observed that music is implicated in life, <\/span>and people use music to communicate, to move, to express emotions, ideas and mobilize people or rally people to solidarity.<\/span><\/p>\n

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