Primary Year Three students attitude towards music learning in Chinese schools, Gerik Perak
<p>This research study aimed to determine Year Three students attitude towards music</p><p>learning in Chinese national-type primary schools, Gerik Perak. A sample of 54 primary</p><p>school children aged nine with 22 boys (40.74%...
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MT Musical instruction and study Tei,Wei Mei Primary Year Three students attitude towards music learning in Chinese schools, Gerik Perak |
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<p>This research study aimed to determine Year Three students attitude towards music</p><p>learning in Chinese national-type primary schools, Gerik Perak. A sample of 54 primary</p><p>school children aged nine with 22 boys (40.74%) and 32 girls (59.26%) involved in this</p><p>research study completed a questionnaire with a 4-point Likert scale through pre-test and</p><p>post-test. The Tripartite model with the affective, behaviour, and cognitive components</p><p>acted as a framework to determine participants attitude towards music learning with five</p><p>aspects of self-confidence, music anxiety, enjoyment of music, intrinsic motivation, and</p><p>perceived usefulness. The data were collected and analysed using descriptive statistics of</p><p>mean, standard deviation, and Cohens d. Results revealed that the participants were at a</p><p>high level of self-confidence towards music learning during the pre-test (=3.04) and a</p><p>slight decrease during post-test (=2.98). The participants were not feeling anxiety towards</p><p>music learning as both pre and post-test were at low levels with mean scores of 1.79 and</p><p>1.83 respectively. Consequently, the participants were at a high level of enjoyment towards</p><p>music learning for both pre-test (=3.13) and post-test (=3.07). The participants expressed</p><p>a high level of intrinsic motivation during the pre-test with mean scores of 3.00 and a</p><p>moderate level with mean scores of 2.97 during the post-test. Lastly, the participants stated</p><p>a moderate level of perceived usefulness towards music learning for both pre and post-test</p><p>with mean scores of 2.74 and 2.83 respectively. This research study asserts that the</p><p>participants enjoyed music learning in school but they hardly perceived the usefulness as</p><p>they find it less significant in learning music in school. These findings act as crucial</p><p>implications for certain parties so that suitable efforts can be made to improve and enhance</p><p>the quality of music learning in primary schools.</p> |
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Tei,Wei Mei |
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Tei,Wei Mei |
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Tei,Wei Mei |
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Primary Year Three students attitude towards music learning in Chinese schools, Gerik Perak |
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Primary Year Three students attitude towards music learning in Chinese schools, Gerik Perak |
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Primary Year Three students attitude towards music learning in Chinese schools, Gerik Perak |
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Primary Year Three students attitude towards music learning in Chinese schools, Gerik Perak |
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Primary Year Three students attitude towards music learning in Chinese schools, Gerik Perak |
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primary year three students attitude towards music learning in chinese schools, gerik perak |
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Universiti Pendidikan Sultan Idris |
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Fakulti Muzik dan Seni Persembahan |
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2022 |
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oai:ir.upsi.edu.my:99012024-03-14 Primary Year Three students attitude towards music learning in Chinese schools, Gerik Perak 2022 Tei,Wei Mei MT Musical instruction and study <p>This research study aimed to determine Year Three students attitude towards music</p><p>learning in Chinese national-type primary schools, Gerik Perak. A sample of 54 primary</p><p>school children aged nine with 22 boys (40.74%) and 32 girls (59.26%) involved in this</p><p>research study completed a questionnaire with a 4-point Likert scale through pre-test and</p><p>post-test. The Tripartite model with the affective, behaviour, and cognitive components</p><p>acted as a framework to determine participants attitude towards music learning with five</p><p>aspects of self-confidence, music anxiety, enjoyment of music, intrinsic motivation, and</p><p>perceived usefulness. The data were collected and analysed using descriptive statistics of</p><p>mean, standard deviation, and Cohens d. Results revealed that the participants were at a</p><p>high level of self-confidence towards music learning during the pre-test (=3.04) and a</p><p>slight decrease during post-test (=2.98). The participants were not feeling anxiety towards</p><p>music learning as both pre and post-test were at low levels with mean scores of 1.79 and</p><p>1.83 respectively. Consequently, the participants were at a high level of enjoyment towards</p><p>music learning for both pre-test (=3.13) and post-test (=3.07). The participants expressed</p><p>a high level of intrinsic motivation during the pre-test with mean scores of 3.00 and a</p><p>moderate level with mean scores of 2.97 during the post-test. Lastly, the participants stated</p><p>a moderate level of perceived usefulness towards music learning for both pre and post-test</p><p>with mean scores of 2.74 and 2.83 respectively. This research study asserts that the</p><p>participants enjoyed music learning in school but they hardly perceived the usefulness as</p><p>they find it less significant in learning music in school. These findings act as crucial</p><p>implications for certain parties so that suitable efforts can be made to improve and enhance</p><p>the quality of music learning in primary schools.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9901 https://ir.upsi.edu.my/detailsg.php?det=9901 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Muzik dan Seni Persembahan <p>Adelson, J. L., & McCoach, D. B. (2011). Development and psychometric properties of the math and me survey. Measurement and Evaluation in Counseling and Development, 44(4), 225247. https://doi.org/10.1177/0748175611418522</p><p></p><p>Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Prentice-Hall.</p><p></p><p>Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). 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