Strategies Undertaken By Music Teachers in Implementing Music in the Classroom: A Case of Selected Secondary Schools in Nairobi County, Kenya

Abstract

In 1995, the University of Zimbabwe explained that implementation takes place when the teacher constructed syllabus, personality, the teaching materials and the teaching environment interact with the learner. However, without subsequent progress, monitoring goals will be difficult to achieve. The objective of this study was to identify the music instructional strategies in implementing the music curriculum. The study was performed in Nairobi County, Kenya with form three music teachers and students in the County being the target population. The study took a descriptive survey approach on both groups (students and teachers). Purposive sampling was used to select 23 schools that offer music and 23 music teachers in Nairobi County’s selected schools. Music students were selected using simple random sampling. A total of 180 out of 360 form three music students and 23 teachers participated in the study. Data was collected using questionnaire guides, classroom observation schedule and focus group discussions guide. Data was analyzed using descriptive statistics and presented in tabular form containing the number of responses per item (frequency) and the percentage of each response in graphs and tables. Statistical package for social scientists (SPSS) was used to compute the empirical data for data processing and analysis.

Keywords: Curriculum implementation, Music Teachers, Strategies.


Article Review Status: Published

Pages: 11-22 (Download PDF)

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