Options
An exploratory study of motivation factors, academic and social goals in primary school general music classes
Author
Lee, Jeanie Chin Ying
Supervisor
Chong, Sylvia
Abstract
This study explores the academic goals, social goals and motivation factors that influence primary school students’ engagement in general music.
In every general music lesson, there are three key components: the teacher, the student and the lesson. The teacher’s skills, knowledge and other qualities influence how engaged students are in the lesson (teacher motivation factor). Student engagement is also influenced by students’ prior musical skills and knowledge as well as their parents’ influence and/or support for them in music (personal motivation factor). Finally, the type and nature of lesson activities will impact student engagement (lesson motivation factor).
Every student also comes into class with a unique combination of academic goals and social goals – academic goals are the mastery or competitive reasons why students wish to learn, while social goals are the social reasons for students wanting to achieve academically. Three academic goals (mastery goal, performance goal and work avoidance goal) and five social goals (social affiliation goal, social approval goal, social responsibility goal, social status goal and social concern goal) have been examined in relation to students.
Data was collected from students and teachers of three levels: Primary 2 (P2), Primary 3 (P3), and Primary 5 (P5). The P2 and P3 classes represented lower primary, while the P5 classes represented upper primary. Three classes per level were observed for one 30-minute lesson each and field notes were recorded. In addition, five students per class and their music teacher were shortlisted for one semi-structured interview each. All interviews were transcribed and coded. The three P2 classes were of mixed academic ability, while the three P3 and three P5 classes were selected to represent high, middle and low academic ability groupings.
Findings indicated that the mastery goal and the social concern goal were the most significant academic goal and social goal for primary school students respectively. There was also an upwards trend for both the social approval goal and the teacher motivation factor. Furthermore, for students whose music teacher was musically-trained, the teacher motivation factor was the most significant for them; this was in contrast to students taught by the non-musically trained teachers who found the teacher motivation factor less significant.
Findings from this study provided implications in the context of Singapore’s education relating to programmes, training and deployment. The findings suggest self-regulated learning and peer tutoring as possible pedagogical approaches in class, and indicate the importance of preparing music teachers to be sufficiently skilled and knowledgeable in music, as well as deploying trained music teachers to teach general music. Recommendations for further research have been made at the end of the study.
In every general music lesson, there are three key components: the teacher, the student and the lesson. The teacher’s skills, knowledge and other qualities influence how engaged students are in the lesson (teacher motivation factor). Student engagement is also influenced by students’ prior musical skills and knowledge as well as their parents’ influence and/or support for them in music (personal motivation factor). Finally, the type and nature of lesson activities will impact student engagement (lesson motivation factor).
Every student also comes into class with a unique combination of academic goals and social goals – academic goals are the mastery or competitive reasons why students wish to learn, while social goals are the social reasons for students wanting to achieve academically. Three academic goals (mastery goal, performance goal and work avoidance goal) and five social goals (social affiliation goal, social approval goal, social responsibility goal, social status goal and social concern goal) have been examined in relation to students.
Data was collected from students and teachers of three levels: Primary 2 (P2), Primary 3 (P3), and Primary 5 (P5). The P2 and P3 classes represented lower primary, while the P5 classes represented upper primary. Three classes per level were observed for one 30-minute lesson each and field notes were recorded. In addition, five students per class and their music teacher were shortlisted for one semi-structured interview each. All interviews were transcribed and coded. The three P2 classes were of mixed academic ability, while the three P3 and three P5 classes were selected to represent high, middle and low academic ability groupings.
Findings indicated that the mastery goal and the social concern goal were the most significant academic goal and social goal for primary school students respectively. There was also an upwards trend for both the social approval goal and the teacher motivation factor. Furthermore, for students whose music teacher was musically-trained, the teacher motivation factor was the most significant for them; this was in contrast to students taught by the non-musically trained teachers who found the teacher motivation factor less significant.
Findings from this study provided implications in the context of Singapore’s education relating to programmes, training and deployment. The findings suggest self-regulated learning and peer tutoring as possible pedagogical approaches in class, and indicate the importance of preparing music teachers to be sufficiently skilled and knowledgeable in music, as well as deploying trained music teachers to teach general music. Recommendations for further research have been made at the end of the study.
Date Issued
2010
Call Number
MT3.S55 Lee
Date Submitted
2010