AUTHOR(S) (YEAR) PURPOSE OF THE

METHOD SAMPLE FINDINGS

TITLE STUDY
Jennifer Lee Doyle (2009) To compile and examine Quantitative, Public Elementary Teachers had varied
Music Teacher music teacher Descriptive, Schools (N=135) serving experience levels from
Perceptions of Issues and perceptions of issues Uses Primary Data via grades PreK-8, and list of first-year to pre-
Problems in Urban and problems in urban survey from current elementary retirement.
Elementary Schools schools in an effort to respondents, and music teachers (N=172) The results of the study
determine whether Secondary Data suggest that professional
relationships exist collected from public support is related to
among the various records for demographic teacher
aspects of urban music information attitudes, and that high
education. levels of support will
result in more positive
teacher attitudes
toward cultural diversity
and urban education
Jennifer Elizabeth To investigate the impact Exploratory or Total of 41 female early The findings resulting
Vannaita-Hall (2010) of a music methods Quantitative, childhood pre-service from research inquiry
Music Education in Early course on pre-service Pragmatism Paradigm, teachers participated in one revealed a
Childhood teacher early childhood teachers Descriptive the study, out of the significant overall
Education: The Impact of confidence to teach pool of 49 students [47 increase in
Music Methods Course on music. It also sought to female, 2 male] who participants reported
Pre-Service Teachers determine if there was a enrolled in Music for the music teaching self-
Perceived Confidence and significant change in the Young Child. Of the 49 efficacy perceptions over
Competence to Teach perceived self-efficacy of students who enrolled in the 15-week music
Music group of early childhood the course, 46 methods course. The
pre-service teachers to consented to participate overall means of music
teach music following teaching self-efficacy
the completion of four scores increased at each
microteachings in an administration of the
early childhood music MTSEQ. Significant
methods course. differences were also
found for each pairwise
comparison of self
 -efficacy
perception from pre- to
mid-MTSEQ, mid- to
post-MTSEQ, and pre- to
post-MTSEQ.
The findings of this study
suggest that a one-
semester college music
methods course can
boost early childhood
pre-service teachers
confidence and
competence to teach
music to young
children.
Laura E. Fitzpatrick To investigate secondary Qualitative-dominant The 151 respondents First, music education is
(2013) Factors Affecting level music teachers mixed methods had from 1 to 35 years disappearing from
Music Education in perceptions of public approach of teaching elementary schools
Ontario music education in experience, with an across the province.
Secondary Schools: Ontario secondary average of 13.9 years Second, enrolment in
Teachers' Perspectives schools (SD=8.53). All of the music courses at the
participants had at least secondary level has
one music course been declining in Ontario
(designated as AM_) in for decades - a trend
their 2011-2012 that is still occurring
teaching assignments. today, even in the
context of declining
school
enrolment.
Third, the decreasing
sense of empowerment
and professional capital
experienced by music
teachers appears to be
 impeding their efforts to
initiate positive
change in their music
programs.
George Darryl Waller To investigate the impact Quantitative, Descriptive Students with 4 or more The results of this study
(2007) The Impact on of music participation on years, 3 to 3.5 years, 2 indicate that music
Academic Achievement, academic to 2.5 years, education impacts
Attendance rate, and achievement, specifically and 1 to 1.5 years of academic achievement,
Student Conduct on the on grade twelve vocal or instrumental attendance rate, and
2006 Senior Class in One weighted cumulative music instruction; student conduct in a
Southeast Virginia Public grade point average students not variety of facets.
School Division participating in
instrumental or vocal
music instruction; and
students that may have
been enrolled in a
combination of vocal
and instrumental music
courses in grades nine
through twelve.
Pablito P. Gantan1, Aimed to determine the Quantitative, Descriptive Thirty three (33) MAPEH -According to the profile
Enrique G. Baking1, various methods used by Teachers handling music of the
Dolores T. Quiambao1, the Music, Arts, Physical subject among the teacherrespondents
Reynaldo C. Nicdao1, Education and Health seven public schools of majority are young and
Alvin V. Nuqui1, Teachers in the Mexico, Pampanga and new to the
Reynaldo C. Cruz1 (2015) public secondary schools the four hundred eighty system, female teachers
Strategies in Teaching of Mexico Pampanga, (480) outnumber the male
Music and their Perceived academic year 2014- fourth year students of and that there are very
Effectiveness 2015. San Juan High School few music training
programs organized by
the Division of
Pampanga.
-The methods used by
the MAPEH teachers
 were described as much
effective.
-There is a significant
difference in the
assessment of the
student and teacher
respondent in assessing
the methods used in
teaching music.
-Lack of support and
discrimination from the
institution leads to the
fluctuation of interest
towards the subject.
-There is a great need to
re-assess the role of
music in the curriculum
and its role in the
students development

Submitted by: NOVA KRISTINE B. MAGLUPAY

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