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dc.contributor.authorMbeche, G. Cleniece
dc.date.accessioned2012-02-24T13:08:14Z
dc.date.available2012-02-24T13:08:14Z
dc.date.issued2012-02-24
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/2846
dc.descriptionThe MT 35. M33en_US
dc.description.abstractThis study investigated the factors affecting the performance of aural at K.C.S.E in Nairobi secondary schools. The study was undertaken because of the continuous poor performance in the aural paper. The study sought to: a) Find out the extent in which aural training was given to secondary school music students. b) Find out which resources were used in aural training. c) Establish the methodology used in the aural training of music students. d) Determine if students engage in music making activities that could enhance their aural acuity. The study focused on the music teachers and music students. A total of 17 teachers and 69 students participated in the study. The simple random sampling technique was used in selecting those that participated in the study. Data was collected using four types of instruments. These were opinonnaires, questionnaires, interview schedule and observation schedule. The data was analyzed by using the likert scales, frequency tables and percentages. The Likert scales were used in gauging teachers' opinions regarding factors affecting aural performance. Students' questionnaires were analyzed by developing coding frames, which indicated the percentage of students who responded to each category of the coding frames. Information from the interviews and the observation schedule was tabulated resulting into patterns, which described factors affecting aural performance. The study revealed that lack of proper teacher training acted as an impediment to effective teaching of aural. Lack of adequate resources and regular training also lead to poor aural performance. Commencement of aural training began late which also led to poor performance of aural. From the findings of the study, recommendations were made which would enable the music teachers and educators to raise the standard of music education. Some of these were: (i) Music teachers should undergo proper training where they are taught various musicianship courses. Teacher training institutions should give adequate course in musicianship to equip the teachers with the necessary skills which they need for aural training. (ii) More resources especially textbooks should be provided for the teachers which indicate how aural training should be carried out to avoid misinterpretation of the syllabus by teachers. (iii) Due to lack of time for teaching aurals, students should be given a lot of work to do out of class. There should be a student's workbook, which the students can use out of class to ensure continuity in the aural training. (iv) Teachers need to begin aural training as soon as students arrive in the secondary school so that in four years time, they are adequately prepared to handle the aural section of the practical paper. There is also need to give aural training frequently as this enables students to perceive the various musical sounds.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectEar training//Music --Instruction and studyen_US
dc.titleFactors affecting student performance of Aurial skills at KCSE in Nairobi secondary schoolsen_US
dc.typeThesisen_US


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