http://41.74.91.244:8080/handle/123456789/783 Sat, 13 Jun 2026 06:25:30 GMT 2026-06-13T06:25:30Z http://41.74.91.244:8080/handle/123456789/5270 The practical component of music instruction at Senior High Schools in the Eastern Region of Ghana Nyame, K. The practical component of the music syllabus plays a vital role in the holistic development of music students in Senior High Schools. As part of their final assessment, graduating students undertake a practical examination, conducted by the West African Examinations Council (WAEC). This assessment not only evaluates their performance skills but also encourages rigorous preparation that supports their lifelong development as musicians. Despite the emphasis placed on preparation for this examination, many students in the Eastern Region of Ghana continue to underperform. This persistent underachievement raises concerns about the effectiveness of practical music instruction, the adequacy of facilities, and the overall learning environment in Senior High Schools. This study investigates the current state of music practical lessons in three selected Senior High Schools—Asamankese Senior High, Atweaman Senior High, and Ghana Senior High School, Koforidua. It examines how practical lessons are conducted, the availability of facilities to support instruction, and the influence of these lessons on students’ cognitive and socio-emotional development. Employing observation and interviews as primary methods, the research explores instructional approaches used in teaching Music practical lessons in the three schools, and the sufficiency of facilities. Findings indicate that while music teachers integrate effective teaching strategies, the lack of adequate facilities significantly hampers the teaching and learning process. Nonetheless, participation in practical lessons positively influences students’ intellectual and emotional growth. The study recommends that the Ghana Education Service (GES) organise regular workshops for music teachers, collaborate with the government to increase accessibility to practical music education, and provide the necessary infrastructure to support practical music teaching and learning. University of Education,Winneba http://ir.uew.edu.gh A Thesis in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Music Education) in the University of Education, Winneba MAY, 2025 Thu, 01 May 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5270 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5167 Music instruction in Krowor Municipal basic Schools Peprah, P. This study embarked on an in-depth exploration of music education within the context of private basic schools in Krowor Municipality. The research harnessed the insights of 45 participants; 5 music teachers and 40 pupils, selected through purposive sampling, to illuminate the current state of music instruction there. Employing a comprehensive methodology that encompassed in-depth interviews, focused group discussions, and observations, the study uncovered multifaceted perspectives on music education. The data for this study was analysed u+--sing a thematic analysis method. Across the sampled schools’ diverse approaches to music education emerged, shedding light on varying levels of integration and importance. The limitation of allocated time emerged as a constraint, impacting the depth and effectiveness of music education, despite its acknowledged positive influence on academic performance. An intriguing facet unveiled by the socio-demographic analysis was the prevalence of non-specialist teachers, highlighting a central challenge of generalist educators delivering music instruction. Proposed solutions include dedicated time slots and specialist teachers. This study calls for collaborative measures to address these challenges and optimize music education quality. As the study findings resonate beyond the sampled schools, they offer insights for broader efforts to nurture holistic and impactful musical education experiences A thesis in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Music Education) in the University of Education, Winneba JULY 2024 Mon, 01 Jul 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5167 2024-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5037 Indigenous expression in christian worship through agbadza music at the Global Evangelical Church, Kasoa Adzidah, A The research work focused on indigenous expression in Christian worship through Agbadza music at the Global Evangelical Church, Kasoa in the Awutu Senya East Municipality in the Central Region of Ghana. The study mainly focused on why the Global Evangelical Church, Kasoa incorporate Agbadza music into the liturgical service. The study was underpinned by Edward Said’s post-colonial theory. A qualitative paradigm approach was used for the study with case study as the research design. The overall population for the study was the entire membership of the Global Evangelical Church, Kasoa. The research focused on 438 congregants of which ten (10) participants were sampled for the study using purposive sampling technique. The main instruments used for data collection were interviews (semi-structured) and observation. Data collected from the interviews were analyzed thematically and discussed in addition to the observations made. The main findings from the study revealed that the performance of Agbadza music has led to the increment of membership in the church. Also, the use of Agbadza music has helped in the growth and development of the Global Evangelical Church, Kasoa. The study also shows the relevance of Agbadza gospel songs in Christian worship and how it has transformed the lives of members in the church. It was concluded that Agbadza gospel songs helped in educating members to live a moral life which is tenement of believers. For Agbadza music to be sustainable in the Global Evangelical Church, Kasoa, it is recommended that, the youth in the church should participate in the performance of Agbadza music during services. Again, there is a need for leaders of the indigenous musical group in the church to regularly organize music seminars and workshops for members to equipped themselves to perform Agbadza music during Christian worship. A Thesis in the Department of Music Education, School of Creative Arts, Submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Music Education) in the University of Education, Winneba NOVEMBER, 2025 Sat, 01 Nov 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5037 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4940 Integrating music in the teaching and learning of numeracy and literacy at preschools in the Awutu-Senya East municipality. Amoh-Mensah, G.A.D. There is compelling evidence that music engagement enhances the sensory, cognitive, emotional, and motor skills, which are the driving forces behind all learning. This study aimed to investigate the extent to which music is integrated into the teaching of numeracy and literacy, and also suggest strategies of integrating music into preschool numeracy and literacy pedagogy. Three theoretical perspectives underpinned the study namely the Theory of Multiple Intelligence (Howard Gardener, 1999), the Synopsis of Multiple Intelligences exemplified in Ephraim Amu’s Ti ri ne Nsa ne Koma Song (1952), and Robert Root-Bernstein's Synosia Phenomenon (2002) which says ‘to know is to feel and to feel is to know.’ The study employed a qualitative research approach through a case study research design. The population for the study consisted of Nursery and KG teachers in the Awutu Senya East Municipality. A sample size of 18 participants were purposively selected for the study. An interview guide was used to gather the qualitative data for the study. Responses from the in-depth interview were transcribed, coded, and analysed to generate themes. The study revealed that preschool teachers understood the numerous benefits Music brings to a child's development, particularly in his/her cognitive, psychomotor, social, and emotional growth. The study again revealed that integrating music into the teaching of numeracy and literacy in preschool classrooms can enhance children's engagement and understanding of vocabulary, comprehension, mathematical thinking, critical thinking, and socioemotional skills. It was recommended that songs in the indigenous languages (L1) be taught and sung frequently in the school as they are capable of increasing pupils’ understanding levels in numeracy and literacy as well as instilling in them, good moral values. It was again recommended that Curriculum designers could include music-based activities and materials in preschool curricula to promote the teaching of numeracy and literacy. A thesis in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Music Education) in the University of Education, Winneba Mon, 01 Jan 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/4940 2024-01-01T00:00:00Z