Tabla escala de Clima Social Escolar Profesores SUMATORIAS

142 Part Three (RQ.5):

Adequacy of instruction materials in DCLM Schools

14. How adequate are the instruction materials for the implementation of the music

143 APPENDIX II B

NNAMDI AZIKIWE UNIVERSITY, AWKA DEPARTMENT OF MUSIC

TITLE; Implementation of Music Education Curriculum Evaluation Questionnaire (IMECEQ) for IBTC Staff

Sir/Ma,

This questionnaire is designed for research purpose. The purpose of the study is to find out how the music education’s curriculum is applied and implemented in International Bible Training College, South West Zone Nigeria. Your response will strictly be confidential.

Falusi, Jacob Olabode (Researcher)

SECTION A: Personal Data

Instruction: please tick ( ) against your answer in the boxes provided as appropriate.

1. Name of School --- 2. Sex: Male Female

3. Highest educational qualification a. NCE/OND b. HN

c. B.SC./B.A./B.Ed.

d. M.SC,/MA/M,Ed.

e. Ph.D.

f. Others (please specify ---

4. Years of Teaching /ministerial experience 1-5yrs, 6-10yrs 11-15yrs 16-20yrs 21yrs and above

144 SECTION B:

Instruction: please tick ( ) against the option that best suit your opinion. The options are SA, A, D and SD. SA for strongly agree, A for Agree, D for disagree and SD for strongly disagree.

Part One (R.Q.1): Music Educational Processes

S/N Items Scale

SA A D SD

5. Music education processes in IBTC involves training in;

a. voice,

b. rudiment of music, c. theory of music,

d. history of western music and appreciation.

e. instrumental technology of music f. general musicianship.

6. IBTC students training process involve the use of;

a. music manuscript for music writing

b. music manuscript for composition and creativity.

c. orchestra instruments for learning and skills acquisition,

7. IBTC method of training the students involve the Use of;

a. sol-fa method

b. staff notation method.

145 Part Two: Adequacy of content coverage, relevance and extent of implementation of the music curriculum in IBTC

S/N Items Scale

SA A D SD

8 Music education curriculum being used in IBTC is grossly inadequate because it does not cover traditional music pedagogy in theory and practice.

9 The IBTC music curriculum in use is not relevant to the Nigerian educational system in some aspects of its implementation.

10 The IBTC students do not have sufficient time for for supervised practice of what they are taught on Western/African music.

11 Time allocated to music education in the curriculum is not sufficient for effective implementation of music programme as a performing art.

12 The current music curriculum in use at IBTC only emphasized western idioms in its implementation with little or no regard for African idiom.

13 Relevant text books for both western and traditional music are scarce and thus affect the enhancement of students’ understanding and effective implementation of music programme in schools

146 Part Three (R.Q.3): Adequacy of Lesson Plan and Lesson Note’s preparation and implementation by the music teachers.

S/N Items Scale

SA A D SD

8 Music education curriculum being used in IBTC is grossly inadequate because it does not cover traditional music

pedagogy in theory and practice.

9 The IBTC music curriculum in use is not relevant to the Nigerian educational system in some aspects of its

implementation.

10 The IBTC students do not have sufficient time for supervised practice of what they are taught on

Western/African music.

11 Time allocated to music education in the curriculum is not sufficient for effective implementation of music programme as a performing art.

12 The current music curriculum in use at IBTC only emphasized western idioms in its implementation with little or no regard for African idiom.

13 Relevant text books for both western and traditional music are scarce and thus affect the enhancement of students’

understanding and effective

implementation of music programme in schools

147 Part Three (R.Q.3): Adequacy of Lesson Plan and Lesson Note’s preparation and implementation by the music teachers.

S/N Items Scale

SA A D SD

14 The lesson plan and lesson note’s

preparation of the music curricula by the music teachers are adequate.

15 The implementation of the music curricula in certificate and diploma Classes at IBTC are inadequate.

16 Poor preparation by teachers make music lessons uninteresting and unexciting to students.

17 Adequate preparation with positive attitude enhances teaching efficiency in the classroom.

148 APPENDIX II C

NNAMDI AZIKIWE UNIVERSITY, AWKA DEPARTMENT OF MUSIC TITLE: Implementation of Music Education’s Curriculum Evaluation

Questionnaire for DLHS Staff (Music Teachers-Specific & General) Sir/Ma,

This questionnaire is designed for research purpose. The purpose of the study is to find out how the music education’s curriculum is applied and implemented in Deeper Life High School, South West Zone Nigeria. Your response will strictly be confidential.

Falusi, Jacob Olabode (Researcher)

SECTION A: Personal Data

INSTRUCTION: Please tick (√) against your answer in the boxes provided as appropriate

1. Name: (Optional) --- 2. Sex: Male Female

3. Designation: Music teacher Other subject teacher 4. Highest educational qualification

a) NCE/OND b) HND

c) B.SC./B.A./B,Ed.

d) M.SC./MA.Ed/MED e) Ph.D.

f) Other ( specify) --- 5. Teaching experience

a) 0 – 5 years b) 6 – 10 years c) 11 – 15 years d) 16 – year above

149 Section B:

Instruction: Please tick ( ) against the option that best suits your opinion. The responses are stated under SA, A, D, and SD frequencies. SA for Strongly Agree, A for Agree, D for Disagree and SD for Strongly Disagree.

Part One (RQ.1): Music Education Process in DLHS

S/N Items Scale

SA A D SD

6.

a, b.

c.

d.

e.

f.

Music education processes in DLHS include training in all aspects of music which include:

Theory and composition.

History and literature of music

Aural and Alternative to performance test Traditional and contemporary African music

Popular African Music and Black music in Diaspora Voice and Instruments

Part Two (R.Q.4): Method of Teaching Music as a Subject,

S/N Items Scale

SA A D SD

7 Students go on excursion to gain music experience at;

a. standard music laboratory, b. music studio

c. radio/T.V studios, d. recording studios etc.

8 Teachers engage students in aural and sight reading by simple dictation and clapping to rhythms.

9 Various teaching methods are usually adopted by the music teachers to enhance proper teaching and learning of music in Deeper Life High School (DLHS).

10 Questioning approach (Socratic) teaching method leads the learners to the basic fact and concept of the lessons 11 General methods of teaching music lessons include;

a. nursery rhymes, b. play-way method c. enhancement, d. lullabies.

e. Riddles etc.

150 Part Three (R.Q.5): Availability of instruction materials in DLHS (DCLM Schools)

S/N Items Scale

SA A D SD

12 The instruction materials are adequately provided for in the implementation of the music curriculum through the teaching and learning process in DLHS.

13 The available instruction materials are inadequate for the implementation of music education curricula at JSS and SSS classes in DLHS.

14 The use of instruction material is a great asset in the implementation of music education curriculum through teaching and learning in JSS and SSS classes in DLHS 15 The use of instruction material thus assists the teacher in

the achievement of educational objectives in the teaching and learning process in DLHS.

16 Availability of instruction materials thus arouse students’ learning interest and also enhance teachers’

standard of teaching in JSS and SSS classes in DLHS.

Part Four (R.Q.6) Problems of implementation of the music education curriculum in DLHS

S/N Items

Scale

SA A D SD

17 The instruction materials are adequately provided for in the implementation of the music curriculum through the teaching and learning process in DLHS.

18 There is lack of maintenance culture for broken down and damaged music equipments

19 Music teaching facilities are sufficient for both the theoretical and practical aspect of teaching.

20 The teachers’ method of teaching contributes to students’ failure in DLHS.

21 The standard of the curricula in use at DLHS (JSS and SSS) classes are too high for students’ comprehension at these levels.

22 The implementation of the Music education curriculum

151 at DLHS is not balanced in terms of providing

adequately for both traditional and western music education in the area of time, personnel etc in DLHS.

23 Non attendance of Workshop and seminars hampers music teachers’ competence.

24 Lack of qualified personnel for the music subject and proper remuneration for music teachers.

152 APPENDIX III

CLASSIFICATION OF CHRISTIAN CHURCHES IN SOUTH-WEST ZONE, NIGERIA

A. MAINLINE CHURCHES