Violencia de género en la escuela 89 

The data obtained in the study are here presented and analyzed in line with the research questions as follows:

4.1 Research Question One (R. Q. 1):

What are the music education processes employed in the teaching and learning of music in the DCLM Schools of the south west zone Nigeria?

Answer to research question one was analyzed in Tables two and three as follows Table Two: DLHS Staff’s response on music education processes

S/N Items

Scale

SA % A % D % SD % Total

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

a. Theory and composition 22 55 14 35 2 5 2 5 40

b. History and literature of music

21 52.5 15 37.5 2 5 2 5 40 c. Aural and alternative to

performance test

19 47.5 8 20 10 25 3 7.5 40

d. Traditional and contempora- ry African music

18 45 12 30 5 12.5 5 12.

5

40

e. Popular African music and black music in diasporas.

15 37.5 14 35 5 12.5 6 15 40

f. Voice and instruments 18 45 20 50 1 2.5 1 2.5 40

Key: SA= Strongly Agree, A= Agree, D = Disagree, SD = Strongly Disagree

From Table two above, the responses of the respondents (the DLHS Staff) to the research instrument (questionnaire) showed positive responses (SA and A frequencies) to item 1a

96 to 1f as indicated by the affirmative responses of 90%, 82.2%, 79%, 73.4%, and 93.3%

respectively to the concepts of the questionnaire that music education processes in DLHS include training in all aspects of music which include: theory and composition, history and literature of music, aural perception and ear training, traditional and contemporary African music, popular African music and black music in diasporas, voice and instruments. While the SD and D responses were in the minority with the percentage frequencies of 10%, 17.8%, 21%, 26.6% and 6.7% of the respondents with contrary view on the concept of the questionnaire items.

Table Three; IBTC staff’s response on music educational processes

S/N Items

S c a l e S

A

% A % D % SD % Total

1. Music education processes in IBTC involves training in;

a. Voice 2 33.3 3 50 1 16.7 - - 6

b. Rudiments of music 3 50 1 16.7 2 33.3 - - 6

c. Theory of music 3 50 1 16.7 2 33.3 - - 6

d. History of western music and appreciation

2 33.3 2 33.3 2 33.3 - - 6 e. Instrumental Technology of

music

- - 3 50 1 16.7 2 33.3 6 f. General musicianship 2 33.3 2 33.3 1 16.7 1 16.7 6 2. IBTC training process

involves the use of;

a. Music manuscript for music writing

4 66.66 1 16.7 1 16.7 - - 6 b. Music manuscript for

composition and creativity

1 16.7 2 33.3 2 33.3 1 16.7 60 c. Orchestral instruments for

learning and for skills acquisition

2 33.3 2 33.3 1 16.7 1 16.7 60

3. IBTC method of training involves the use of;

a. Sol-fa method 2 33.3 2 33.3 1 16.7 1 16.7 6 b. Staff notation method 2 33.3 2 33.3 1 16.7 1 16.7 6

97 From table three above, the response of the respondents (SA & A frequencies) to questionnaire items One to Three indicated positive responses to various concepts raised through the research instruments as the response by the staff of IBTC which formed the larger percentage of the total respondents indicated the percentage responses of 83%, 66%. 66%, 50%, 66%, and 66% (item 1). 83%, 50% and 66% (item 2). 66% and 66%

(item 3). While the negative responses by the respondents to questionnaire items One to Three indicated the minorities’ view with contrary opinions to the concepts that 16%.

34%, 34%, 34%, 50% and 34% (item 1). 16%, 50% and 34% (item 2). 34% and 34%

(item 3) were of contrary opinions to the concepts raised by the questionnaire, 4.2 Research Question Two (RQ.2)

Que. How adequate is the content coverage of the music curriculum and to what extent is the curriculum of the music education programme implemented in the Deeper Christian Life Ministry’ Schools in South West Zone of Nigeria?

Ans. Answer to research question two was analyzed in table four to five as follow;

Table Four: Principal/HOD music Response on Adequacy of Content Coverage, Relevance and Extent of Implementation of the Music Curricula in DLHS

S/N Interview Guide Responses

1. Do you offer music in your school at JSS and SSS levels?

Oyo - Yes

Osun – JSSCE Only Ondo – JSSCE Only 2. Is music recognized as a core subject

for JSSC and SSC examinations as per school policy or national education policy?

Yes, it is recognized as school and national policy.

3. How relevant is the current JSS and SSS music curricula in DLHS to the Nigerian educational system?

It is relevant because the School makes use of the national curriculum as stipulated in WAEC and NECO Syllabus.

4. How adequate is the content coverage of the music curriculum in DLHS (DCLM Schools)?

The coverage of the curriculum is on the average due to its wide scope and limited time factors.

98 5. To what extent is the music curricula

(for JSS and SSS) in DLHS implemented in line with the objectives of music education in Nigerian secondary schools?

Music is extensively implemented in DLHS (Oyo, Osun and Ondo) as both the theoretical and practical aspects are taken care of following the music curriculum.

Also, it is implemented according to the national policy on music education.

From the above table, the response of the respondents (the Principal/HOD Music) of the sampled schools totaling four, representing the total respondents of 100% in affirmative agreed that music is offered in their schools as one of the certificated subject at JSSCE and SSCE levels. However, it is only recognized as a core subject at JSSCE level and as an elective at SSS classes and at senior secondary school certificate examination. Beside the music subject’s curricula at Junior secondary and senior secondary are relevant to the Nigerian educational system.

Table Five: Staff’s response on Adequacy of Content coverage, Relevance of the music education curriculum and extent of implementation in IBTC

S/N ITEMS SA % A % D % SD % Total

4. Music education curriculum being used in IBTC is grossly inadequate because it does not cover traditional music pedagogy both in

theory and practice.

2 33.3 2 33.3 1 16.7 1 16.

7 6

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

2 33.3 2 33.3 1 16.7 1 16.

7 6

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

1 16.7 3 50 2 33.3 - - 6

8. The current music

curriculum in use at IBTC only emphasized western idioms in its implementation

1 16.7 2 33.3 3 66.7 - - 6

99 with little or no regard for

African idioms.

9. 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.

1 16.7 4 66.7 1 16.7 - - 6

From the table above, the respondents who were mainly staff of the IBTC Ibadan training Zonal Centers as respondents overwhelmingly agreed with all the concepts in Table five with over 60% responses (SA and A frequencies) of the total respondents on items 4 to 9 except item 5 where only 33% of the total respondents only agreed while 67% of the total respondents disagreed with the concept that IBTC curricula was not relevant to the Nigerian educational system. However, it is quite obvious that implementation of the music curriculum in IBTC as well as other seminary schools is usually western oriented with little or no regard for the African elements.