Browsing by Author "Okadie, Zilpah A."

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    Music Pedagogy and Learner Acquisition of Communication and Collaboration Skills in Public Primary Schools of Bungoma County, Kenya
    (Journal of Global Research in Education and Social Science, 2025-05-31) Okadie, Zilpah A.; Nandelenga, Henry S.; Nabiswa, Janet
    Music is one of the subjects or learning areas reintroduced in Kenyan primary schools under the Competency-Based Curriculum. Though there are many studies on music pedagogy, there is no specific study that concentrated on Grade Four learners in public primary schools of Bungoma County, Kenya. This study aimed at filling this gap. Based on the Competency Based Curriculum, Communication and Collaboration are among the 21st Century skills that need to be inculcated into learners. The objective of this study was to determine the effect of music pedagogy on learner acquisition of communication and collaboration skills. This study was based on Bruner’s Cognitive Development Theory (1976) and Vygotsky’s Socio-cultural theory of Cognitive development (1978). According to Bruner, learning is an active process in which learners construct new ideas or concepts based on their current or past knowledge. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. This study was carried out in public primary schools of Bungoma County, Kenya. The respondents were 300 Grade Four learners, 20 music teachers of Grade Four, 20 head teachers, 2 Curriculum Support Officers and 1 KICD official. The study was based on Descriptive Survey Design. The instruments of data collection employed were questionnaires, interview schedules and observation guides. Music teachers of Grade Four filled questionnaires. Head teachers, Curriculum Support officers and Kenya Institute of Curriculum Development official were interviewed by the researcher. The researcher observed learners performing selected activities. Research findings indicate that singing, dancing and use of percussions are the main activities that learners do to promote communication and collaboration. This study is expected to help teachers to gauge their levels of preparedness in handling music. Music is a practical-oriented subject and learners ought to be practically involved in every lesson. The Ministry of Education may use findings of this study in capacity building for Music teachers. The findings may also guide the Kenya Institute of Curriculum Development to produce relevant materials and course books for music and an appropriate curriculum design that reflects the reality in the schools.
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    Music Pedagogy and Learner Acquisition of Creativity and Critical Thinking Skills
    (Journal of Global Research in Education and Social Science, 2025-09-29) Okadie, Zilpah A.; Nabiswa, Janet; Nandelenga, Henry S.
    Music is one of the subjects reintroduced in the primary school curriculum under the Competency- Based Curriculum (CBC). The Kenya Institute of Curriculum Development (KICD) in 2017 stated that the content in Grade Four is organised in three broad strands, which are: Performing, creating and composing and listening, responding and appreciation. The objective of this study was to determine the effect of music pedagogy on learner acquisition of creativity and critical thinking skills. The study was based on Vygotsky’s Socio-cultural Theory of cognitive development and Bruner’s Cognitive Development Theory. This study was carried out in public primary schools of Bungoma County, Kenya. Data was collected from teachers of Music, learners, head teachers, curriculum support officers and the Kenya Institute of Curriculum Development official for a period of one month. The respondents were 300 Grade Four learners, 20 music teachers of Grade Four, 20 head teachers, 2 Curriculum Support Officers and 1 Kenya Institute of Curriculum Development (KICD) official. The instruments of data collection employed were questionnaires, interview schedules and observation guides. Research findings indicate that most activities intended to promote creativity and critical thinking have not been introduced to learners. However, the real situation was revealed through observation. It was observed that 18 % of female learners and 17% of male learners made percussions, while 14% of female learners and 23% of male learners created rhythmic patterns using percussions. The use of Descant Recorders has a significant positive impact (β=0.652, P-value=0.000) at p-value <0.05 on the learner acquisition of 21st century skills. Through observation, the researcher saw the real state of learners. It is therefore evident that learners had not been exposed to most activities which promote creativity and critical thinking. This study is expected to help teachers gauge their levels of preparedness in handling music and the Ministry of Education in the training of teachers of Music. Its findings may also guide the KICD to produce relevant music materials, course books for music and appropriate music curriculum design.