GENDER AND ATTITUDINAL FACTORS: TOWARDS INDIVIDUALIZED PIANO PERFORMANCE STUDIES IN FEDERAL COLLEGES OF EDUCATION IN NORTH-CENTRAL, NIGERIA

Résumé

The study was designed to examine Gender and attitudinal factors towards Individualized piano performance studies in Federal Colleges of Education in North-Central, Nigeria. Individualized piano performance studies constitute part of the Applied Music Performance Studies which involves skills, principles, knowledge and strategies. It is seen as the actual interpretations of musical theories and compositions for the listening pleasure and enjoyment of the common man and the elites. It is also one of the compulsory courses which a student must pass at each level of the studies before graduation. The aim of this study was to identify factors that militate against Individualized piano performance studies in the two Colleges that result in their poor academic performances as observed over the past five (5) years (2012-2016). Other variables considered include the extent to which the identified factors deter their interest and motivation; strategies that could make Individualized piano performance effective; comparison across gender, and the two institutions. Two related literature were reviewed for the study. A descriptive survey approach was employed for the study with a population sample of 148 out of 220 music students in the two Federal Colleges of Education. Two sampling approaches used include enumeration for FCE, Okene in Kogi State due to their fewness in number and a simple random sampling was adopted for FCE, Pankshin in Plateau State. This represented 67.27% of the entire music students in the two institutions. A questionnaire titled “Gender and Attitudinal Factors towards Individualized Piano Performance Studies” (GAFIPPS) was constructed, validated and used by the researcher to collect pertinent data for the study. The data collected were analyzed using frequency and descriptive statistics, (mean, standard deviation and t- test). The major findings revealed that instructional approach and insufficient number of piano teachers/instructors in addition to inadequate instructional materials affect Individualized piano performance studies in these two institutions to a great extent. Two main findings from the hypotheses revealed that there is significant difference between male and female students in their attitude towards piano on one hand, and between institutions of study on the other hand. In conclusion, the researcher therefore, recommends that qualified music teachers (lecturers/instructors) should be employed in adequate ratio of 1:10 students. Government and music philanthropists should fund the music programme properly by providing adequate facilities and equipment needed for the study. Besides, lecturers should critically review their methods of teaching applied music by fostering a growth mindset and by giving great considerations to instructional drills, individualized coaching and group strategies etc.