An Assessment of Music Education Needs Among Orthodox and Pentecostal Church Choristers in Abeokuta, Ogun State, Nigeria

Authors

  • Eyitayo Soretire University of Nigeria, Nsukka
  • Adebowale Adeogun University of Nigeria, Nsukka, Enugu State, Nigeria

DOI:

https://doi.org/10.37134/mjm.vol10.2.3.2021

Keywords:

Music education, needs, orthodox and Pentecostal

Abstract

This study assessed the requirements for music education among Orthodox and Pentecostal churches in Abeokuta, Ogun State, Nigeria. Based on the quantitative research method, multi-stage sampling procedure was used to select 367 choristers from Abeokuta metropolis, Ogun State. Structured questionnaires were used for data collection and subjected to descriptive statistics at 5% level of significance. The results indicate that choristers within the age group of ≤ 40 in Pentecostal churches outnumbered their counterpart in Orthodox churches. Although female choristers dominate church music practice broadly, the number of people within the household range of 1–5 among Pentecostal choristers (81.8%) was greater than those found in Orthodox churches (75.4%). Whereas a little more than half of the membership (50.4%) received University education, a majority (80.7%) had ≥ 20 years of experience. A significant relationship existed between the necessity for church music education and choristers’ demographic characteristics such as age (c2 = 5.393), educational status (c2 = 14.722), voice parts used (c2 = 14.883) and years spent as choristers (c2 = 7.132). Similarly, there was significant difference in the mean rating of respondents’ need for music education across churches (t = 1.028; p < .05). Taken together, church music education is strongly advised for all churches. It is recommended that self-discipline must be strengthened particularly among Orthodox choristers for meaningful development as well as meeting the needs for church music education.

Downloads

Download data is not yet available.

Author Biographies

Eyitayo Soretire, University of Nigeria, Nsukka

Soretire, Eyitayo Aderonke is a lecturer in music at Federal College of Education, Osiele, Abeokuta, Ogun State, Nigeria. She obtained her M.A. (Music) from University of Nigeria, Nsukka and currently about to defend her PhD thesis in music education in the same University. She has been working with musical arts education in Nigeria. She has some national and international publications in the area of music education and African music to her credit. Her research interests include areas of Music Education, African music and Ethnomusicology.

Adebowale Adeogun, University of Nigeria, Nsukka, Enugu State, Nigeria

Adebowale Oluranti Adeogun is a senior lecturer in music at University of Nigeria, Nsukka. He received his DMus degree in music education from University of Pretoria, South Africa. His interest is to bridge music, education, ethnomusicology and the arts. He has been working in music history, musical heritage and musical arts education in Nigeria. He has published both nationally and internationally in the area of African music and music education. He has served as a member of the editorial boards for national and international journals. His research interests include areas of Music Education, Performance, Composition and Ethnomusicology.

 

References

Abiodun, F. (2019). Choir management in Nigerian schools: Consequences of pedagogical methods. Accelerando: Belgrade Journal of Music and Dance, 4(3), Article 3. https://accelerandobjmd.weebly.com/issue4/choir-management-in-nigerian-schools-consequences-of-pedagogical-methods

Abiogu, G. C., Mbaji, I. N., & Adeogun, A. O. (2015). Music education and youth empowerment: A conceptual clarification. Open Journal of Philosophy, 5(1), 117–122. http://dx.doi.org/10.4236/ojpp.2015.51013

Adedeji, F. (2007). Christian music in contemporary Africa: A re-examination of its essentials. Koers: Bulletin for Christian Scholarship, 72(1), 85–100. https://doi.org/10.4102/koers.v72i1.193

Adekola, O. E., & Amole, B. A. (2015). Inculcating cultural values into Nigerian primary school pupils throughout indigenous music education. Journal of Nigerian Music Education, 7, 87–95.

Adeogun, A. O. (2015). African musical knowledge in Africa’s university: The insufficiency of the sufficient. Journal of Nigerian Music Education, 7, 19–41.

Badri, M., Mohaidat, J., & El Mourad, T. (2014). Measuring the efficiency of public schools using data envelopment analysis: An exploratory study. Journal of Education and Practice, 5(37), 215–232. https://www.iiste.org/Journals/index.php/JEP/article/view/18323/19011

Baker Jr., R. A. (2012). The effects of high-stakes testing policy on arts education. Arts Education Policy Review, 113(1), 17–25. https://doi.org/10.1080/10632913.2012.626384

Benz, S., Sellaro, R., Hommel, B., & Colzato, L. S. (2016). Music makes the world go round: The impact of musical training on non-musical cognitive functions—A review. Frontiers in Psychology, 6, Article 2023. https://doi.org/10.3389/fpsyg.2015.02023

Brown, S. C., & Knox D. (2017). Why go to pop concerts? The motivations behind live music attendance. Musicae Scientiae, 21(3), 233–249. https://doi.org/10.1177/1029864916650719

Bugaj, K., & Brenner, B. (2011). The effects of music instruction on cognitive development and reading skills: An overview. Bulletin of the Council for Research in Music Education, 189, 89–104. https://doi.org/10.5406/bulcouresmusedu.189.0089

Camlin, D. A., Daffern, H., & Zeserson, K. (2020). Group singing as a resource for the development of a healthy public: A study of adult group singing. Humanities and Social Sciences Communications, 7, Article 60. https://doi.org/10.1057/s41599-020-00549-0

Dolan, E. I. (2017). Review: MIMO: Musical instrument museums online. Journal of the American Musicological Society, 70(2), 555–565. https://doi.org/10.1525/jams.2017.70.2.555

Dos Santos-Luiz, C., Coimbra, D., & Andrade, C. (2011). The effects of music tuition on academic achievement in Portuguese 8th year students. In A. Williamon, D. Edwards & L. Bartel (Eds.), Proceedings of the International Symposium on Performance Science (pp. 425–430). European Association of Conservatoires (AEC). http://performancescience.org/wp-content/uploads/2018/08/isps2011_proceedings.pdf

Dos Santos-Luiz, C., Mónico, L. S. M., Almeida, L. S., & Coimbra, D. (2015). Exploring the long-term associations between adolescents’ music training and academic achievement. Musicae Scientiae, 20(4), 512–527. https://doi.org/10.1177/1029864915623613

Dumont, E., Syurina, E. V., Feron, F. J. M., & Van Hooren, S. (2017). Music interventions and child development: A critical review and further directions. Frontiers in Psychology, 8, Article 1694. https://doi.org/10.3389/fpsyg.2017.01694

Elpus, K. (2013). Is it the music or is it selection bias? A nationwide analysis of music and non-music students’ SAT scores. Journal of Research in Music Education, 61(2), 175–194. https://doi.org/10.1177/0022429413485601

Foster, E. M., & Jenkins, J. V. M. (2017). Does participation in music and performing arts influence child development? American Educational Research Journal, 54(3), 399–443. https://doi.org/10.3102/0002831217701830

Ganesh, S. (2017). Inclusive education: Perception of parents of students with special needs in segregated settings in Dubai [Master’s thesis, The British University in Dubai]. BSpace. https://bspace.buid.ac.ae/handle/1234/1110

Han, L., Li, J. P., Sit, J. W., Chung, L., Jiao, Z. Y., & Ma, W. G. (2010). Effects of music intervention on physiological stress response and anxiety level of mechanically ventilated patients in China: A randomised controlled trial. Journal of Clinical Nursing, 19(7–8), 978–987. https://doi.org/10.1111/j.1365-2702.2009.02845.x

Hille, K., Gust, K., Bitz, U., & Kammer, T. (2011). Associations between music education, intelligence, and spelling ability in elementary school. Advances in Cognitive Psychology, 7, 1–6. https://doi.org/10.2478/v10053-008-0082-4

Holochwost, S. J., Propper, C. B., Wolf, D. P., Willoughby, M. T., Fisher, K. R., Kolacz, J., Volpe, V. V., & Jaffee, S. R. (2017). Music education, academic achievement, and executive functions. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 147–166. https://doi.org/10.1037/aca0000112

Johnes, J., Portela, M., & Thanassoulis, E. (2017). Efficiency in education. Journal of the Operational Research Society, 68(4), 331–338. https://doi.org/10.1057/s41274-016-0109-z

Kadbey, H., Dickson, M., & McMinn, M. (2015). Primary teachers’ perceived challenges in teaching science in Abu Dhabi public schools. Procedia – Social and Behavioural Sciences, 186, 749–757. https://doi.org/10.1016/j.sbspro.2015.04.055

Kafol, B. S., Denac, O., Žnidaršič, J. & Zalar, K. (2015). Analysis of music education objectives in learning domains. Procedia - Social and Behavioral Sciences, 186, 95–104. https://doi.org/10.1016/j.sbspro.2015.04.069

Miendlarzewska, E. A., & Trost, W. J. (2014). How musical training affects cognitive development: Rhythm, reward and other modulating variables. Frontiers in Neuroscience, 7, Article 279. https://doi.org/10.3389/fnins.2013.00279

Nwankpa, O. N. (2018, October 14). Church music in Nigeria: The journey so far – Part 1. The Guardian. Retrieved from https://guardian.ng/sunday-magazine/ibru-ecumenical-centre/church-music-in-nigeria-the-journey-so-far-part-1/

Odendaal, A., Levänen, S., & Westerlund, H. (2020). The Mnemonist’s legacy: On memory, forgetting, and ableist discourse in twenty-first-century inclusive music education. Music Education Research, 22(3), 360–370. https://doi.org/10.1080/14613808.2020.1759518

Odewole, I. O. O., (2018), Singing and worship in an Anglican church liturgy in Egba and Egba west Dioceses, Abeokuta, Nigeria. HTS Teologiese Studies/Theological Studies, 74(1), a4584. https://doi.org/10.4102/hts.v74i1.4584

Owan, V. J. (2018). Factors affecting students’ poor preference of music as a course of study of secondary school students in Akamkpa Local Government Area of Cross River State, Nigeria. SSRN Electronic Journal. http://dx.doi.org/10.2139/ssrn.3194800

Oyeniyi, G. A. (2019). Challenges of music education in Nigerian Baptist Theological Seminary, Ogbomoso. International Journal of Innovative Education Research, 7(4), 114–121. https://seahipaj.org/journals-ci/dec-2019/IJIER/full/IJIER-D-12-2019.pdf

Pan, F., Zhang, L., Ou, Y., & Zhang, X. (2019). The audio-visual integration effect on music emotion: Behavioral and physiological evidence. PLoS ONE, 14(5), e0217040. https://doi.org/10.1371/journal.pone.0217040

Pretorius, M. (2017). A metaphysical and neuropsychological assessment of musical tones to affect the brain, relax the mind and heal the body. Verbum et Ecclesia, 38(1), a1719. http://dx.doi.org/10.4102/ve.v38i1.1719

Rohwer, D. (2010). Church musicians’ perceptions of music as a lifelong learning activity. Research and Issues in Music Education, 8(1), Article 2. https://commons.lib.jmu.edu/rime/vol8/iss1/2

Sala, G., & Gobet, F. (2017). When the music’s over. Does music transfer to children’s and young adolescents’ cognitive and academic skills? A meta-analysis. Educational Research Review, 20, 55–67. https://doi.org/10.1016/j.edurev.2016.11.005

Terra, L. A. A., & Passador, J. L. (2016). Symbiotic dynamic: The strategic problem from the perspective of complexity. Systems Research and Behavioral Science, 33(2), 235–248. https://doi.org/10.1002/sres.2379

Tsarikidou, H., & Stergiou, K. (2013). Evaluating the efficiency of primary school education. Proceedings in Advanced Research in Scientific Areas (pp. 279–286). EDIS.

Udok, E. C., & Odunuga, A. F. (2016). Music and Pentecostalism: The Nigerian experience. Review of Arts and Humanities, 5(1), 52–60. https://doi.org/10.15640/rah.v5n1a5

West, C. (2015). Developing internal musicianship in beginning band by teaching the “Big 5”. Music Educators Journal, 101(3), 101–106. https://doi.org/10.1177/0027432114565392

Weston, D. (2020). An ecology of musical livelihoods. Music Education Research, 22(5), 491–494. https://doi.org/10.1080/14613808.2020.1842304

Yang, K. (2014). Factors affecting internal efficiency of primary schools in Nuer Zone of Gambella Regional State [Master’s Thesis, Jimma University]. CORE. https://core.ac.uk/download/pdf/29136363.pdf

Zavadska, G., & Davidova, J. (2019). Composition of song accompaniment as a form of developing future music teachers’ harmonic hearing. The European Journal of Social & Behavioural Sciences, 24(1), 2865–2876. https://doi.org/10.15405/ejsbs.250

Downloads

Published

2021-09-27

How to Cite

Soretire, E., & Adeogun, A. (2021). An Assessment of Music Education Needs Among Orthodox and Pentecostal Church Choristers in Abeokuta, Ogun State, Nigeria. Malaysian Journal of Music, 10(2), 29–44. https://doi.org/10.37134/mjm.vol10.2.3.2021