Improving students’ performance examinations on the keyboard through selected pedagogical approaches: a study of the department of music, Federal College of Education, Eha-Amufu

Abstract

The teaching and learning of keyboard pieces involves complex processes and multiple factors. This is to say that performing keyboard pieces especially during the individual performance examinations is the most difficult aspect of music examination that upset the students of music in a great way. Therefore, this study attempts to identify the causes of students’ challenges and difficulties in their keyboard learning. Through the adoption of some effective pedagogical approaches, the researcher hopes to minimize their challenges and maximize their individual performance examinations on the keyboard. The Department of Music, Federal College of Education, Eha-Amufu was a reference point. The researcher adopted a survey research design. The population for the study comprised thirty (30) students selected through simple random sampling. Data were gathered through the use of questionnaire which was designed to find the causes of students’ difficulties in keyboard learning. The results show that the students of the above named institutions have three kinds of problems as regards keyboard learning such as practicing without setting up a goal, practicing without engaging in chordal analysis, and practicing only when they have spare time. These are unhealthy attitudes in keyboard learning. Different pedagogical approaches were proposed by the researcher to address the challenges such as engaging in goal setting, engaging in chordal analysis and constant practice. Based on these findings, the researcher recommends that keyboard instructors should emphasize the importance of goal setting, chordal analysis and frequent practice to their students.