Determining the impact of the use of Kodály pedagogical approach (KPA) on teacher trainees’ performance (TTP) in basic music skills

Abstract

This study sought to determine the impact of the use of the Kodály pedagogical approach (KPA) on teacher trainees' performance in basic music skills. The study was guided by Music Learning Theory by Gordon and complemented by the theory of Multiple Intelligences by Gardner. The study adopted mixed methods quasi-experimental research design. The target population was 344, comprising 341 teacher trainees in their second year and 3 college music tutors. Purposive sampling was used to draw participating tutors teaching music, while census sampling was used to select teacher trainees studying music in the second year. A sample of 3 tutors teaching music and 170 teacher trainees studying music in the second year participated in the study. Questionnaires, an interview schedule, and pre-test and post-test evaluations were used in the collection of data for the study. Frequencies, percentages and means were used to summarise and describe data, whereas Analysis of Variance (ANOVA) and T-test were used to establish the impact. The study concludes that the practical aspect of music in the PTE music curriculum should also be examined because Kenyan education is examination-based, and examination is used as a way of improving college pass rates. The study recommends more planning and preparation on the use of KPA by music tutors for continual improvement in music development in teacher training colleges. Aspects of KPA should be polished from time to time; for instance, music tutors' re-training should be ongoing.