Exploring Musical Aptitude, Parental Involvement and Challenges: Basis for Enhancing the Music Program

Abstract

This study employed a mixed-method design, combining qualitative and quantitative approaches, to enhance the music program at Yi Jia Wu Music Education School. Participants included 266 young learners, 66 parents, and 15 school administrators, totaling 347 respondents. Musical aptitude was measured through rhythm perception, pitch recognition, and melodic comprehension, while parental involvement was assessed by time spent on music activities and participation in school events. Quantitative data were analyzed using a Likert scale with a significance level of 0.05, and thematic analysis was conducted with MAXQDA. Instruments were translated into Chinese, and reliability was ensured through test-retest, parallel-form, and internal consistency methods. Findings revealed high student proficiency in music, supported by parental involvement, but highlighted challenges such as funding, time constraints, and staffing issues. Recommendations included retaining effective programs, redesigning activities for additional funding, and removing outdated instruments and underperforming teachers. This approach aims to enhance and improve the music education program.