Establishing the impact of using Orff pedagogical approach (OPA) on teacher trainees' performance (TTP) in basic music skills

Abstract

This study aimed to establish the impact of the use of the Orff pedagogical approach (OPA) 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 selected experimental group was exposed to the music-based pedagogical approaches, while the control group continued with the traditional teaching approaches used by 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. 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. All hypotheses were tested at α = 0.05 level of significance. The study concludes that without adequate and functional music teaching and learning resources, it is very difficult to teach music effectively, particularly using OPA. The study recommends widening opportunities for continuous professional development. Continuous professional development facilitated by in-service courses and workshops would give music tutors the incentive and stimulus to explore a lifelong path in their profession.