INFLUENCE OF ONLINE MUSIC EDUCATION ON ACADEMIC PERFORMANCE OF MUSIC STUDENTS IN SELECTED PRIVATE SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA

Abstract

The need for online music education in Kenya has remained a priority, especially after the COVID-19 pandemic. Although the possibility of virtual education became widespread during COVID-19, Online education programs have existed in Kenya for some time at varying levels of use. With the integration of online music education into existing classroom learning, it is essential to identify the opportunities and challenges. Guided by Lewin‘s change management model and Kotter‘s 8-step change model, this study examined how online music education influenced academic performance amid the integration of the virtual classroom into the physical mode of instruction. Given the significant shift away from physical instruction for music learners in private secondary schools in Nairobi County, Kenya, it is important to understand how these changes are influencing music education. This study examined how online music learning influences student engagement in selected private secondary schools in Nairobi County, Kenya; how online music learning affects the practical skills development of private secondary students in Nairobi County, Kenya; how students‘ attitudes towards online music education affects academic performance in selected private secondary schools in Nairobi County, Kenya; and how teachers‘ capabilities in online music education and instruction affect students‘ academic performance in music education in selected private secondary schools in Nairobi County, Kenya. The exploratory research design was employed in the study. The study was conducted in Nairobi County. The sample population was drawn from teachers and students in selected private secondary schools. Qualitative data were collected from teachers and students in private schools within Nairobi County through interviews. Open-ended interviews with relevant respondents were used to collect data. A pre-test was conducted to assess the credibility and dependability of the research instruments. The data were analyzed before being presented in the findings. This study aimed to determine the influence of online music education on students' learning outcomes, skillfulness, and academic achievement in private secondary schools in Nairobi County, Kenya. The outcomes indicated that students gained enhanced benefits in terms of active participation and creativity but faced challenges in acquiring practical skills. The study proposals are: the use of both traditional classroom education and online learning models; studies on the long-term effects of such pedagogy; and the examination of the effectiveness of newer technologies in the teaching of music to improve learning experiences among learners.