The Impact of School Music Activities on Parents’ Attitudes Toward Music Lessons
Parents’ Attitudes Toward Music Lessons
Abstract
This study aims to examine the effect of music activities on the attitudes of parents of primary and secondary school students toward music lessons. A quasi-experimental design with a single group pre-test–post-test model, one of the quantitative research methods, was employed. The implementation phase of the research was conducted with 3rd, 4th, and 7th-grade students studying at a village school in the Karesi district of Balıkesir, Turkey. Over eight weeks, music activities, including choir, rhythm, and solo performances, were organized and transformed into a showcase. Before and after the implementation, the Attitude Scale Towards Music Education (MEITÖ) developed by Güdek and Karakaya (2013) was administered to parents. The data collected were analyzed using the paired samples t-test, a parametric test, following the Shapiro-Wilk normality test. The analysis revealed a statistically significant difference between the pre-test and post-test results (p = .001 > .05). This finding indicates that the music activities positively affected parental attitudes. The study highlights the importance of family involvement in effectively delivering music lessons. It suggests that longer-term, inclusive, hands-on activities may more effectively change and transform parental attitudes.
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