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Enjoyment of music and GCSE uptake: survey findings from three North East schools in England

Open access
Whitford, Helen, Kokotsaki, Dimitra·2024·British Journal of Music Education
DOI 10.1017/s0265051723000438
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Abstract

In recent years, music education has seen a decline in the number of students choosing to continue their studies at Key Stage 4 (14- to 16-year-old students) and choose music as a GCSE option in England. Whilst the English Baccalaureate (EBacc), a school performance measure which excludes the arts, has come under much scrutiny as to its impact on school music, enjoyment and the perceived importance of music lessons could also be contributing factors to low uptake. This paper presents student survey findings from the first part of a two-phase project that was based on a qualitatively driven mixed-method research design. Findings demonstrated that a decline in enjoyment and in the importance attributed to school music occurred in the first three years of lower secondary school (Key Stage 3). The enjoyment of school music was linked with the students’ engagement with practical components of music making, and its importance was mostly equated with future employment opportunities. The findings are discussed in terms of their practical implications in the teaching of music in secondary schools.

AI snapshot

Written from the paper’s full text.

TL;DR

This survey of 581 Key Stage 3 students in three North East England schools found that music was generally enjoyed but consistently ranked in the bottom third of school subjects for importance. Enjoyment and perceived importance declined as students approached GCSE choices, and few students wanted to study GCSE Music, especially in School C.

Key findings

  • Music was consistently ranked in the bottom third of 12 subjects for importance across all schools and year groups. In School C it was the least important subject in Years 7 and 8; in School B it fell from 9th in Year 7 to 11th in Years 8 and 9; in School A it was 9th in Year 7, 10th in Year 8, and 9th in Year 9.
  • Enjoyment declined over KS3 in Schools A and B, and between Years 7 and 8 in School C. Across the whole sample, 76% or more of students in each school responded “Yes” or “Sometimes” to enjoying music lessons, with “No” always the least selected response.
  • Desire to study GCSE Music was highest in School B at about 28% at the beginning of secondary school but fell dramatically in later years; School A was about 19% from the start and remained fairly constant in Years 7 and 8; School C was about 4% and 5% in Years 7 and 8.
  • Students who wanted to study GCSE Music ranked music 6th for importance, those who might ranked it 9th, and those who did not ranked it 11th. Students who felt they could study the music of their choice ranked music 1st for enjoyment and 9th for importance, compared with 11th for enjoyment and 12th for importance among those who felt they had no choice.

Methods

  • The paper reports the first survey phase of a two-phase, qualitatively driven mixed-method project. Data were collected online via SmartSurvey from April to May 2019 from students in Years 7, 8 and 9 (KS3) in three schools in the North East of England; School C ran KS3 only from Years 7 to 8.
  • A total of 686 responses were returned; 103 partially completed responses were excluded, and some School C responses selecting “Year 9” were removed, leaving 581 complete responses for analysis.
  • The questionnaire used closed and open questions, including ranking 12 curriculum subjects for enjoyment and importance. Data were analysed descriptively using SmartSurvey and Excel, exploring percentages and frequencies.

Limitations

  • The paper states that findings cannot be generalised to the wider population because they are based on a convenience sample, though the sample represented the majority of KS3 students in the three schools (N=581). It also states that a gender comparison was not performed due to the imbalanced gender composition of the sample.
  • The paper notes that information about extra-curricular activities, instrumental tuition, time dedicated to music, and KS4 uptake was unavailable for School B, and the amount of KS3 music time for School C was not known.
  • Evident from the text: the study is limited to three schools in one English region, relies on self-report survey data, and is cross-sectional; School C had no Year 9 data, and the survey took place before the Covid-19 pandemic.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1017/s0265051723000438

Cites

35 of 35 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

7 of 38 cited sources checked · 4 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    There is a gap in educational research exploring students' attitudes towards school music specifically in relation to GCSE uptake.

    “Following Little's (2009) study, there appears to be a gap in educational research exploring students' attitudes towards school music specifically in relation to GCSE uptake.”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Little (2009)
  • Findingcitation

    Year 9 students in School A discussed fewer barriers to GCSE uptake than any other year group.

    “However, Year 9 students in this school discussed fewer barriers to GCSE uptake than any other year group (see Kokotsaki & Whitford, 2023, for the second phase interview findings).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Kokotsaki & Whitford, 2023 source

      The ‘Limited GCSE options’ section says that one barrier was mentioned by Year 7 students but not by Year 8 or Year 9 students. The paper also reports School A Year 9 interview findings, but the passages do not establish that this group discussed fewer barriers overall than every other year group; no page numbers were available in our copy. (LLM, conf=0.72)

      Experimental — accuracy not yet measured
  • Interpretationcitation

    The view that future career goals can have a negative impact on GCSE choices echoes findings in previous studies.

    “This view about how future career goals can have a negative impact on GCSE choices, echoes findings in a number of previous studies (Lamont and Maton, 2008;Adey and Biddulph, 2001;Little, 2009).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Lamont and Maton, 2008 source
    • cites Adey and Biddulph, 2001 source
    • cites Little, 2009
  • Findingown data

    In School C, the same pattern of lowered enjoyment of school music lessons was apparent between Years 7 and 8.

    “In School C, the same pattern of lowered enjoyment of school music lessons was apparent between Years 7 and 8.”
    Quote in the paperNot a substantial claim
  • Findingown data

    When participants were asked why they enjoyed top-rated subjects, common themes involved creativity, fun, and liking the teacher.

    “common themes involved that those lessons allowed for creativity, were 'fun' and that students liked the teacher.”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim. 17
  • May combine two claims. 34

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    These findings are in line with previous work where enjoyment of music seems to decline as students approach KS4.

    “These findings are in line with previous work (e.g.Lamont et al., 2003;Little, 2009) where it was found that enjoyment of music seems to decline as students approach KS4.”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Lamont et al., 2003 source
    • cites Little, 2009

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The number of students taking up instrumental playing, singing and ensemble opportunities in their local areas declined in 2017 as they moved from primary to secondary school.

    “the number of students taking up instrumental playing, singing and benefitting from ensemble opportunities in their local areas seemed to decline in 2017 as they moved from primary to secondary school (Fautley & Whittaker, 2017).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Fautley & Whittaker, 2017

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Prior research found that enjoyment is often not a good enough reason for a student to continue a subject at KS4, with the usefulness of a school subject playing a more important role in decision-making.

    “Adey and Biddulph (2001) and others (e.g.Little, 2009) found, however, that such enjoyment is often not a good enough reason for a student to continue a subject at KS4, with the 'usefulness' of a school subject playing a more important role in the decision-making process.”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Adey and Biddulph (2001) source
    • cites Little, 2009

      The paper’s Additional information section reports that wanting to do music for a job was more influential in GCSE music choices than enjoyment of lessons. The Enjoyment of school music section also describes pupils who enjoyed music but did not consider it a viable KS4 option. These findings support the claim for music, but do not establish that perceived usefulness outweighs enjoyment across school subjects generally; page numbers were unavailable in our copy. (LLM, conf=0.86)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Findingcitation

    In line with previous research, the most enjoyable parts of music lessons were those involving playing instruments, practical work, composing, learning new pieces, working in groups, and making use of music technology.

    “In line with previous research, the most enjoyable parts of music lessons were those which involved playing instruments and participating in practical work, composing, learning new pieces, working in groups (Lamont et al. 2003;Little, 2009;Kokotsaki, 2016) and making use of music technology (Stavrou & Papageorgi, 2021).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Lamont et al. 2003 source
    • cites Little, 2009

      The Quantitative Data: All Schools section identifies playing, practical music-making, composing, and working in a group as activities students enjoyed. It does not identify learning new pieces as an especially enjoyable activity. Music technology is attributed to a different citation in the citing sentence, so it is not judged against Little (2009). (LLM, conf=0.85)

      Experimental — accuracy not yet measured
    • cites Kokotsaki, 2016 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    A notable response that only appeared in School C was that students particularly enjoyed using GarageBand during lessons.

    “A notable response that only appeared in School C was that students particularly enjoyed using GarageBand (a digital audio workstation) during lessons.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    A decline in enjoyment was found in all schools, more drastic in School B but more gradual and smaller in Schools A and C.

    “Whilst a decline in enjoyment was found in all schools, it was more drastic in School B but more gradual and smaller in Schools A and C.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Prominent themes for the most enjoyable parts of music lessons across all schools involved practical elements such as playing the keyboard or other instruments, being creative and composing, learning new pieces, and working with peers or friends.

    “prominent themes across all schools involved practical elements such as playing the keyboard or other instruments, being creative and composing, learning new pieces and working with peers or friends in pairs and groups.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    School A had more students responding 'Yes' to enjoying music lessons, whilst Schools B and C had more students responding 'Sometimes'.

    “School A had more students responding 'Yes', whilst in Schools B and C more students responded 'Sometimes' to this question.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    When asked what was not enjoyable about the lowest rated subjects, students cited that lessons were 'boring', topics were difficult or hard to understand, and responses highlighted the importance placed on teachers and teaching methods.

    “students cited that lessons were 'boring' (without any further explanation), topics within them were difficult or hard to understand and again responses highlighted the importance placed on the teachers and the teaching methods used.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The least enjoyable parts of music lessons included working in silence, engaging in written or theoretical work, being assessed, and having to perform in front of others, which caused some students to feel anxious or embarrassed.

    “elements cited as being the least enjoyable parts of music lessons included working in silence, engaging in written or theoretical work, being assessed and having to perform in front of others which caused some students to feel anxious or embarrassed.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The highest percentage of students wishing to study music at GCSE (about 28% at the beginning of secondary school) were in School B, but the number fell dramatically in subsequent years (Years 7 and 8).

    “The highest percentage of students wishing [Type here] to study music at GCSE level (about 28% at the beginning of secondary school) were attending School B but the number fell dramatically in subsequent years (Years 7 and 8).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students who enjoyed music lessons ranked music 9th in importance, those who sometimes enjoyed ranked it 11th, and those who did not enjoy ranked it 12th.

    “Exploring these rankings in relation to enjoyment, it was found that students who enjoyed music lessons ranked music in 9 th place in terms of importance, those who 'sometimes' enjoyed the music lessons placed it in 11 th ranking position and those who did not enjoy their lessons perceived it as the 12 th least important subject.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The study's results reinforced the finding that students at the beginning of secondary school reported enjoyment of music as a school subject, but their positive attitudes showed a gradual, albeit small, decline as they approached the end of KS3 and prepared to make GCSE subject choices.

    “Similarly to these studies, our results reinforced the finding that students at the beginning of secondary school reported their enjoyment of music as a school subject but their positive attitudes showed a gradual, albeit small, decline as they approached the end of KS3 and prepared to make their GCSE subject choices.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Students who responded 'yes' to having opportunity to study music of their choice ranked music 1st for enjoyment; those responding 'sometimes' ranked it 2nd; those responding 'no' ranked it 11th.

    “Those who responded 'yes' ranked music as 1 st for enjoyment in question seven, whilst those responding 'sometimes' ranked it 2 nd and those responding 'no', ranked music in the 11 th position.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Some students stated that subjects ranked least important would not be required for jobs, with fewer jobs existing in related areas.

    “Additionally, it was frequently cited that they would not be required for jobs, with some students stating that fewer jobs exist in the areas related to these subjects.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    In School B, music was placed 9th by Year 7 students but 11th by students in Years 8 and 9, showing a decrease in perceived importance over time.

    “In School B, music was placed in 9 th ranking position by Year 7 students but 11 th by students in Years 8 and 9, showing a decrease in students' perceived importance of the subject over time.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Common reasons students gave for ranking subjects highly important included that the subjects were needed or useful in later life, required for future jobs, and most typically used in everyday life.

    “When given the opportunity to express why the subjects they ranked highly were important, common responses included that the subjects were 'needed' or would be useful in later life, that they are required for future jobs and that they are most typically used in everyday life.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Common reasons for wishing to study GCSE Music among students who responded yes were that lessons were enjoyable or fun, they played an instrument, or they wanted a future career in music or the arts.

    “Common reasons for wishing to study GCSE Music for those who responded 'yes' were that lessons were enjoyable or fun, they played an instrument or they wanted to have a future career in music or the arts.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students who expressed a desire to continue at KS4 ranked music 6th in importance, those who might have wanted to continue ranked it 9th, and those who did not ranked it 11th.

    “It was also found that those who expressed a desire to continue at KS4 ranked music 6 th in terms of importance.Those who might have wanted to continue studying music at GCSE level ranked it 9 th , whilst those who did not, placed it in 11 th position among the other school subjects.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Music was consistently ranked poorly in importance, with students in School C ranking it as the least important subject in Years 7 and 8.

    “Findings showed that music was consistently ranked poorly, with students in School C ranking it as the least important subject in Years 7 and 8”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Although enjoyment was seen to decline in all schools, students did not have wholly negative views about music as a subject.

    “Although enjoyment was seen to decline in all schools, students did not have wholly negative views about music as a subject.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    In School C, drama was ranked 11th by Year 7 students and 10th by Year 8 students.

    “drama was also ranked poorly where it was studied in school C, placed in 11 th ranking position by Year 7 students and 10 th by those in Year 8.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    In School C, music was the least important subject, consistent with perceptions reported in past studies.

    “In School C, students' perceived importance of music remained consistent with perceptions reported in past studies (Harvey, 1984;Stables and Wikeley, 1997) with music being the least important subject.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Harvey, 1984 source
    • cites Stables and Wikeley, 1997 source

  • May combine two claims.

    Findingown data

    Art and computer science were the only other subjects ranked lower than music, with all other subjects consistently perceived as more important.

    “Art and computer science were also the only other subjects ranked lower than music, with all other subjects being consistently perceived as more important.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    In School A, the overall number of students wishing to study GCSE music was lower (about 19%) from the start and remained constant in Years 7 and 8, with only slight fluctuations.

    “In School A, the overall number of students was lower (about 19%) from the start and remained constant in Years 7 and 8, with only slight fluctuations.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    In School A, music was ranked 9th by Year 7, 10th by Year 8, and returned to 9th in Year 9.

    “In School A, music was also ranked in 9 th place among the 12 subjects by students in Year 7, and in 10 th place by those in Year 8, again showing a slight decline.This improved however in Year 9, with music returning to the 9 th place in students' responses.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    A total of 686 responses were returned.

    “Questionnaire data were collected from all three schools, and a total of 686 responses were returned.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    Some participants from School C who selected 'Year 9' were removed because no Year 9 students were surveyed in School C.

    “Furthermore, some participants from School C selected 'Year 9' as their year group. These responses were also removed as no Year 9 students were surveyed in School C.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    103 partially completed responses were not used in the analysis.

    “Of these, 103 were only partially completed and were not used in the analysis.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    A total of 581 complete responses were used for analysis.

    “Overall, a total of 581 complete responses were used for analysis.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The closer students got to GCSE, the less important they perceived music to be.

    “An analysis by year group showed that the closer students got to GCSE, the less important they perceived music to be.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Lamont and Maton (2008) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    In Lamont and Maton's (2008) study, music was found to be the least significant subject.

    “In relation to the importance attributed to the subject, music was found to be the least significant subject.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Lamont and Maton (2008) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The three schools were selected to represent geographical and socio-economic diversity within the north east of England and belonged to different local authorities.

    “The three schools were selected to represent geographical and socio-economic diversity within the north east of England and belonged to different local authorities.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The EBacc encourages students to take a specific set of GCSE subjects that excludes the arts.

    “the English Baccalaureate (EBacc) in which students are encouraged to take a specific set of GCSE subjects (which excludes the arts)”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Department for Education, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    By 2022, the government aimed for 75% of students to be studying the EBacc subject combination, rising to 90% by 2025.

    “By 2022, the government aimed for 75% of students to be studying the EBacc subject combination, with this rising to 90% by 2025 (Department for Education, 2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Department for Education, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Between 2012-2018, curriculum time given to computer science dropped substantially, with some students receiving less than one hour of the subject a week.

    “Between 2012-2018, curriculum time given to computer science had dropped substantially, with some students receiving less than one hour of the subject a week (Kemp & Berry, 2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kemp & Berry, 2019

  • May combine two claims.

    Interpretationreasoning

    The Year 9 School A group may have experienced fewer challenges in music learning, which may have had a knock-on effect on their perceived importance of music.

    “This subsequent finding seems to indicate that this particular group of students may have experienced fewer challenges in their music learning at school which may have had a knock-on effect on their perceived importance of music.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Finnish students express positive views toward their musical learning in school, but the importance they attribute to music seems to decrease as they move to upper secondary school grades.

    “Finnish students, for example, express positive views toward their musical learning in school but the importance they attribute to music seems to decrease as they move on through schooling to upper secondary school grades (Tossavainen & Juvonen, 2017).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Tossavainen & Juvonen, 2017

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationown data

    Music was often regarded as more important by those wishing to continue their studies at KS4 and those wishing to pursue it as a career in the future.

    “showing that music was often regarded as more important by those wishing to continue their studies at KS4 and those wishing to pursue it as a career in the future.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisenone given

    Despite decreasing importance in school, students' interest in music outside of school remains strong.

    “Despite this, their interest in music outside of school remains strong.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Previous research shows that music typically appears as the least important subject alongside other arts, mainly because of career and future employment concerns.

    “This finding is well aligned with previous research, as in a number of relevant studies, music typically appears as the least important subject alongside other areas of the arts (Harvey, 1984;Stables and Wikeley, 1997;Lamont & Maton, 2008) mainly because of career and future employment related concerns (Stables and Wikeley, 1997;Wright 2002).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Harvey, 1984 source
    • cites Stables and Wikeley, 1997 source
    • cites Wright 2002 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    A gender comparison was not performed due to the imbalanced gender composition of the sample, which would have been potentially biased.

    “However, due to the imbalanced gender composition of the sample, such a potentially biased comparison was not performed.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The questionnaire was carefully constructed taking into consideration relevant themes within the literature and questions asked in Little's study (2009).

    “The questionnaire was carefully constructed taking into consideration relevant themes within the literature and questions asked inLittle's study (2009) which also explored GCSE music uptake.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Little's study (2009)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductcitation

    The sample represented the views of the majority of all KS3 students in the three schools (N=581), making up an appropriate sub-set of units from the targeted population.

    “The sample, however, did represent [Type here] the views of the majority of all KS3 students in the three schools (N=581) making up an appropriate sub-set of units from the targeted population (De Vaus, 2013).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites De Vaus, 2013 source

  • May combine two claims.

    Interpretationown data

    Students in Schools A and B reported that drama was not studied, which could explain the low ranking given to drama in those schools.

    “it must be taken into consideration that students in Schools A and B reported that drama was not studied (Question 4) 4 .This could explain the low ranking given to drama in Schools A and B.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The perceived importance of school subjects may relate to the time they are allocated within the curriculum.

    “This lack of curriculum time (which is similar to that allocated to arts subjects) could provide further indication that the perceived importance of school subjects may relate to the time they are allocated within the curriculum.”
    Quote in the paperNot a substantial claim
46 of 46

  • The paper relies on this without support.

    Students' expressed desire to study GCSE Music in the future is a valid indicator of their actual GCSE Music uptake.

    “Students' perceptions of the importance they attributed to music were then analysed in relation to question 13 which asked, 'Would you like to study GCSE Music in the future?'.”
1 of 1

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Gender comparison described as both omitted and performed

    Minor

    The findings say no gender comparison was performed because the sample was imbalanced, but the discussion reports a comparison of enjoyment rankings by gender in the mixed schools.

  • Importance question refers to the wrong subject list

    Minor

    The paper says Question 18 used the same list of 12 subjects as Question 4, but Question 4 is described as asking whether students liked music lessons, with yes/no/sometimes responses. The subject-ranking list is attributed to Question 7.

2 of 2

Cites

Flagged first, then by citations

Research works printed but not linked: 3

  1. CARROLL, 2018, Uptake of GCSE Subjects 2017: Statistics Report Series No. 120
  2. 2018, Ethical Guidelines for Educational Research
  3. MCPHERSON, 2007, Proceedings of Australian Society for Music Education Biennial National Conference, 21

Cited by

Sorted by citations

Related

Authors
Whitford, H., & Kokotsaki, D.
Affiliations
Durham University (GB)
Corresponding author
Kokotsaki, Dimitra
ORCID
Kokotsaki, Dimitra
Venue
British Journal of Music Education
Publisher
Cambridge University Press (CUP)
Published
2024-01-04
Volume
41
Issue
2
Pages
132-144
ISSN
  • 0265-0517 (ISSN-L)
  • 1469-2104
DOI
10.1017/s0265051723000438
OpenAlex
W4390585847
Cited by
3
References
32
Citations by year
2026: 1 · 2025: 2
FWCI
15.80
Type
journal article
Language
en
Open access
Licence
Locations
  • British Journal of Music Education (publishedVersion, cc-by)
  • Durham Research Online (Durham University) (acceptedVersion, other-oa)
  • Durham Research Online (Durham University) (submittedVersion, other-oa)
Topics
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Social Sciences › Education › Music Education and Analysis
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
Keywords
music enjoyment, music education, English Baccalaureate, student engagement, compositional process, high school students, music education policy, North East England

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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