Teachers’ perceptions of declining participation in school music

Ng, Chi-hung Clarence; Hartwig, Kay

doi:10.1177/1321103x11423598

Cited by 27Diverse Music Education InsightsMusic Education and AnalysisArt Education and Development

Teachers’ perceptions of declining participation in school music

Open access

Ng, Chi-hung Clarence, Hartwig, Kay·2011·Research Studies in Music Education

DOI 10.1177/1321103x11423598

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Abstract

Low enrolment and high attrition rates are pressing issues facing school music in Australia. Based on a sociocognitive perspective, the current study explored music teachers’ perceptions of the extent of, reasons for, and factors influencing continuing enrolment in music. The findings showed that both classroom and instrumental music teachers perceived a general decline in student enrolment in music in high school. However, instrumental teachers perceived that relatively higher percentages of students tended to continue with instrumental music. Music teachers ranked the importance of various cognitive and social factors relevant to students’ continuing and discontinuing participation in music learning in school. Regression analyses showed that parental support and a quality music programme were significant factors predicting teachers’ perceptions of student persistence levels in instrumental and classroom music respectively. The paper ends with a discussion on the development of reformative music pedagogy.

AI snapshot

Written from the paper’s full text.

TL;DR

This survey of Queensland music teachers found that teachers generally perceived declining participation in high-school classroom music, while instrumental teachers were more likely to perceive continued instrumental participation. Teachers’ rankings and regression analyses highlighted personal interest, parental support, and quality music programs as key perceived factors in students’ persistence.

Key findings

Teachers perceived a general decline in classroom music: 64.9% and 78.6% thought only around 20–30% of students would continue music at Year 9 and Year 11, respectively. For instrumental music, views were less clear-cut: 26.4%, 25%, and 25.6% thought 60% or more would continue at Years 8, 9, and 11, but 31%, 31.5%, and 45.6% perceived less than 20–30% continuing at those years. Instrumental teachers perceived more continuation than classroom teachers at Year 9, F(2, 90)=5.12, p<.05, and Year 11, F(2, 88)=6.90, p<.005, with means of about 40–50% versus 20–30%.
The top-ranked reasons for discontinuing classroom music were low curriculum status, perceived unimportance, parental discouragement, lack of interest, and peer discouragement; similar reasons applied to instrumental music, with lack of confidence also important. The top-ranked reasons for continuing were personal interest, rich music experiences, valuing music, parental encouragement, and quality music programs.
Correlations showed quality music programs positively associated with perceived persistence in classroom music (r=.23, p<.001), while parental disaffection was negatively associated (r=-.26, p<.001). For instrumental persistence, negative associations were found for parental discouragement (r=-.33, p<.001), parental disaffection (r=-.23, p<.001), and peer influence (r=-.23, p<.001).
In regressions, quality music programs (β=.25, p<.001) was the only significant predictor of perceived classroom-music persistence, F(1, 71)=4.53, p<.05; parental discouragement (β=-.33, p<.001) was the only significant predictor of perceived instrumental-music persistence, F(1, 74)=8.93, p<.001.

Methods

A mailed survey was sent to 250 practising music teachers in Queensland; 120 completed and returned it, a 48% response rate. Participants were music teachers attending a 2007 music education conference; 44.1% identified as classroom music teachers, 38.1% as instrumental teachers, and 17.8% as both.
The survey had three parts: teachers estimated percentages of students continuing classroom music at Years 9 and 11 and instrumental music at Years 8, 9, and 11 on a 7-point scale; ranked five of 11 reasons for continuing or discontinuing music; and rated 40 items on contextual factors. Factor analysis with principal components and varimax rotation yielded seven factors accounting for 68.76% of total variance, with Cronbach alphas from .64 to .87.
Analyses included ANOVA comparing teacher groups, correlations, and two hierarchical multiple regressions with stepwise entry predicting teachers’ perceptions of student persistence in classroom and instrumental music.

Limitations

The paper states that the study focused on teachers’ perceptions, which cannot be equated with students’ actual participatory decisions; it also states that selected teachers should be interviewed to enrich results, that it did not investigate teachers’ views about what constitutes a quality music program, and that future studies need students’ voices and comparative analyses.
Evident from the text: the design is a cross-sectional postal survey using self-report perceptions; the sample came from conference-attending music teachers, which may limit representativeness; some factors had relatively low internal consistency (supportive school climate and teacher efficacy, α=.64); and each final regression model retained only one significant predictor.

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

Integrity signals

Registry

Crossref · 10.1177/1321103x11423598

Cites

57 of 57 references verified0 citation errors · 0 not checkable

Statistics

4 tests recomputed · 0 with the reported and recomputed p on opposite sides of .05

Claims the paper makes

5 of 64 cited sources checked · 4 supported · 0 flagged · accuracy not yet measured

Premisecitation
§ Introduction
Declining participation in school music is a significant educational problem identified in different countries such as Britain, Australia and Hong Kong.
“Declining participation in school music is a significant educational problem identified in different countries such as Britain (Bray, 2000), Australia (Pascoe et al., 2005) and Hong Kong (e.g.Leung, So & Lee, 2008).”
Quote in the paperSubstantial claim1 of 3 sources checked
- cites Bray, 2000 source
- cites Pascoe et al., 2005
- cites Leung, So & Lee, 2008
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Premisecitation
§ Introduction
In Australia, the 2005 National Review of School Music Education, consistent with a prior national investigation, pinpointed low enrolment and high attrition rate in music as pressing issues that need urgent action.
“In Australia, the 2005 National Review of School Music Education, consistent with a prior national investigation (Stevens, 2003), pinpointed low enrolment and high attrition rate in music as pressing issues that need urgent action (Pascoe et al., 2005, p.52).”
Quote in the paperNot a substantial claim1 of 2 sources checked
- cites Pascoe et al., 2005
  Section 3.3 identifies a seemingly high attrition rate, calls improving retention a priority, and reports low Year 12 music enrolments relative to the number starting instrumental music in Western Australia. But it says the available data do not establish whether that pattern holds in other states and territories, so the claim overstates the evidence for Australia as a whole. (LLM, conf=0.83)
  Experimental — accuracy not yet measured
- cites Stevens, 2003
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Interpretationcitation
§ Discussion
The result that music teachers generally considered more students tend to discontinue classroom music in high school was consistent with recent national reports on music education in Australia.
“This result was consistent with the recent national reports on music education in Australia (Pascoe et al., 2005& Stevens, 2003).”
Quote in the paperNot a substantial claim1 of 2 sources checked
- cites Pascoe et al., 2005
- cites Stevens, 2003
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Findingown data
§ Abstract
Instrumental teachers perceived that relatively higher percentages of students tended to continue with instrumental music.
“However, instrumental teachers perceived that relatively higher percentages of students tended to continue with instrumental music.”
Quote in the paperNot a substantial claim
Findingown data
§ Abstract
Both classroom and instrumental music teachers perceived a general decline in student enrolment in music in high school.
“The findings showed that both classroom and instrumental music teachers perceived a general decline in student enrolment in music in high school.”
Quote in the paperSubstantial claim

Findingown data
§ Results
These five reasons were also ranked as most important reasons for explaining why students discontinue with instrumental training.
“These five reasons were also ranked as most important reasons for explaining why students discontinue with instrumental training.”
Quote in the paperSubstantial claim
Findingcitation
§ Discussion
Music teachers considered that students' confidence in their abilities was rather important in learning musical instruments.
“In line with these previous studies, music teachers considered that students' confidence in their abilities was rather important in learning musical instruments.”
Quote in the paperNot a substantial claim
Findingown data
§ Results
The five most important reasons explaining why students discontinue with classroom music were: low curriculum status, perceived unimportance, parental discouragement, lack of interest, and peer discouragement.
“According to the total rank scores, the five most important reasons explaining why students discontinue with classroom music were: low curriculum status, perceived unimportance, parental discouragement, lack of interest, and peer discouragement.”
Quote in the paperSubstantial claim
Findingown data
§ Results
Parental discouragement (β=-.33, p<.001) was the only significant variable in the final model predicting teachers' perception of student persistence level in instrumental learning.
“As for the final model predicting teachers' perception of student persistence level in instrumental learning, parental discouragement (β=-.33,p<.001) was the only significant variable.”
Quote in the paperSubstantial claim
Findingown data
§ Results
Quality music programs (β=.25, p<.001) was the only significant variable in the final regression model predicting teachers' perception of student persistence level in classroom music.
“Quality music programs (β=.25, p<.001) was the only significant variable in the final regression model predicting teachers' perception of student persistence level in classroom music.”
Quote in the paperSubstantial claim
Findingown data
§ Results
For instrumental music, in addition to perceived importance and lack of interest, a lack of confidence was also important.
“As for instrumental music, in addition to perceived importance and lack of interest, a lack of confidence was also important, as indicated by its high average rank score.”
Quote in the paperSubstantial claim
Findingown data
§ Results
Nonsignificant ANOVA results indicated that classroom and instrumental music teachers did not differ in their scores on these variables.
“Nonsignficant ANOVA results indicated that classroom and instrumental music teachers did not differ in their scores on these variables.”
Quote in the paperNot a substantial claim
Findingown data
§ Discussion
Music teachers assigned the highest rank to 'low curriculum status' as the reason for students quitting music learning.
“Music teachers assigned the highest rank to”
Quote in the paperSubstantial claim
Findingreasoning
§ Discussion
Teachers' ranking of students' confidence in their abilities was relatively low for studying music.
“However, teachers' ranking of students' confidence in their abilities was relatively low for studying music.”
Quote in the paperSubstantial claim
Findingown data
§ Results
Most teachers considered that only a small percentage of students would continue with classroom music at Years 9 and 11.
“Most teachers considered that only a small percentage of students would continue with classroom music at Years 9 and 11.”
Quote in the paperSubstantial claim
Findingown data
§ Discussion
The highly ranked factor of low curriculum status was not significant in predicting teachers' perceptions of students' continuing participation in music learning.
“However, this highly ranked factor was not significant in predicting teachers' perceptions of students' continuing participation in music learning.”
Quote in the paperSubstantial claim
Findingown data
§ Results
Non-significant ANOVA results indicated that classroom and instrumental music teachers were not different from each other in their ratings on the relevant items.
“Non-significant ANOVA results indicated that classroom and instrumental music teachers were not different from each other in their ratings on Most teachers, 26.4%, 25% and 25.6% for Years 8, 9 and 11 respectively, considered that 60% or more instrumental music students would continue with instrumental music.”
Quote in the paperNot a substantial claim
Findingown data
§ Results
Teachers rated students' own cognitive factors such as valuing, interest and experiences as important factors promoting participation in music.
“Taken together, teachers have rated students' own cognitive factors such as valuing, interest and experiences as important factors promoting participation in music.”
Quote in the paperSubstantial claim
Findingown data
§ Discussion
Music teachers focused on the design and delivery of a quality music program for promoting continuing participation in both classroom and instrumental music.
“Instead, music teachers focused on the design and delivery of a quality music program for promoting continuing participation in both classroom and instrumental music.”
Quote in the paperSubstantial claim
Findingown data
§ Discussion
The regression results showed that a quality music program was the only significant variable predicting teachers' perceptions of students' persistence in taking music as an academic subject in school.
“The regression results showed that a quality music program was the only significant variable predicting teachers' perceptions of students' persistence in taking music as an academic subject in school.”
Quote in the paperSubstantial claim
Findingown data
§ Results
Music teachers perceived a general decline in the number of students taking music as an academic subject.
“The results confirmed that music teachers perceived a general decline in the number of students taking music as an academic subject.”
- Also stated in: § Discussion · hedged
  “Music teachers in this study generally considered that more students tend to discontinue classroom music in high school.”
Quote in the paperSubstantial claim
Findingown data
§ Results
Music teachers rated personal interest, rich music experiences, valuing music, parental encouragement, and quality music programs as the five most important reasons for explaining why students continue with classroom and instrumental music.
“Regarding the important reasons for explaining why students continue with classroom and instrumental music, music teachers rated personal interest, rich music experiences, valuing music, parental encouragement, and quality music programs as the five most important reasons.”
Quote in the paperSubstantial claim
Findingown data
§ Results
31%, 31.5% and 45.6% of the teachers perceived that less than 20-30% of students would continue their instrumental music at Years 8, 9 and 11 respectively.
“More specifically, 31%, 31.5% and 45.6% of the teachers perceived that less than 20-30% of students would continue their instrumental music at Years 8, 9 and 11 respectively.”
Quote in the paperSubstantial claim
Findingown data
§ Discussion
The regression analyses provided empirical support for the argument that teachers concentrated on what they could do in delivering engaging and effective music programs.
“The regression analyses provided empirical support for this argument.”
Quote in the paperSubstantial claim
Findingown data
§ Discussion
In the final model for predicting teachers' perceptions of students' persistence in instrumental music, parental discouragement was the only significant factor.
“In the final model for predicting teachers' perceptions of students' persistence in instrumental music, parental discouragement was the only significant factor in the model.”
Quote in the paperSubstantial claim
Findingown data
§ Results
Most teachers, 26.4%, 25% and 25.6% for Years 8, 9 and 11 respectively, considered that 60% or more instrumental music students would continue with instrumental music.
“Most teachers, 26.4%, 25% and 25.6% for Years 8, 9 and 11 respectively, considered that 60% or more instrumental music students would continue with instrumental music.”
Quote in the paperNot a substantial claim
Findingown data
§ Teacher efficacy (2 items)
Teachers perceived a declining trend in the percentage of students continuing classroom and instrumental music.
“Figure1and 2 shows that teachers perceived a declining trend in the percentage of”
Quote in the paperNot a substantial claim
Findingown data
§ Results
The perceived decline was less clear cut in instrumental music.
“However, this perceived decline was less clear cut in instrumental music.”
Quote in the paperNot a substantial claim
Findingown data
§ Discussion
Music teachers' ranking of important reasons for explaining continuing and discontinuing participation in school music drew attention to cognitive factors such as personal interest and valuing of music learning.
“Music teachers' ranking of important reasons for explaining continuing and discontinuing participation in school music has drawn our attention to cognitive factors such as personal interest and valuing of music learning.”
Quote in the paperSubstantial claim
Interpretationown data
§ Discussion
Parental support plays an important role in instrumental music learning.
“This highlights the important role of parental support in instrumental music learning and is consistent with the extant literature about its significance (e.g.McPherson, 2009;Sichivitsa, 2007;Zdzinski, 1996).”
Quote in the paperSubstantial claim0 of 3 sources checked
- cites McPherson, 2009
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Sichivitsa, 2007 source
- cites Zdzinski, 1996 source
Interpretationreasoning
§ Discussion
Music teachers might have considered students' personal interest and valuing more critical than self-efficacy in supporting continuing participation in classroom music.
“Following this logic, it can be argued that music teachers might have considered students' personal interest and valuing more critical than selfefficacy in supporting continuing participation in classroom music.”
Quote in the paperSubstantial claim
Premisecitation
§ Discussion
Instrumental teachers are likely to teach a group of more motivated students.
“In addition, it is likely that instrumental teachers teach a group of more motivated students.”
Quote in the paperSubstantial claim0 of 2 sources checked
- cites Fitzpatrick, 2006 source
- cites Kinney, 2008 source
Interpretationown data
§ Results
Teachers on average considered that adverse effects of school factors may contribute to the declining participation in both classroom and instrumental music.
“However, a closer look at the average rank scores drew our attention to the relatively high average rank scores in poor music program indicating that teachers on average considered that adverse effects of school factors may contribute to the declining participation in both classroom and instrumental music.”
Quote in the paperSubstantial claim
Interpretationcitation
§ Discussion
Instrumental teachers' close relationship with students may have contributed to a more positive view about students' continual participation in instrumental music.
“which may have contributed to a more positive view about students' continual participation in instrumental music.”
Quote in the paperSubstantial claim
Study design and conductcitation
§ Participants
The current response rate (48%) is acceptable for a postal survey.
“According to Babbie (1990, p.182) and Kidder (1981, p.150-151), the current response rate (48%) is acceptable for a postal survey.”
Quote in the paperNot a substantial claim0 of 2 sources checked
- cites Babbie (1990, p.182)
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Kidder (1981, p.150-151)
Premisecitation
§ Discussion
Students attracted to instrumental music are more motivated to continue music learning because they are more efficacious, supported by families, and hold high expectations.
“and more motivated to continue music learning for they are more efficacious, supported by families and hold high expectation (Kinney, 2008).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Kinney, 2008 source
Premisecitation
§ Review of relevant literature
Empirical evidence regarding how important personal and social factors interact with each other affecting students' motivation and intention to learn music has been reported.
“Empirical evidence regarding how important personal and social factors interact with each other affecting students' motivation and intention to learn music has also been reported (e.g.McCormick & McPherson, 2003;Sichivitsa, 2007).”
Quote in the paperSubstantial claim0 of 2 sources checked
- cites McCormick & McPherson, 2003 source
- cites Sichivitsa, 2007 source
Interpretationreasoning
§ Discussion
Juxtaposing low curriculum status as the reason for students quitting music and provision of quality music programs as one that promotes continual participation exposes an important dilemma in music education.
“Juxtaposing these two findings, i.e. low curriculum status as the reason for students quitting music and provision of quality music programs as one that promotes continual participation, exposes an important dilemma in music education.”
Quote in the paperSubstantial claim
Premisecitation
§ Introduction
There is a close relationship between teachers' perceptions and their actions.
“Second, there is a close relationship between teachers' perceptions and their actions (Biddle & Anderson, 1986).”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites Biddle & Anderson, 1986
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Interpretationreasoning
§ Discussion
From teachers' perspective, sustained music participation is more than a pedagogical issue restricted to the classroom milieu.
“From teachers' perspective, sustained music participation is more than a pedagogical issue restricted to the classroom milieu.”
Quote in the paperSubstantial claim
Premisecitation
§ Review of relevant literature
Dominant motivational models such as achievement goal theory and self-efficacy theory have adopted a sociocognitive perspective that highlights the importance of cognitive and social factors, as well as their complex interplay in understanding motivated behaviours.
“Dominant motivational models such as achievement goal theory and self-efficacy theory have adopted a sociocognitive perspective that highlights the importance of cognitive and social factors, as well as their complex interplay in understanding motivated behaviours (e.g.Covington, 2000;Dweck & Leggett, 1988;Schunk, 1991).”
Quote in the paperSubstantial claim0 of 3 sources checked
- cites Covington, 2000 source
- cites Dweck & Leggett, 1988 source
- cites Schunk, 1991 source
Interpretationown data
§ Results
The findings corroborated with teachers' ranking of the importance of parental encouragement and quality music programs.
“The findings corroborated with teachers' ranking of the importance of parental encouragement and quality music programs.”
Quote in the paperNot a substantial claim
Premisecitation
§ Discussion
Instrumental teachers usually build a close relationship with their students.
“Instrumental teachers usually build a close relationship with their students (cf. Coster-Giomo, Flowers, & Sasaki, 2005)”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Coster-Giomo, Flowers, & Sasaki, 2005
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Study design and conductcitation
§ Design of survey
Asking participants to rank a list of items has been considered a reliable and valid research method for assessing perceived relative importance.
“Asking participants to rank a list of items has been considered a reliable and valid research method for assessing perceived relative importance (e.g.Alwin & Krosnick, 2004;Juniper et al., 1999;Fuchs & Sox Jr., 2001;Maio, Roese, Seligman & Katz, 1996).”
Quote in the paperSubstantial claim0 of 3 sources checked
- cites Alwin & Krosnick, 2004
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Juniper et al., 1999 source
- cites Fuchs & Sox Jr., 2001 source

Classified as probably not a substantial claim. 51
May combine two claims. 27

Classified as probably not a substantial claim.
Premisecitation
§ Review of relevant literature
Music education researchers have proposed research frameworks in line with a sociocognitive perspective for exploring motivation in music learning.
“More recently, music education researchers (e.g.Austin, Renwick & McPherson, 2006;Hallam, 2002) have proposed research frameworks in line with a sociocognitive perspective for exploring motivation in music learning.”
Quote in the paperSubstantial claim1 of 2 sources checked
- cites Austin, Renwick & McPherson, 2006 source
- cites Hallam, 2002 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
At school level, the amount of resources and relative status of music among other school curriculum form an important supportive environment to motivate students to learn.
“At school level, the amount of resources and relative status of music among other school curriculum form an important supportive environment to motivate students to learn (Pascoe et al., 2005).”
Quote in the paperNot a substantial claim1 of 1 sources checked
- cites Pascoe et al., 2005
May combine two claims.
Findingown data
§ Abstract
Parental support and quality music program were significant factors predicting teachers' perceptions of student persistence levels in instrumental and classroom music respectively.
“Regression analyses showed that parental support and quality music program were significant factors predicting teachers' perceptions of student persistence levels in instrumental and classroom music respectively.”
Quote in the paperSubstantial claim
May combine two claims.
Findingown data
§ Results
The average mean scores of instrumental teachers indicated that they perceived about 40 to 50% of students would continue with their instrumental music while classroom music teachers had a substantially lower estimation at the level of 20 to 30%.
“The average mean scores of instrumental teachers indicated that they perceived about 40 to 50% of students would continue with their instrumental music while classroom music teachers had a substantially lower estimation at the level of 20 to 30%.”
Quote in the paperNot a substantial claim
May combine two claims.
Findingown data
§ Results
Instrumental teachers considered that more students would continue with instrument learning in high school, though a substantial portion of teachers considered a similar declining trend in student enrolment in instrumental music.
“Instrumental teachers considered that more students would continue with instrument learning in high school, though a substantial portion of teachers considered a similar declining trend in student enrolment in instrumental music.”
- Also stated in: § Discussion · plain
  “However, this view was not shared among instrumental teachers who considered that students tended to continue with their instrumental training in high school.”
Quote in the paperSubstantial claim
May combine two claims.
Findingown data
§ Results
Instrumental teachers considered that more students would continue with their instrumental music than did classroom teachers in Year 9 (F(2,90)=5.12, p<.05) and Year 11 (F(2,88)=6.90, p<.005).
“Significant ANOVA results indicated that instrumental teachers considered that more students would continue with their instrumental music than did classroom teachers in Year 9 (F (2, 90) =5.12, p<.05) and year 11 (F (2, 88) =6.90, p<.005).”
Quote in the paperNot a substantial claim
May combine two claims.
Findingown data
§ Design of survey
Seven distinct factors were found, including parental discouragement, peer influence, quality music program, parental disaffection, supportive school climate, principal's support, and teacher efficacy.
“Seven distinct factors were found, including parental discouragement, peer influence, quality music program, parental disaffection, supportive school climate, principal's support, and teacher efficacy.”
Quote in the paperSubstantial claim
May combine two claims.
Findingown data
§ Results
43.4%, 43.5% and 34.5% of teachers considered that more than 50% of students would continue with instrumental music in Years 8, 9 and 11 respectively.
“In particular, 43.4%, 43.5% and 34.5% of teachers considered that more than 50% of students would continue with instrumental music in Years 8, 9 and 11 respectively.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown data
§ Design of survey
Each factor accounted for a unique percentage of variance, and in total, 68.76% of the total variance.
“Each factor accounted for a unique percentage of variance, and in total, 68.76% of the total variance.”
Quote in the paperNot a substantial claim
May combine two claims.
Findingown data
§ Discussion
The ranking results were corroborated in subsequent correlation and regression analyses, which highlighted the significance of negative parental support in the form of discouragement and disaffection.
“These ranking results were corroborated in the subsequent analyses using correlation and regression, which highlighted the significance of negative parental support in the form of discouragement and disaffection.”
Quote in the paperSubstantial claim
May combine two claims.
Findingown data
§ Results
For teachers' perception of student persistence level in instrumental music learning, significant negative association was found in parental discouragement (r=-.33, p<.001), parental disaffection (r=-.23, p<.001) and peer influence (r=-.23, p<.001).
“As for teachers' perception of student persistence level in instrumental music learning, significant negative association was found in parental discouragement (r=-.33,p<.001), parental disaffection (r=-.23,p<.001) and peer influence (r=-.23,p<.001).”
Quote in the paperSubstantial claim
May combine two claims.
Findingown data
§ Results
64.9% and 78.6% of teachers generally thought that only around 20-30% of music students would continue taking music at Year 9 and at Year 11 respectively.
“More specifically, 64.9% and 78.6% of teachers generally thought that only around 20-30% of music students would continue taking music at Year 9 and at Year 11 respectively.”
Quote in the paperSubstantial claim
May combine two claims.
Findingown data
§ Results
The regression models were significant in predicting teachers' perceptions of students' persistence in classroom music, F(1,71)=4.53, p<.05 and their perceptions of students' persistence in instrumental music, F(1,74)=8.93, p<.001.
“The resulting regression models were significant in predicting teachers' perceptions of students' persistence in classroom music, F (1, 71) =4.53, p<.05 and their perceptions of students' persistence in instrumental music, F (1, 74) =8.93, p<.001.”
Quote in the paperSubstantial claim
May combine two claims.
Findingown data
§ Results
Quality music programs (r=.23, p<.001) was positively associated with teachers' perception of persistence in classroom music while a negative relationship was recorded with parental disaffection (r=-.26, p<.001).
“The correlation analyses showed that quality music programs (r=.23, p<.001) was positively associated with teachers' perception of persistence in classroom music while a negative relationship was recorded with parental disaffection (r=-.26,p<.001).”
Quote in the paperSubstantial claim
May combine two claims.
Findingown data
§ Results
As for social factors, more emphasis was placed on parental support and teachers' capability in designing a quality music program.
“As for social factors, more emphasis was placed on parental support and teachers' capability in designing a quality music program.”
Quote in the paperNot a substantial claim
May combine two claims.
Findingown data
§ Discussion
Teachers' rankings focused on the importance of parental support and, to a lesser extent, peer influence, especially in relation to the learning of instrumental music.
“As for social factors, teachers' rankings focused on the importance of parental support and to a lesser extent, peer influence, especially in relation to the learning of instrumental music.”
Quote in the paperSubstantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Introduction
The number of students who completed Year 12 music was about 4% to 6% of the total student population between 1988 and 2001.
“The number of students who completed Year 12 music was about 4% to 6% of the total student population between 1988 and 2001 (Stevens, 2003).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Stevens, 2003
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Premisecitation
§ Review of relevant literature
Students' choice to continue learning music is taken as an indicator of motivation.
“Students' choice to continue learning music is taken as an indicator of motivation (Maehr, Pintrich & Linnenbrink, 2002).”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites Maehr, Pintrich & Linnenbrink, 2002
  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).
Premisecitation
§ Discussion
Students attracted to instrumental music are usually achieving.
“Several American studies have shown that students attracted to instrumental music are usually achieving (Fitzpatrick, 2006;Kinney, 2008)”
Quote in the paperNot a substantial claim0 of 2 sources checked
- cites Fitzpatrick, 2006 source
- cites Kinney, 2008 source
Probably not a substantial claim: may not pass S2 (checkable), S4 (based).
Premisereasoning
§ Review of relevant literature
Teachers' perceptions are relevant and critical in improving our understanding of the nature and causes of declining participation in school music.
“Teachers' perceptions are relevant and critical in improving our understanding of the nature and causes of declining participation in school music.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
Teachers' support in the form of encouragement and positive reinforcement is especially important for students who lack confidence or have doubts about their abilities to learn music.
“Teachers' support in the form of encouragement and positive reinforcement is especially important for students who lack confidence or have doubts about their abilities to learn music (cf.Richards & Durrant, 2003).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Richards & Durrant, 2003 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
High achievers were far more likely than average achievers to find their peers to be supportive.
“O'Neill (1999) reported that high achievers were far more likely than average achievers to find their peers to be supportive.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites O'Neill (1999)
  Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Interpretationown data
§ Discussion
The current results can be interpreted as painting a gloomy future for music education in Australia because music teachers perceived that the issue of declining participation involved complex social issues and processes beyond their control.
“To a certain extent, the current results can be interpreted as painting a gloomy future for music education in Australia because music teachers perceived that the issue of declining participation involved complex social issues and processes beyond their control.”
Quote in the paperSubstantial claim
- Rests on an assumption: Teachers' perceptions of students' continuing participation are a valid basis for understanding actual student participation in school music.
Classified as probably not a substantial claim.
Study design and conductnone given
§ Discussion
The current study was limited by its focus on teachers' perceptions, which cannot be equated with students' actual participatory decisions.
“The current study was of course limited by its focus on teachers' perceptions which cannot be equated with students' actual participatory decisions.”
Quote in the paperSubstantial claim
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning
§ Discussion
One reason music teachers did not rank students' confidence important for classroom music participation may be that taking music as an academic subject may not demand a high sense of efficacy often assumed in instrumental music in which students are often required to perform publicly.
“One reason may be that taking music as an academic subject may not demand a high sense of efficacy often assumed in instrumental music in which students are often required to perform publicly.”
Quote in the paperNot a substantial claim
Classified as probably not a substantial claim.
Premisecitation
§ Participants
A low response rate does not necessarily mean a threat to research validity, especially when representative participants are involved.
“A low response rate does not necessary mean a threat to research validity, especially when representative participants are involved (Dillman, 1991;Hikmet & Chen, 2003).”
Quote in the paperSubstantial claim0 of 2 sources checked
- cites Dillman, 1991 source
- cites Hikmet & Chen, 2003 source
Classified as probably not a substantial claim.
Premisecitation
§ Introduction
Teachers' perceptions of students' motivation influenced the strategies they used to intervene and engage students.
“For example, Harde and Sullivan (2008) found that teachers' perceptions of students' motivation influenced the strategies they used to intervene and engage students.”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites Harde and Sullivan (2008)
  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).
Interpretationreasoning
§ Review of relevant literature
When students generally consider that they have a high ability to do well in music, find learning music interesting and consider music education important, they will be more likely to continue with music learning.
“It can be expected that when students generally consider that they have a high ability to do well in music, find learning music interesting and consider music education important, they will be more likely to continue with music learning.”
Quote in the paperNot a substantial claim
Classified as probably not a substantial claim.
Premisecitation
§ Participants
Response representativeness is more important than response rate.
“In addition, Cook, Health and Thomson (2000) argue that response representativeness is more important than response rate.”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites Cook, Health and Thomson (2000)
  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.
Study design and conductnone given
§ Discussion
The study did not investigate teachers' views about quality music programs and cannot provide answers to specific questions such as what should be counted as a quality music program for promoting music participation or retention in enrolment.
“However, our study did not investigate teachers' views about quality music programs and cannot provide answers to specific questions such as what should be counted as a quality music program for promoting music participation or retention in enrolment.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning
§ Discussion
The new finding warns against making generalised statements regarding students' continuing participation in diverse music learning opportunities in school.
“This new finding warns us against making generalised statements regarding students' continuing participation in diverse music learning opportunities in school.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Discussion
Many studies have discussed the problem of the relative importance of music within the school curriculum.
“This was not surprising, as many studies have discussed the problem of the relative importance of music within the school curriculum (e.g.Russell-Bowie, 1993;Stevens, 2003).”
Quote in the paperNot a substantial claim0 of 2 sources checked
- cites Russell-Bowie, 1993 source
- cites Stevens, 2003
  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).
Premisecitation
§ Discussion
Past studies have indicated a significant role of students' self-efficacy beliefs in music performance.
“Past studies have indicated the significant role of students' self-efficacy beliefs in music performance (e.g.McCormick & McPherson, 2003;McPherson & McCormick, 2006;Schmidt, 2005).”
Quote in the paperNot a substantial claim0 of 3 sources checked
- cites McCormick & McPherson, 2003 source
- cites McPherson & McCormick, 2006 source
- cites Schmidt, 2005 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone given
§ Design of survey
Two music educators reviewed the items and their suggestions for improvement were incorporated in the final version of this part of the survey.
“Two music educators reviewed the items and their suggestions for improvement were incorporated in the final version of this part of the survey.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
American students' valuing of music and self-concept of ability influenced their intention to participate in formal and informal music activities.
“Using path analyses, Sichivitsa (2007) showed that American students' valuing of music and self-concept of ability influenced their intention to participate in formal and informal music activities.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Sichivitsa (2007) source
Classified as probably not a substantial claim.
Premisecitation
§ Participants
Social scientists hold varying opinions about acceptable response rates for postal surveys, which can range between 30% and 70%.
“Social scientists hold varying opinions about acceptable response rates for postal surveys, which can range between 30% and 70% (Goyder, 1985).”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites Goyder, 1985
  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).
Premisecitation
§ Review of relevant literature
Parent-child interaction within specific sociocultural context influences children's continuing desire to participate, expend effort and overcome obstacles in music learning.
“In a review study, McPherson (2009) confirmed the important role of parental support in students' music learning and proposed a research model highlighting that parent-child interaction within specific sociocultural context influences children's continuing desire to participate, expend effort and overcome obstacles in music learning.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites McPherson (2009)
  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), S4 (based).
Interpretationreasoning
§ Discussion
Another possible explanation may be related to the outcome variable at issue that focused teachers on students' continuing participation in classroom music rather than students' performance on specific music tasks.
“Another possible explanation may be related to the outcome variable at issue that focused teachers on students' continuing participation in classroom music rather than students' performance on specific music tasks.”
Quote in the paperNot a substantial claim
May combine two claims.
Study design and conductown data
§ Participants
In total, 120 music teachers completed and returned the questionnaire, a cumulative response rate of 48%.
“In total, 120 music teachers completed and returned the questionnaire, a cumulative response rate of 48%.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
Peer support forms an important social layer in students' motivation to continue learning music in school.
“Peer support forms another important social layer in students' motivation to continue learning music in school.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
Interpretationown data
§ Discussion
Taken together, the results crafted a special perspective about music participation based on teachers' perceptions.
“Taken together, our results crafted a special perspective about music participation based on teachers' perceptions.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation
§ Review of relevant literature
Teachers' support, relationships and feedback are important in music learning.
“Pitts (2004) studied the importance of teachers' support, relationships and feedback in music learning.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Pitts (2004) source
Classified as probably not a substantial claim. May combine two claims.
Interpretationreasoning
§ Discussion
Students' continual participation in music learning involves support from parents and peers and is embedded in complicated social beliefs and values related to music learning held among these stakeholders.
“Students' continual participation in music learning involves support from parents and peers and is embedded in complicated social beliefs and values related to music learning held among these stakeholders.”
Quote in the paperSubstantial claim
- Rests on an assumption: The reasons teachers rank as important for students' continuing or discontinuing participation correspond to the actual reasons for student participation.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown data
§ Participants
In terms of teaching qualification, these teachers were holders of a professional degree in education (54.1%), music (28.4%), or other related disciplines (17.5%).
“In terms of teaching qualification, these teachers were holders of a professional degree in education (54.1%), music (28.4%), or other related disciplines (17.5%).”
Quote in the paperNot a substantial claim
Classified as probably not a substantial claim.
Premisecitation
§ Review of relevant literature
Students' valuing of subject matter, competence beliefs, and personal interest are important cognitive variables that will have positive effects on persistence, engagement and long-term motivation.
“Students' valuing of subject matter, competence beliefs, and personal interest are important cognitive variables that will have positive effects on persistence, engagement and long-term motivation (Hidi & Harackiewicz, 2000;Wigfield, Eccles, & Rodriguez, 1998).”
Quote in the paperSubstantial claim0 of 2 sources checked
- cites Hidi & Harackiewicz, 2000 source
- cites Wigfield, Eccles, & Rodriguez, 1998 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown data
§ Participants
44.1% participants identified themselves as classroom music teachers and 38.1% as instrumental teachers; 17.8% was responsible for both classroom and instrumental music.
“44.1% participants identified themselves as classroom music teachers and 38.1% as instrumental teachers.17.8% was responsible for both classroom and instrumental music.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisenone given
§ Review of relevant literature
Social context is significant in students' motivation.
“Motivational research has also established the significance of social context in students' motivation.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S4 (based).
Interpretationreasoning
§ Introduction
Unless teachers consider the issue pressing and certain innovation viable, it is impossible for teachers to commit and make necessary change to their teaching practices.
“Unless teachers consider the issue pressing and certain innovation viable, it is impossible for teachers to commit and make necessary change to their teaching practices.”
Quote in the paperNot a substantial claim
May combine two claims.
Premisecitation
§ Introduction
Music teachers' beliefs and understanding of declining enrolment in music will influence how they structure the learning environment and what reformative strategies they consider viable for promoting music learning and participation.
“Music teachers' beliefs and understanding of declining enrolment in music will influence how they structure the learning environment (Shavelson & Stern, 1981) and what reformative strategies they consider viable for promoting music learning and participation.”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites Shavelson & Stern, 1981 source
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
Premisecitation
§ Review of relevant literature
The creation of a supportive learning environment that builds positive relationships, promotes learning and performance is critically important.
“The creation of a supportive learning environment that builds positive relationships, promotes learning and performance is critically important (Barrett & Smigiel, 2007).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Barrett & Smigiel, 2007 source
Probably not a substantial claim: may not pass S2 (checkable), S4 (based).
Study design and conductnone given
§ Participants
For the current study, representative participants should involve practising music teachers who are professionally active.
“For the current study, representative participants should involve practising music teachers who are professionally active.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
Personal interest has a significant role in sustaining learning engagement.
“While few studies (e.g.Barrett & Smigiel, 2007 studied music enjoyment) have examined personal interest in music learning, motivational research has established its significant role in sustaining learning engagement (Hidi & Harackiewicz, 2000).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Hidi & Harackiewicz, 2000 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Interpretationcitation
§ Discussion
The finding about personal interest and valuing is consistent with studies that highlight the importance of personal attitudes and intention in music learning.
“This finding is consistent with studies that highlight the importance of personal attitudes and intention (Hallam, 1998) in music learning”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Hallam, 1998 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation
§ Introduction
While the overall Year 12 completion rate in music has significantly improved over the past decade, music remains the least attractive subject compared to other curriculum studies within the Arts Key Learning Area.
“While the overall Year 12 completion rate in music has significantly improved over the past decade, music remains the least attractive subject compared to other curriculum studies within the Arts Key Learning Area (DEST, 2005, cited in Pascoe et al., 2005).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites DEST, 2005, cited in Pascoe et al., 2005
  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).
Premisecitation
§ Review of relevant literature
Parental support plays an important role in students' music learning.
“In a review study, McPherson (2009) confirmed the important role of parental support in students' music learning and proposed a research model highlighting that parent-child interaction within specific sociocultural context influences children's continuing desire to participate, expend effort and overcome obstacles in music learning.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites McPherson (2009)
  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
§ Review of relevant literature
Collaboration between friends facilitated music productivity and influenced how much music they play.
“McDonald and Miell (2000) studied collaboration between friends and found that such an interaction facilitated music productivity and influenced how much music they play.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites McDonald and Miell (2000)
  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).
Premisecitation
§ Review of relevant literature
Children would experience more bullying if they played an instrument that was considered inappropriate for their gender.
“For example, O'Neill and Boulton (1996) found that children would experience more bullying if they played an instrument that was considered inappropriate for their gender.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites O'Neill and Boulton (1996) source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown data
§ Participants
In terms of music training, 90.8% of the participants had instrumental training and 41.7% had vocal training.
“In terms of music training, 90.8% of the participants had instrumental training and 41.7% had vocal training.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
Bray's proposed reasons lack a theoretical base.
“While some of these conjectures make intuitive sense, Bray's proposed reasons lack a theoretical base.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Lamont & Maton, 2008 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
Simply having exposure to peers who play music in school can be a powerful motivator for students to start learning music themselves.
“Simply having exposure to peers who play music in school can be a powerful motivator for students to start learning music themselves (Davidson, 1999).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Davidson, 1999 source
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationown data
§ Discussion
This result highlights the critical role teachers have in promoting continual music participation.
“This result of course highlights the critical role teachers have in promoting continual music participation.”
Quote in the paperNot a substantial claim
- Rests on an assumption: The factors identified in the survey affect students' actual participation, not only teachers' perceptions.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
Parental support and involvement are strongly associated with musical learning outcomes.
“Parental support and involvement are strongly associated with musical learning outcomes (Zdzinski, 1996).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Zdzinski, 1996 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
Students' commitment to band and self concept of ability were significantly related to teachers' rating of their performance and effort, students' self-reported practice time, and solo festival participation.
“For example, Schmidt (2005) found that students' commitment to band and self concept of ability were significantly related to teachers' rating of their performance and effort, students' self-reported practice time, and solo festival participation.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Schmidt (2005) source
May combine two claims.
Study design and conductnone given
§ Participants
The surveyed music teachers who attended a music education conference held in 2007 for professional music teachers in Queensland were professionally active; over 75% actively participated in various communities of musicians.
“To access such a group of professional music teachers, we have specifically surveyed the music teachers who attended a music education conference held in 2007 for professional music teachers in Queensland.These music teachers were professionally active; over 75% actively participated in various communities of musicians.”
Quote in the paperSubstantial claim
Classified as probably not a substantial claim.
Premisecitation
§ Discussion
Harackiewicz and colleagues provided empirical evidence that different forms of motivation have differential effects on different learning outcomes.
“Harackiewicz andcolleagues (2000 &2002) provided empirical evidence for their argument that different forms of motivation will have differential effects on different learning outcomes.”
Quote in the paperSubstantial claim0 of 2 sources checked
- cites Harackiewicz et al., 2000 source
- cites Harackiewicz et al., 2002 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown data
§ Participants
The majority of these teachers had more than 10 years of experience in teaching music in Queensland schools (54.2%); 23.6% had less than 5 years of teaching experience in school music and 19.5% taught school music for 6 to 10 years.
“The majority of these teachers had more than 10 years of experience in teaching music in Queensland schools (54.2%); 23.6% had less than 5 years of teaching experience in school music and 19.5% taught school music for 6 to 10 years.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
§ Review of relevant literature
Students' prior knowledge and exposure to music are important cognitive factors as they will have implications for competence belief and motivation to continue learning music, especially instrumental music.
“In addition, students' prior knowledge and exposure to music are important cognitive factors as they will have implications for competence belief and motivation to continue learning music, especially instrumental music (Hallam, 1998).”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites Hallam, 1998 source

67 of 67

The paper relies on this without support.
Limited attention has been given to understanding how music teachers perceive the issue of declining enrolment.
“Limited attention has been given to understand how music teachers perceive the issue of declining enrolment.”
The paper relies on this without support.
Relatively few studies have investigated the problem of low enrolment in classroom music in school.
“Relatively few studies, however, have investigated the problem of low enrolment in classroom music in school.”
The paper relies on this without support.
Seldom have these factors been considered simultaneously in a single research.
“Seldom have these factors been considered simultaneously in a single research (for exception please see Sichivista, 2007).”
The paper relies on this without support.
Classroom music is compulsory for all students up to Year 8 and becomes an elective from Year 9 onwards.
“Classroom music as part of the school curriculum is compulsory for all students up to Year 8; from Year 9 onwards, students can take it as an elective subject.”
The paper relies on this without support.
Instrumental music programs are offered to selected students from Year 3 onwards.
“Instrumental music programs are offered to selected students from Year 3 onwards.”
The paper relies on this without support.
Teachers' perceptions of students' continuing participation are a valid basis for understanding actual student participation in school music.
“Understanding how teachers perceive the problem of declining participation in school music is an initial step for searching innovative measures to promote music education.”
The paper relies on this without support.
The reasons teachers rank as important for students' continuing or discontinuing participation correspond to the actual reasons for student participation.
“Based on your own understanding and observations, please rank the five most important reasons (5 to 1; 5=the highest rank or the most important reason) why some students have elected to continue studying a/classroom music; and b/ instrumental music in high school.”
The paper relies on this without support.
The factors identified in the survey affect students' actual participation, not only teachers' perceptions.
“This result of course highlights the critical role teachers have in promoting continual music participation.”

8 of 8

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Students who perceive support for music instruction from their parents are more likely to participate in school-based music classes.
“students who perceive support for music instruction from their parents are more likely to participate in school-based music classes”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Ng & Hartwig, 2011
The Discussion (page not provided) identifies parental support as important for continued music participation, particularly instrumental music. But the study reports teachers’ perceptions, not students’ perceived parental support, and its classroom-music model identifies program quality—not parental support—as the significant predictor. It therefore does not establish the claimed relationship for participation in school-based music classes. (LLM, conf=0.87)
Experimental — accuracy not yet measured

Statistics that don’t add up

Each reported p-value recomputed from its test statistic and degrees of freedom.

Inconsistent p-value: F (1, 74) =8.93, p < .001
Minor
The paper reports p < .001 here; recomputing from the test statistic and its degrees of freedom gives p = .004. The check cannot tell whether the statistic or the p-value is the misprint.
Reported p < .001 · recomputed p = .004

1 of 1

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

Doesn’t add upF(1, 74) = 8.93reported p < .001 · recomputed p = .004
“F (1, 74) =8.93, p < .001”
ConsistentF(2, 90) = 5.12reported p < .05 · recomputed p = .008
“F (2, 90) =5.12, p < .05”
ConsistentF(2, 88) = 6.9reported p < .005 · recomputed p = .002
“F (2, 88) =6.90, p < .005”
ConsistentF(1, 71) = 4.53reported p < .05 · recomputed p = .037
“F (1, 71) =4.53, p < .05”

4 of 4

Self-check

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

Instrumental limited-exposure average rank is incorrect
Minor
The total rank score of 57 divided by the 35 teachers who selected this reason is 1.63, not 1.90.
Reported 1.9 · recomputed 1.628571
Classroom lack-of-interest average rank is incorrect
Minor
The total rank score of 153 divided by the 66 teachers who selected this reason is 2.32, not 2.51.
Reported 2.51 · recomputed 2.318182

2 of 2

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Authors: Ng, C.-H. C., & Hartwig, K.
Affiliations: Griffith University, Australia
Griffith University (AU)
ORCID: Hartwig, Kay
Venue: Research Studies in Music Education
Publisher: SAGE Publications
Published: 2011-11-02
Volume: 33
Issue: 2
Pages: 123-142
ISSN: 1321-103X (ISSN-L)
1834-5530
DOI: 10.1177/1321103x11423598
OpenAlex: W2134780410
Cited by: 27
References: 54
Citations by year: 2026: 1 · 2025: 1 · 2024: 3 · 2023: 1 · 2022: 2 · 2021: 1 · 2020: 2 · 2019: 1 · 2017: 1 · 2016: 6 · 2015: 2 · 2014: 5 · 2013: 1
FWCI: 59.34
Type: journal article
Language: en
Open access: green
hdl.handle.net
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Research Studies in Music Education (publishedVersion)
Griffith Research Online (submittedVersion)
Research Bank (Australian Catholic University) (submittedVersion)
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: school music, student enrollment, student attrition, music teachers' perceptions, instrumental music, classroom music, parental support, student persistence, high school music, sociocognitive perspective

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Teachers’ perceptions of declining participation in school music

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