GASPRO International Journal of Eminent Scholars

ABSTRACT

The sought to assess the strategic assessment of specific methods adopted for teaching of music concepts in Efik/Ibibio culture. The study adopted ethnographic method within the domain of ethnomusicology where primary data was collected from the field through oral interview, observations and the use of structured questionnaire. The study was conducted in Akwa Ibom and Cross River States. The population of the study comprised all the traditional music types in Efik/Ibibio land. Proportionate stratified random sampling technique was used in selecting 10 music types and 100 traditional musicians from the study area. The Instrument used for data collection was a questionnaire titled “Specific Music Concept Teaching Methods Questionnaire (SMCTMQ).” Face and content validation of the instrument was carried out by an expert in test and measurement/evaluation from University of Uyo to ensure that the instrument has the accuracy, appropriateness and completeness for the study. Test-Retest technique was used to determine the level of reliability of the instrument. The reliability coefficient obtained was 0.92 and this was high enough to justify the use of the instrument. The researcher subjected the data generated for this study to appropriate statistical techniques such as descriptive statistics. The test for significance was done at 0.05 alpha levels. the study concluded that music instruction is well organized in the Efik/Ibibio traditional society. The study reveals that the indigenous teaching methods in Nigerian traditional society are good methods which exist for the teaching of certain music concepts in Efik/Ibibio culture and can be adapted for the teaching any music concepts in the formal classroom. One of the recommendations was that music teachers should select the activities and methods to use in executing his/her teaching. To achieve the specified education objectives, they should employ various pedagogical materials such as textual materials, objects, pictures, recorded music, video and television, computer and internet facilities, some of which may appeal to the learners in different dimensions thus making for a meaningful learning.

KEYWORDS: Demographic Variables, Music, Efik/Ibibio, Music Instruction, Traditional/ Indigenous Music, Teaching Method and Culture Area