Predictors shaping music subject selection at A’level in Ugandan secondary schools: a case of selected schools in Central Region of Uganda

Abstract

There is a significant disparity between the number of students who take music at O‘level and those who continue with it at A ‗level as shown by UNEB music performance records across Uganda from 2014 to 2023. This study investigates the predictors shaping music subject selection at A ‗Level in Ugandan secondary schools, with a focus on selected schools in the Central Region.The study was guided by two theories: Expectancy-Value Theory (EVT), developed by Atkinson (1964) and later expanded by Eccles (1984) and Wigfield (2000), and Ecological Systems Theory (EST) by Bronfenbrenner (1979). The specific objectives were to explore how structural predictors (parental, teacher influence, peer and gender influence), educational predictors (Science education policies and availability of instructional resources), and personal predictors (career aspiration, personal interest, music academic performance ability) influence students' decision to select music as a subject. A mixed-methods approach was employed, combining qualitative and quantitative analyses. Participants included students, teachers, and school administrators sampled using Simple random and purposive sampling techniques. Data were collected through surveys, interviews, focus group discussions (FGDs) and document reviews. Quantitative data were analysed using frequencies, percentages, means, and standard deviations at the descriptive level. Hypotheses were tested using Pearson Correlation Coefficient and logistic Linear Regression analysis, while qualitative data were thematically analysed. Key findings revealed that parental influence was the most significant factor discouraging students from selecting music, followed by the influence of non-music subject teachers and peer influence, all of which negatively affected the likelihood of students choosing music as an A‘ level subject. Gender, however, exhibited no statistically significant effect, indicating uniform tendencies among male and female students toward music subject selection. On the educational front, science focused educational policies were found to negatively influence music selection, making students less likely to choose music in science-prioritized environments. However, the inadequate music instructional resources negatively influenced students‘ music subject selection decisions. In relation to personal predictors, career development considerations were identified as a significant factor that discouraged students from selecting music as a subject, reducing the likelihood of choosing it. Conversely, neither personal interest in music nor academic performance ability emerged as statistically significant predictors. The study recommends that school administrators actively involve parents in career guidance programs to foster support for music education. Policymakers should address the negative impact of science-focused policies by promoting balanced curricula that value arts and music.