AN ASSESSMENT OF STUDENTS' PERCEPTION ON ADMISSION PROCESS INTO MUSIC TEACHERS EDUCATION PROGRAMME IN SELECTED COLLEGES OF EDUCATION IN SOUTH-WESTERN NIGERIA

Abstract

Poor academic performance of music students in Nigeria’s colleges of education (COE) in recent years has been a concern for stakeholders. Efforts are made to find answers to this challenge by various researchers who discovered the connection between student’s academic performance in higher institution with the mode and entry qualifications through which they were selected for higher learning. Institutional interference on the admission process into music teachers’ education (MTE) programme in Colleges of Education (COE) in Nigeria has been perceived by students as a major cause of low academic performance among music students. The study adopts mixed methods research design. Structured questionnaire was used to gather relevant data. The population of the study were eight COEs in South-Western Nigeria offering Music. Purposive sampling technique was used to select a State and Federal COEs from the population of study. Primary data were sourced from 60 students of the selected institutions, while secondary data were sourced from related literature, journals, books, thesis, and periodicals. Statistical analytical tools adopted in analysing the data were simple percentile, Mean (x?) and Standard deviation (SD). Based on the outcome of the findings, it was discovered that many candidates admitted into the department of music were not auditioned, students perceived their admission as institutional interference.