Music Aptitude and Music Achievement of Second-Grade Learners: Basis for the Development of Teacher-Support Materials

Abstract

This study investigates the relationship between music aptitude and music achievement among second-grade learners and its implications for the development of teacher-support materials. The respondents consist of 156 second-grade learners enrolled in Term 2 at Thai-Singapore International School during the academic year of 2022-2023. The Primary Measure of Music Audiation was used to assess music aptitude in terms of tonal and rhythm, while Term 1 grades were obtained from progress report cards. Statistical analysis includes the T-test and the Pearson product-moment coefficient for testing significant differences and correlations, respectively. Findings revealed that according to the profile, the respondents performed well in Music in Term 1, with the majority receiving the highest possible grade. The second-grade learners at Thai-Singapore International School may have stronger tonal aptitude than rhythm aptitude. However, it was important to note that the two aspects of music were interrelated, and overall music aptitude was a combination of both tonal and rhythm aptitude. Gender did not play a significant role in determining tonal aptitude. However, there was a significant difference in music aptitude between learners with a very good grade in music and those with a good grade in music. Based on these findings, the study proposes the development of teacher-support materials, including lesson plans and instructional resources, specifically designed to improve the level of music aptitude of second-grade learners.