Title: Music Listening Skills As Predictor Of Academic Performance Of Music Undergraduates In Delta State University, Abraka
Authors: NWEKE, Ngozi, EFURHIEVWE, Margaret Akpevweoghene (PhD)
Volume: 9
Issue: 9
Pages: 132-138
Publication Date: 2025/09/28
Abstract:
This study investigated music listening skills as predictors of the academic performance of music undergraduates in Delta State University, Abraka. The research was guided by three objectives: to ascertain the relationship between music listening skills and academic performance, to determine the relationship between frequency and duration of listening as components of music listening skills and academic performance, and to establish the relationship between listening platforms and academic performance. A correlational survey research design was adopted. The population of the study comprised the entire eighty-nine (89) music undergraduates drawn from both Music Education and Music Art disciplines across 200 to 400 levels. Due to the small size of the population, a census approach was employed without sampling. The instrument for data collection was a structured questionnaire titled Music Listening Skills and Academic Performance Questionnaire (MLSAPQ), validated by experts and tested for reliability through a pilot study at the University of Benin, which yielded a Cronbach's alpha coefficient of 0.78. Data were analyzed using Pearson Product Moment Correlation Coefficient and simple linear regression. Findings revealed that music listening skills significantly predicted academic performance, accounting for 41% of the variance. Frequency and duration of listening were moderately related to academic outcomes, explaining 30% and 25% of the variance, respectively. Platforms used for music listening also contributed significantly, explaining 20% of the variance. These results underscore the importance of structured listening practices in enhancing cognitive abilities and academic productivity. The study concluded that music listening should be treated as both a musical and academic skill and recommended guided listening practices, integration of digital platforms, and institutional support to enhance student outcomes.