Title: Compulsory Music Education: A Policy for Nurturing the Soul or Stifling Creativity? An Evidence-Based Debate
Authors: Arinaitwe Julius
Ariyo Gracious Kazaara
Volume: 10
Issue: 3
Pages: 392-398
Publication Date: 2026/03/28
Abstract:
This study examined the effects of compulsory music education on secondary school students' academic performance, creative self-efficacy, intrinsic motivation, and socio-emotional well-being, with the aim of generating evidence-based insights to inform music education policy. A cross-sectional quantitative design was employed, with a stratified random sample of 420 students drawn from 12 secondary schools classified by music education policy - compulsory, elective, or none. Data were collected via a structured self-administered questionnaire incorporating validated psychometric scales, and analyzed using univariate descriptive statistics, one-way ANOVA, Pearson chi-square tests, correlation analysis, and hierarchical binary logistic regression. The findings revealed significant differences across music education groups on all outcome variables. Students in compulsory music programs recorded the highest mean academic performance (M = 71.4) and creative self-efficacy (M = 38.6), while students in schools with no music program recorded the lowest scores across all domains. Elective music participants reported marginally higher intrinsic motivation than their compulsory counterparts, signaling a trade-off between policy-mandated engagement and self-determined motivation. Correlation analysis confirmed positive dose-response relationships between duration of music participation and all outcome variables (r = 0.36-0.48, p < .001). Binary logistic regression, controlling for age, gender, socioeconomic status, and school type, identified compulsory music enrollment as the strongest predictor of above-median composite outcomes [OR = 3.46, 95% CI: 2.03-5.88, p < .001], followed by elective music participation [OR = 2.43, p = .001] and duration of music engagement [OR = 1.21 per year, p = .001]. The model demonstrated satisfactory fit (Nagelkerke Rē = 0.38; overall accuracy = 72.4%). These findings support the formal institutionalization of music education in school curricula while advocating for student-centered pedagogical approaches that preserve intrinsic motivation within compulsory frameworks. The study recommends that education policymakers treat music education as an equity-relevant intervention, with particular investment directed toward low-SES school environments where such programs are most lacking and their potential benefit greatest.