Structural and Pedagogical Challenges of Violin Education in Selected Secondary Schools in Lagos State

Abstract

This study examines the structural and pedagogical barriers affecting effective violin instruction in junior secondary schools in Ikorodu Local Government Area of Lagos State, Nigeria. Although music is included in the national curriculum, orchestral string instruments remain largely absent, limiting students’ practical learning opportunities. Guided by Constructivist Theory, the study employed a quantitative design to identify challenges hindering violin teaching and learning. A stratified random sample of 100 music students and 20 music teachers participated. Data were collected through a validated four-point Likert-scale questionnaire and analysed using descriptive statistics. Findings showed that inadequate access to violins, a shortage of qualified instructors, limited institutional support, insufficient practice time, and poor maintenance of available instruments were the most significant obstacles. These structural deficiencies restrict learners’ active engagement, collaboration, and meaningful knowledge construction, consistent with constructivist principles. The study recommends targeted policy action, improved provision of instructional resources, specialised teacher training, and stronger community involvement to enhance violin education. Overall, the research provides empirical insight into systemic barriers affecting violin pedagogy and underscores the need for reforms that support sustainable, constructivist-aligned music learning environments in Nigerian junior secondary schools.