OVERCOMING SOCIO CULTURAL AND ADMINISTRATIVE BARRIERS IN THE TEACHING AND LEARNING OF MUSIC PRACTICAL IN SECONDARY SCHOOLS IN UDU LOCAL GOVERNMENT AREA, DELTA STATE NIGERIA

Abstract

The teaching and learning of music practical at the secondary school level remain crucial for nurturing creativity, cultural identity, and artistic expression. However, in Udu Local Government Area (LGA) of Delta State, socio cultural and administrative ch allenges undermine its effective delivery. This study investigates these barriers and proposes strategies for overcoming them. A descriptive survey design was employed, with a sample of 120 respondents comprising teachers, students, and administrators from three secondary schools in Udu LGA. Data were collected through structured questionnaires and semi structured interviews, and analyzed using descriptive statistics and thematic content analysis. Results revealed that socio cultural barriers, such as socie tal undervaluation of music, parental discouragement, and preference for science based subjects, significantly limit student participation. Administrative challenges, including inadequate funding, lack of instruments, shortage of trained teachers, and poor policy implementation, further compound the problem. The study concludes that addressing these challenges requires curriculum reform, stakeholder sensitization, improved funding, and infrastructural support. Recommendations include government led awareness campaigns, provision of resources, continuous professional development for teachers, and collaboration with cultural organizations to enhance community support.