UNIVERSITY STUDENTS’ PERCEPTIONS OF NATIONAL MUSIC AND ITS EDUCATIONAL ROLE: A QUANTITATIVE ANALYSIS USING SPSS

Abstract

This study aimed to identify differences in university students’ attitudes toward national music. The sample consisted of 143 students from the Institute of Pedagogy and Traditional Art at Korkyt Ata Kyzylorda University. Data was collected through a structured questionnaire. The questionnaire, divided into four sections, included questions about students’ musical background, gender, academic year, and attitudes toward national music in the first part; the second part assessed their views on the role of national music in education; the third focused on the values of national music and the effectiveness of teaching methods; and the final section consisted of open-ended questions exploring the role of national music in education. Jerrold Levinson’s theory served as the basis for constructing questions related to national music listening habits. The data were analyzed using SPSS 29.0.2.0. A 5-point Likert scale, based on statements 6–14, was used to evaluate students' attitudes regarding the cultural, educational, and social importance of national music. The Cronbach’s alpha coefficient for internal consistency was α = 0.975, allowing the creation of an integrated scale called “music attitude.”

The analysis revealed which elements of national music education students valued most, which teaching methods they found effective, and how national music contributed to their personal and cultural development. It also showed that future teachers support the use of online platforms and digital resources and hold a strong belief in the transformative potential of national music, particularly through instrumental training, emotional expression, and creative engagement.