Assessing Students’ Attitudes Toward Music as an Academic Discipline in Federal Government Colleges in Niger State

This study assesses the attitudes of secondary school students toward music as an academic discipline in selected Federal Government Colleges in Niger State, North Central Nigeria. Despite music's inclusion in the national secondary school curriculum and its recognition by major examination bodies, student enrolment in music as an examination subject remains low in many Nigerian schools, particularly in northern states. This research investigates the attitudinal, social, and institutional factors that influence students' decisions to study or avoid music as a formal subject. A descriptive survey design is employed, with structured questionnaires administered to 400 students from five Federal Government Colleges across Minna, Bida, and Suleja using stratified random sampling. Attitudinal measurement employs a validated Likert-scale instrument adapted from recent music attitude research in West Africa. Data analysis uses descriptive statistics and regression analysis to identify predictors of attitude formation. The study also gathers teacher and principal perspectives through semi-structured interviews. Preliminary indications suggest that attitudes are shaped by parental discouragement, peer ridicule, and a lack of visible music career role models in the immediate environment. Recommendations address curriculum advocacy, music teacher support, and community engagement programmes designed to shift perceptions in northern Nigerian educational contexts. Keywords: Student attitudes, music education, Federal Government Colleges, Niger State, academic discipline.