Investigation of Music Education in Public Secondary Schools in Benue State

Music education in Nigerian secondary schools plays a critical role in developing cultural literacy, creative skills, and aesthetic sensibility, yet its delivery in the public school system in North Central Nigeria faces persistent infrastructure and staffing challenges that warrant investigation. This study investigated the state of music education delivery in public secondary schools in Makurdi and Gboko Local Government Areas, Benue State, North Central Nigeria. A descriptive survey design was employed, with structured questionnaires administered to 15 music teachers and 200 students from twelve government secondary schools, supplemented by classroom observation checklists. The questionnaires assessed curriculum coverage, instructional resources, teacher qualification, and student engagement. Results showed that only 40 percent of schools had a dedicated music classroom, and functional musical instruments were available in only 26.7 percent of schools. Music as a discrete subject was offered in only 53.3 percent of surveyed schools, with cultural and creative arts serving as a broad substitute in others. Teacher qualification gaps were identified, with 46.7 percent lacking music-specific training. Tiv traditional musical instruments were entirely absent from school music education despite their cultural prominence in Benue communities. Student satisfaction with music education was moderate, with practical ensemble activities rated highest for engagement. The study concludes that music education in Benue public schools is under-resourced and culturally disconnected. Recommendations include teacher professional development funding, state-supplied instrument kits, and integration of Tiv musical heritage into the music curriculum.

Keywords: music education, secondary schools, Benue State, curriculum delivery, North Central Nigeria