Music Learning and Cognitive Development: A Longitudinal Study of Children Aged 6 to 10 in Owerri, Imo State

This study conducts a longitudinal investigation of the relationship between formal music learning and cognitive development in children aged 6 to 10 in Owerri, Imo State, South East Nigeria. Research from cognitive neuroscience increasingly demonstrates that early music training strengthens neural pathways associated with language processing, working memory, executive function, and mathematical reasoning. However, longitudinal studies conducted within African educational contexts that test these relationships are almost entirely absent. This research follows two cohorts of children over 24 months: 50 children enrolled in structured music lessons and 50 demographically matched peers without music instruction drawn from selected private primary schools in Owerri. Cognitive assessments using standardised instruments measuring working memory, phonological processing, attention, and numerical reasoning are administered at baseline, 12 months, and 24 months. Music progress assessments are conducted at parallel intervals. The study applies mixed ANOVA and latent growth curve modelling to assess cognitive change trajectories between groups. The research is grounded in music cognition, developmental psychology, and neuroscience literature. Ethical approval is obtained from institutional and state education authorities. Findings will provide longitudinal evidence from an African setting on music's cognitive benefits, supporting investment in early childhood music education. Keywords: Music learning, cognitive development, longitudinal study, Owerri, children.