The Impact of Music on Academic Performance of Primary School Pupils in Ibadan, Oyo State

This study investigates the impact of music education and background music exposure on the academic performance of primary school pupils in Ibadan, Oyo State, South West Nigeria. Growing research from cognitive psychology and educational neuroscience suggests that musical training enhances memory, language acquisition, attention span, and mathematical reasoning in children. However, evidence specific to Nigerian primary school settings remains limited. This research examines whether pupils exposed to structured music instruction demonstrate measurably better academic outcomes in core subjects compared to those without such exposure. A quasi-experimental design is adopted, involving two groups of 50 primary four pupils each from selected schools in Ibadan North Local Government Area. The experimental group receives eight weeks of structured music instruction while the control group follows the standard curriculum. Pre-test and post-test assessments in English Language and Mathematics are used to measure academic change. Data analysis utilises analysis of covariance to control for baseline differences. The study also surveys teacher perceptions of music's role in cognitive development. Findings are expected to provide empirical support for strengthening music education in Nigerian primary schools and will inform curriculum policy discussions at state and federal levels. Keywords: Music education, academic performance, primary school, Ibadan, cognitive development.