THE EFFECTS OF TASK-DRIVEN TEACHING IN ENHANCING MUSICAL LITERACY AMONG COLLEGE STUDENTS

Abstract

This study explored the effectiveness of task-driven teaching in enhancing college students' musical literacy. The objectives of this research were: (1) to examine the effectiveness of task-driven teaching in improving college students' musical literacy; (2) to investigate students' attitudes toward the use of task-driven teaching to enhance musical literacy. The study involved sophomore students enrolled in music courses at Yunnan Forestry Vocational and Technical College. Two classes participated, totaling 66 students: 32 in Class One and 34 in Class Two. The study used a quantitative research method, including pre-test and post-test assessments, statistical analyses, and structured questionnaires. Data analysis involved calculating means and standard deviations and conducting both dependent and independent t-tests. The findings indicated that (1) students in the experimental group showed significant improvements across several dimensions of musical literacy, including basic music knowledge, aural training, music expression, and music appreciation and evaluation; (2) students' attitudes toward task-driven teaching were generally positive, reflecting higher engagement, motivation, and perceived learning value. The results suggested that task-driven teaching effectively enhanced students' musical literacy and provided meaningful pedagogical insights for improving music instruction in higher education.