British Journal of Music Education· 2026Q1
Exploring the relationship between differentiated instruction and motivation in Cypriot secondary music classrooms
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- Q1SCImago
- 2026year
Short summary
Differentiated instruction practices, particularly valuing student musical preferences and emphasizing comprehension over memorization, significantly increase motivation in 13-year-old Cypriot music students.
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Key points
- Student motivation in Cypriot secondary music classrooms is strongly linked to differentiated instruction.
- Teachers valuing students' musical preferences emerged as a primary driver of motivation.
- Emphasis on comprehension over memorization also positively impacted student motivation.
- The study involved 170 Year 7 students from eight government schools in Cyprus.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract This study aims to enhance our understanding of student participation in Cypriot music classrooms by exploring the relationship between differentiated teaching practices and student motivation. The sample consisted of 170 Year 7 students (13 years old) from eight different government schools. Data were collected through questionnaires completed by the students. The most significant factors influencing motivation in the classes studied were students’ perceptions of the value teachers placed on their musical preferences, the importance students themselves attributed to music, and, to a lesser extent, students’ perceptions of the emphasis placed on comprehension rather than mere memorization of material. These findings highlight the potential of differentiated instruction practices to boost student motivation in secondary school music education.
The authors' abstract, as published at the source. British Journal of Music Education, 2026 · DOI ↗
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Field: Music
MusicArts and Humanities