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Developing a Mnemonics-Based Teaching Module for Non-Optional Teachers' Needs in Basic Musical Notation Recognition
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DOI：10.21834/e-bpj.v10iSI37.7618.png)
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Abstract
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Teaching basic music notation remains challenging for non-optional music teachers lacking formal training. This study investigates teachers' needs for developing a mnemonics-based teaching module to enhance music notation recognition. A total of 34 non-optional music teachers completed a 28item questionnaire based on Rossett's (1987) Training Needs Assessment Model. The instrument achieved a Cronbach's Alpha of 0.893, indicating high reliability. Findings reveal teachers' strong need for structured mnemonic strategies to improve student learning. The questionnaire provides a foundation for the next research phase, focusing on experimental implementation of the mnemonics-based module to enhance music notation recognition.
Keywords:
Needs analysis
Mnemonic method
Non-optional music teacher
Basic musical notation
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