Examining music education students' attitudes toward music software across different variables

Abstract

The integration of technology into music education has significantly influenced both teaching and learning processes. This study examines the attitudes of undergraduate music education students toward music software and explores whether these attitudes vary based on gender, year of study, GPA, and principal instrument. The research employs an associational research design, utilizing the Attitude Scale Toward Music Software as the primary data collection tool. The study sample consists of 37 students enrolled in the Music Education Program at Bursa Uludag University. Data were collected via an online survey, and statistical analyses, including t-tests, Pearson correlation, and ANOVA, were conducted. Findings indicate that students generally hold a positive attitude toward music software, with no significant differences observed across gender, year of study, or principal instrument. Additionally, no significant correlation was found between GPA and attitudes toward music software. These results suggest that while students are receptive to integrating music software into their education, further research is needed to explore potential influencing factors. The study contributes to discussions on incorporating technology into music education curricula and highlights the need for further investigations into students' technology adoption in music learning environments.