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STUDENTS ENGAGEMENT IN ONLINE MUSIC EDUCATION:

AN EXPERIENCIAL ACCOUNT

A Research Study
Presented to the Faculty of
Lourdes College
Capistrano St. Cagayan de Oro City.

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Music Education

Dagaraga, Mary Antonette M.

Gallogo, Kennyben M.

Jayoma, Queenly Lou S.

December 2022
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Chapter 1

THE PROBLEM

Introduction

Throughout the century, the world is changing at an unprecedentedly rapid rate,

and music education is situated in the context of current technologies and its relationship

to learning and innovation. Crawford (2013) describes music education at a pivot point for

educational change – change that welcomes the 21st century education technology of

online learning to become commonplace in the field of music education. With appropriate

pedagogical supports for instructors, students in remote and rural areas can partake in

interactive online music learning. In this study, learning-disabled postsecondary students'

experiences with online learning are examined. Fleetly accelerating digital technologies

have converted higher education. Technology integration has directed to a proliferation of

online educational immolations, and a large number of online tutoring practices have been

carried out in numerous disciplines and majors. The coronavirus pandemic deposed online

learning to the focus as higher education scholars, faculty, directors, and other

stakeholders tried a transition to remote learning on a global scale. Though significant

achievements have been made in the field of online learning, researchers have sought to

understand arising advantages and disadvantages.

Flexibility and convenience are key attributes that draw students to participate in

online learning (Aslanian & Clinefelter, 2013). Students appreciate the advantage of

flexible class times, the convenience of taking courses without having to commute to

campus, and the ability to balance competing demands of part-time jobs or family

commitments (Mucundanyi, 2019), but they felt disenfranchised by the virtual campus that

offered limited interactions with peers and instructors (Cochran et al., 2014; Moore et al.,

2016; Bawa, 2016; Bowen, 2019). The insufficiency of interactions between students and
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between individual students and instructors is a crucial component that may lead to an

unsatisfactory experience with online learning. Students’ feelings of isolation may lead to

their negative perceptions of online courses (Koutsoupidou, 2014).

The introduction and background information about students who struggle with

online learning, the work they put in, and the difficulties they encounter in higher education

are presented in this chapter. Students may also encounter issues regarding effective

communication with instructors with regard to their academic work and their personal

growth (Keengwe & Kidd, 2010). As student engagement continues to be a focus with the

field of higher education, it is important to address college level music education courses

within the e-learning environment (Baker &Pittaway, 2012). Student engagement is

considered a prerequisite for effective learning and understanding how students engage

with music education courses containing online learning components will enable

educators to better facilitate student learning.

This study makes use of Husserl's transcendental phenomenological research

design, which is a philosophical approach to qualitative research methodology aimed at

comprehending an individual's lived experiences in the world (Moustakas, 1994). This

qualitative method will be used to completely cross over the differences between students

studying music in an online modality. According to Chambers (2013), phenomenology is

a qualitative research method that focuses on the similarity of a group's prior experiences.

According to McIntyre and Smith (1989), this method investigates as subjects how we

experience objects and seeks the relationship between subject and object through

background, content, act, and horizon. The method is deemed appropriate for use in this

study because it will provide a description of the students' experiences with an emphasis

on meaning and discovery. Consequently, the method for this study has been selected.

The following criteria must be taken into account when selecting participants to use as

reliable sources of information: (1). The students who have experience face to face
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classes and then immediately switch online classes (2) The students who doesn’t have

any musical background but are enrolled in online music classes; (3) The students who

have experience music classes in an online modality.

As a result, it is absolutely necessary to investigate how students interact with their

peers, their teachers, and the material they are learning. These three aspects of student

engagement may provide insights not only for remote courses but also for face-to-face

courses when viewed within the context of online learning environments. If a learner can't

study enough, it will have a significant impact on their life. They may be losing interest in

participating and attending class because of this, perhaps. There is a lot of distraction,

which causes students to lose interest in their learning objectives.

Knowing their reason for how they cope with problems and how they handle

obstacles is certainly a must, this paper is conceptualized.

Theoretical and Conceptual Framework

This study assumes that students in online music classes have varied experiences

specifically advantages, challenges and coping strategies in developing their skills for it

requires competency in performance. This is aided by the theory of phenomenology, which

was largely developed by the German philosopher Edmund Husserl and is based on the

idea that reality includes things and events (phenomena) as perceived or understood by

human consciousness, which backs up this assumption.

Phenomenology is the study of and description of the study's structural

characteristics of various human experiences. To put it another way, it is the study of how

experiences and consciousness are structured. As a philosophical disciplinary approach,

the theory of phenomenology will be used as an analysis paradigm in this study to examine

the experiences of students who taking Music Education Subjects. The phenomenological

approach of Husserl will serve as the model for classifying the student's experiences. The
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theory of Connected Experience developed by John Dewey forms the basis of this

research. Personal experience plays an important role in the learning process, according

to this learning theory.

According to John Dewey, people make connections between their actions and the

outcomes of those actions in any experience; The perception of relationships or

continuities among events is what gives an experience its value. Every day, Dewey says,

the world gives us common experiences that lead to a real problem, ideas for how to solve

it, relevant data are observed, a hypothesis is made, put into action, and finally tested. To

put it another way, the majority of what we learn comes from the personal experience of

tackling the advantages, challenges and coping strategies.

One of the largest benefits of online learning over traditional classroom instruction

is the ability to quickly, conveniently, and automatically gather useful data that you can

use to improve your course. You can obtain information on which of your courses are the

most popular using digital learning, for instance. One of the biggest obstacles to online

learning is technical complexity. An unstable internet connection causes chaos, and

communication is lacking. It facilitates miscommunication. All online learners are familiar

with using technology, which is necessary for it to be simple and can make our work

simpler. It could add extra detail to the work.

Make a space in your house where you may work without interruptions. Establish

a consistent schedule for attending online classes and doing tasks for the coming chores

using the course syllabi, and be sure to give yourself enough time to finish each one. The

second is to obtain adequate sleep so that you can face the day with an alert body and a

focused mind.
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Statement of the Problem

The main focus of this study is to know the students’ lived experiences in online

studying and how it affects their minds and interest. Specifically, this study endeavors to

answer the following questions:

1. What are the advantages that students benefit from online music education?

2. What are the challenges that the students encountered in learning music subjects

online?

3. What coping strategies do the students exert to overcome the challenges they

encountered in learning music subjects online?

Significance of the study

The findings of the study would provide substantial information and clearer insight

into the importance of experiences as the basis in understanding a particular

phenomenon. Thus, this study will be beneficial to the following sectors:

Music Students. The experiences shared to the students to broaden their

perspective on the world by learning about the experiences of studying Music Education

Subject in an Online modality. This study will help them on how to engage Music Education

in an online modality and to cope up the experiences in the Music learning in an online

modality.

Music Teachers. Along the years teaching music in an online modality was so

struggle. All music teachers have difficulty to teach because Music lesson is more on

learning by doing. This study will give them knowledge on how to cope up the challenges

in teaching online.

Future Music Students. For them to be able to know on what impacts would the

online learning do towards the student learning. This study helps to inform them the

challenges, advantages and coping strategies on how to go with music education in an

online modality.
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Future Music Educator. For them to inform that teaching music in an online

modality is not just a simple thing. You should do an effort on what is needed for the

students to know about music. This study will help to inculcate on how gonna be taught

students in an online modality

Scope and Delimitation

The study is limited only to students who are taking online music subjects. This will

show the impact of online in students learning or their performances. This

phenomenological study is limited to the transcendental approach of phenomenology

utilized in the study which attempts to describe the experiences of the participants. The

experiences will explore the advantages, challenges, and coping strategies of music

education students.

Definition of Terms

The following terms are conceptually and operationally defined to provide a better

understanding of the study's various terminologies:

Experiences. Brewer (2012) quoted that music is a powerful tool for our personal

expression within our daily lives– it helps “set the scene” for many important experiences.

The term refers to the observation of facts or events encountered by the participants as

the basis of the investigation. Experiential Account. The term refers to the kind of approach

used in the study in which the data are the experiences of the participants as the basis for

investigation. In this study, the experiences is categorized into:

Advantages. Rucsanda, et al (2021) articulated that social distancing and

imposed restrictions influenced in-person education, especially affecting music

education. The term refers to the favorable circumstances or situation that provides

someone the possibility to gain a positive outcome. This is a window of time or

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conditions where you can make something happen. Phenomenology. The term

refers to the study of phenomena or appearances of things as they appear in our

experience and the meaning of such experience.

Challenges. According to Klawitter (2022) There 5 challenges students

face with online learning: distraction everywhere, staying motivated, technical

issues, some students being left behind, and lastly is diminished social aspects.

COVID-19 has changed the world permanently. Although college students have

been dramatically affected by this crisis, learning to be adaptable is an essential

part of life. As used in the study, the term refers to the difficult situation facing

something that needs great mental or physical effort in order to succeed and

therefore tests a person's capability.

Coping Strategies. In an educational setting, coping strategies refer to the

way in which learners predict, prepare, perceive, manage, react and alter their

behavior when stressed (ITAC 2021). This term refers to the actions or activities

or thought processes used by people in coping with stressful or unpleasant

situations.

Music Education Subject. Rucsanda, et al (2021) stated that the perceived

compatibility of e-Learning methods with online music education led to a higher perceived

utility which, in turn, predicted a higher satisfaction toward e-Learning. The term is used

in the study refers to the students who taking music education subject.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the literature and studies related to the study which guides

the researcher in the completion of their work. These relevant related studies, literature,

and summary of research findings both local and foreign provide clear insights and a

strong basis that firmed up the assumption of the researchers.

Advantages of Online music Learning

Online learning system has become wide and useful especially given the current

pandemic context generated by COVID 19. It brought a lot of great changes and

challenges in the way specific subjects to music education are taught. Michelle (2021)

stated that the transition to online learning has implications not only for teachers, who

need to change their courses but also for students, who need to adapt to the new learning

environment. Educators and parents are taking notice and many are considering whether

the shift to online education will lead to lasting changes for students who move out of the

classroom.

In conjunction with the alarming pandemic who had very serious safety protocols,

social distancing is part of the drill. However, Rucsanda, et al (2021) articulated that social

distancing and imposed restrictions influenced in-person education, especially affecting

music education. Thus, as concerning music education in Romania, higher education

music institutions were forced to adapt and evolve. As in many universities around the

world, in Romania, too, we witnessed an unprecedented migration from the face-to-face

music education to remote teaching methods, to ensure the normal functioning of

education and to constrain the spread of a transmissible virus such as COVID-19.

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Online Music Education Experiences

As an integral part of our experiences as people, music serves as a language: to

communicate and build our cultural identities, convey our emotional experiences, and

explore our passions. With this amazing transformative potential, it is no wonder that

music is being used by educators across the world to build positive classroom

environments and support young people in their personal and academic development.

Brewer (2012) quoted that music is a powerful tool for our personal expression within our

daily lives– it helps “set the scene” for many important experiences.

In terms of online learning, Biasutti (2015) stated that positive learning outcomes

for music students using the online and ICT environments include flexibility of location and

decrease of equipment changes. Kumar (2015) stressed that many students are not

provided with the high bandwidth or the strong internet connection that online courses

require, and thus fail to catch up with their virtual classmates: Their weak monitors make

it hard to follow the Course Management System and their learning experience becomes

problematic. Brewer (2012) quoted that music is a powerful tool for our personal

expression within our daily lives– it helps “set the scene” for many important experiences.

Polyak (2020) stressed that her dad, who is over 80, is mastering the new art.

When asked how he likes it he says, “The sound often freezes, the details are hard to

follow. Cannot do much about it so you do the best you can.” A friend of hers who is a

music teacher is also mastering the new experience. “It is not ideal,” she says. “One loses

many details during the lesson due to sound quality. It is impossible to truly show the

student on the keyboard. Small children have more difficulty concentrating on what is

going on the screen than their adult counterparts. It is always some kind of a compromise.”

Online resources where people ask about how to achieve low latency say there is no good

solution. “The best way is to be mindful of the issue.” Here’s a quote from a video on
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YouTube made by Fossgreen (2020) – How Teaching Online is Different: “Latency:

Because there’s a slight delay on video calls, you CAN’T play along with your students.

By the time they hear you, there’s a delay (called “latency”), and then it gets doubled on

its way back when you’re hearing them.” So, it seems that good network quality is crucial.

In order to be able to teach well you need to literally listen for details and be able to react

quickly.

Advantages of Online Music Education

Gautam (2020), pronounced that online learning offers teachers an efficient way

to deliver lessons to students. Online learning has a number of tools such as videos, PDFs,

podcasts, and teachers can use all these tools as part of their lesson plans. By extending

the lesson plan beyond traditional textbooks to include online resources, teachers are able

to become more efficient educators. Another advantage of online education is that it allows

students to attend classes from any location of their choice. It also allows schools to reach

out to a more extensive network of students, instead of being restricted by geographical

boundaries. Additionally, online lectures can be recorded, archived, and shared for future

reference. This allows students to access the learning material at a time of their comfort.

Rucsanda, et al (2021) stated that the perceived compatibility of e-Learning

methods with online music education led to a higher perceived utility which, in turn,

predicted a higher satisfaction toward e-Learning. Although this period accentuated the

fear of interaction with others, the anxiety related to the unknown, the intolerance of

uncertainty did not predict the satisfaction toward the use of e-learning platforms. In

conclusion, more educational initiatives are needed to promote remote teaching methods

in music education.
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Challenges in Learning Music Online

According to Gautam (2019) one of the key challenges of online classes is internet

connectivity. While internet penetration has grown in leaps and bounds over the past few

years, in smaller cities and towns, a consistent connection with decent speed is a problem.

Without a consistent internet connection for students or teachers, there can be a lack of

continuity in learning for the child. This is detrimental to the education process.

Martinez (2020), one of the main aspects that influence the transition to online

learning is communication. The traditional model of education enables students and

teachers to interact freely. In terms of music education, McGilvray (2021) reckoned that

visibility is also one of the challenges due to the entirely virtual nature of such lessons,

your face, hands, and instrument will need to be clearly visible in your webcam’s range.

Ensuring that everyone can see you clearly will help catch any mistakes you might be

making with your instrument, and is important to correcting these errors, developing your

skills, and receiving effective feedback. According to an article from National University

(2022), in an in-person setting, communication happens instantaneously, making it easy

for students to get answers and clarify points of confusion. In an e-learning setting,

communication is often asynchronous, which means there’s a gap between teacher and

student. It’s easy for misunderstandings to develop in these gaps—sometimes, allowing

a problem to snowball before it can be corrected.

Martinez (2020) further proclaimed that eLearning can cause a negative effect

which is often called “lost on the internet.” When having too much information available,

students can lose direction and get disoriented by lots of irrelevant information. The main

reason why students may deal with this problem is not the abundance of information itself

but the lack of clarity when it comes to instructions. Without real-time interaction with the

instructor, students may not be sure about what is expected of them, and what exactly
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their task is. Therefore, it’s important to provide students with clear instructions and to

make them as detailed as possible. An article from National University (2022) further

revealed that providing feedback is one of the most important and meaningful ways that a

teacher engages with a student. When feedback is delayed by additional days or weeks

because of an online format, students can become confused or uncertain about your

expectations, their progress, and their performance in your class.

Martinez (2020) once again stressed that one of the challenges associated with

eLearning is a lack of motivation. Students’ motivation directly depends on how engaging

their online courses are. If a course is boring, they will likely feel not motivated enough.

When in class, students can get additional motivation from their peers and teachers, but

this is impossible when studying online. Swallow (2019), determined that motivated

student will go far. Even students with moderate talent can succeed with motivation and

the drive to practice and improve. You really can’t encourage motivation in a student when

they just don’t want to play or practice. This is often due to the parent wanting the lessons,

not actually the student. Motivation is best encouraged by improvement and this in turn by

practice which requires motivation in the first place. Which leads to the challenge of

commitment. Swallow (2019) once again stressed that many students would like to be

able to play a musical instrument but truly lack to the commitment needed to do so. Many

hours of practice are required every week to be able to master rhythms, technique and

repertoire. Students see their teacher or other artists performing with ease and fail to

understand the depth of the commitment that was needed to achieve this standard of

excellence, which then leads to the challenge of assessing progress. Progress is

subjective and can only be measured incorporating effort, the amount of practice achieved

and the improvements gained over a specific amount of time. Comparing one student to

another is a recipe for disaster as everyone has different capability, talent, and learning
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abilities. The best gauge of progress is a measure of improvement over effort by the

individual student.

Michelle (2021), uttered, one of the most important consequences of the transition

to online learning is its impact on students' health and sleeping habits.

Coping Strategies in Overcoming the Challenges

McGilvray (2021), articulated that the first step to keep your physical and digital

space tidy is to organize your space. Keep in mind what is visible over your webcam,

including backgrounds, desk space, or even your pets. And when it comes to digital

housekeeping, you will certainly find your experience enhanced when you keep your files

and information sorted and stored for easy online access and keeping your computer

desktop spick and span. Also, organize your calendar. Though remote learning or teaching

definitely offers you more flexibility in your days, it’s important to keep on top of your

schedule. By ensuring that your calendar is organized and tells you exactly the

commitments and courses you have daily, you will make your workday go much smoother

and be more productive. National University (2022), stated that effective time

management is a fundamental skill for distance learners. Encourage your students to take

advantage of the numerous time management apps and resources that are available to

e-learners — many of them for free.

McGilvray (2021), continued that another important aspect to the best remote

experience is your selection of lesson platform. While there are plenty of options, such as

WhatsApp, Google Hangouts, Microsoft Teams, and more, it seems the most popular

platforms are Zoom and Skype. Each has different benefits, and based on your lesson

plan, priorities, and budget, you can decide which platform is best for your needs. He also

shared about internet connection. It may go without saying, but always make sure to check

your internet connection before a lesson. Connectivity issues can plague even the best
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internet setup, so ensuring that your connection is strong beforehand will save you and

your students a lot of time. If you find that buffering times are an issue, you can always try

disconnecting other devices from your internet connection, which should allow more

broadband for your lesson. Also, make sure that your setup is in a well-lit room, preferably

with natural lighting sources. This is key to ensuring that your finger positioning is clearly

visible on your instrument, so that your feedback and progress will be the most beneficial,

maximizing your time and effort.

Consequently, this present undertaking focuses on the advantages, challenges,

and the different coping mechanisms of the student’s taking music education subject in an

online modality. The aforementioned foreign and local literature and studies help the

researcher in the conceptualization of the study. This chapter firmed up the assumptions

of the researcher that learning music online is not very effective. Although it may increase

the number of resources that will likely supply the knowledge of one, such as accessible

videos, applications, and technology; it hinders the ability to make standard performance

which is the most essential thing when learning the courses of music.
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Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the research method used for the study. It includes the

research design, research participants, and data gathering procedure

Research Design

This study makes use of Husserl's transcendental phenomenological research

design, which is a philosophical approach to qualitative research methodology aimed at

comprehending an individual's lived experiences in the world (Moustakas, 1994). This

qualitative method will be used to completely cross over the differences between students

studying music in an online modality. According to Chambers (2013), phenomenology is

a qualitative research method that focuses on the similarity of a group's prior experiences.

According to McIntyre and Smith (1989), this method investigates as subjects how we

experience objects and seeks the relationship between subject and object through

background, content, act, and horizon. The method is deemed appropriate for use in this

study because it will provide a description of the students' experiences with an emphasis

on meaning and discovery.

Research Participants

There are 10 participants involved in the study who are students who have Music

classes delivered in an online modality. The participants are officially enrolled in a private

Catholic institution in the second semester of the school year 2022-2023.

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Sampling Procedure

Purposive sampling, in which participants are chosen based on the study's

purpose, was used by the researcher. According to Dudovskiy (2018), purposeful

sampling is a distinct type of non-probability sampling in which the researcher's objectives

serve as the basis for data collection. With an emphasis on discovery and meaning, it will

describe the students' advantages, challenges and, coping strategies. As a result, the

method is chosen for this study. The qualification to be considered in selecting the

participants as valid sources of information are the following: (1). The students who have

experience face to face classes and then immediately switch online classes (2) The

students who doesn’t have any musical background but are enrolled in online music

classes; (3) The students who have experience music classes in an online modality

Research Instrument

This study utilizes a face-to-face semi-structured interview to gather the responses

from the participants. In making the questionnaire, emerge 3 major questions: (1) What

are the advantages that students benefitted in online music education? (2) What are the

challenges that the students encountered in learning music subjects online? (3) What

coping strategies do the students exert to overcome the challenges they encountered in

learning music subjects online? This kind of interview encourages the researcher and the

participants to engage in a conversation where questions are modified in the light of the

participants’ responses.
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Research Ethics

The researcher will adhere to the School Research Protocols to guarantee the study's

quality and dependability. The following are the school's research protocols:

After a thorough evaluation and review of the research manuscript, the researcher

will first seek adviser approval. The defense proposal's schedule will also require the

Dean's approval from those involved in this study. The researcher will complete the

Research Ethics application form following the oral defense and submit it, along with the

approved research proposal, to the research ethics committee.

The researcher will then send two distinct consent letters to the Dean as well as

students enrolled in the Bachelor of Culture and Arts Education, Bachelor of Music

Education, and Bachelor of Elementary Education to enable the study to be carried out

and for the participants to indicate their willingness to participate. Appendix B contains

samples of consent letters. Following approval, the researcher will schedule interviews

and observations with the teacher participants. The face-to-face interview will be

conducted by the researcher personally. Digital recordings of all interviews will be made

for later verbatim transcription. In order to comply with the Data Privacy Act, permission

and consent will be sought prior to the recording. Participants' anonymity will be

maintained through the use of pseudonyms.

Data Gathering Procedure

The researcher will conduct individual interviews with music-related students as

part of the data collection process. Since the school only offers a limited number of face-

to-face classes at this time, the researcher will be able to visit the participants and conduct

face-to-face interviews. Through a Focus Group Discussion (FGD), a conversational

interview will be conducted with the participants who were deliberately selected to aid in
 18

the data collection process. This aims to foster a dialogue between the researcher and the

participants as well as a comprehensive comprehension of the phenomenon.

The interview schedule will be discussed with participants following consent collection.

Methods of Data Analysis

A thematic approach, as suggested by Husserl's phenomenological research

design, will be used for data analysis following the collection of relevant study data from

participant responses.

In order to construct meaning clusters, the transcribed data from a recorded video

of the Focus Group Discussion will be collected, read, and revisited. The researcher will

achieve a deeper comprehension of the phenomenon and develop a common meaning

for the event, circumstance, or experience through this process. In order to determine how

similar, the responses of the participants are, opinions that are directly related to one

another will be emphasized.

The next step in the analysis will be to develop various meanings from significant

responses to themes. By using this approach, the researchers will be able to define the

event, circumstance, or experience broadly and will comprehend the phenomenon to a

greater extent. The researchers would pinpoint the different elements and learn more

about the characteristics and intent behind the phenomenon.

In order to give a multidimensional view of the data, triangulation will be used in

the analysis. During the analysis, triangulation is used to guarantee the credibility and

validity of research findings. In a research study, triangulation is used to ensure that biases

caused by a single method are overcome by combining theories, methods, or observers.

Additionally, triangulation provides readers with a more balanced and fair explanation of

the gathered data. Reviewing the observation notes that were listed during the series of

observations, the interview transcript, and the coding of the various words and themes

from the transcripts are all used to perform triangulation in this project.
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APPENDIX A
Informed Consent Form for Participants

Name of Principle Investigator: Mary Antonette M. Dagaraga, Kennyben M. Gallogo

and Queenly Lou S. Jayoma
Name of Organization: Arts and Sciences Program
Name of Sponsor: None
Name of Project/Study Title/Study Protocol and Version

STUDENTS ENGAGEMENT IN ONLINE MUSIC EDUCATION: AN EXPERIENCIAL

ACCOUNT

This Informed Consent Form has two parts:

• Information Sheet (to share information about the study with you)
• Certificate of Consent (for signatures if you choose to participate)
You will be given a copy of the full Informed Consent Form

PART I: INFORMATION SHEET

INTRODUCTION
The proponent of this research study is currently taking Bachelor of Music Education
at Lourdes College, Cagayan de Oro City. You are invited to participate in this
research study entitled: STUDENTS ENGAGEMENT IN ONLINE MUSIC
EDUCATION: AN EXPERIENCIAL ACCOUNT. Your participation will involve self-
evaluation concerning the current status of your present job. You will be given some
time to reflect on whether to participate in this research study or not after the
background of the research study has been presented to you. You are encouraged to
ask questions at any time if some words are unclear to you.

PURPOSE OF THE RESEARCH

This study was designed to explore the experiences of the students who take the
music education subject. It explored their opportunities, challenges, and coping
strategies to overcome the challenges they experience during online modality. The
findings of the study would provide substantial information and clearer insight into the
importance of experiences as the basis for understanding a particular phenomenon to
the students.

TYPE OF RESEARCH INTERVENTION

This research study involves an interview and Focus Group Discussion (FGD) which
will be conducted personally by the researcher by face-to-face mode.

PARTICIPANT SELECTION
Ten (10) Students who take Music Education Subject involved in the study.

VOLUNTARY PARTICIPATION
 23

Your participation in this research study is voluntary. You may choose not to
participate and you may withdraw your consent to participate at any time. You may
also request not to include or use the information you have already provided. You
will not be penalized in case you have decided not to participate or withdraw from
this study.

PROCEDURES
The research involves a semi-structured interview and Focus Group Discussion
(FGD). The schedule for the interview and FGD will be sent to you via email asking
also your availability. The interview will be conducted face-to-face mode. After the
schedule is arranged, the researcher will conduct the interview on the arranged
schedule. You will be interviewed personally and in a group of 3. These participants
have similar experiences to you in online learning. You will be asked questions about
your experiences particularly your opportunities, challenges, and coping strategies in
online learning. If you are not comfortable answering some questions, you are not
required to answer all the questions. The researcher ensures that the responses
remain confidential, and nobody, other than the researcher will have the access to the
information provided and will know the individual response to the questionnaire.

DURATION
The interview consists of 9 questions which may last for 20-30 minutes or less
depending on the occurrence of evaluating their personal condition at work.

RISKS
There are no known risks associated with this research study. Your answer will be
based on your personal experience as Student taking Music Education Subject

BENEFITS
This research study may help us in understanding the experiences of Music Student
in online learning.

CONFIDENTIALITY
Although the nature of this research is not risky at any rate to anyone, your privacy
will be protected nonetheless. Your responses will remain confidential and
anonymous. Nobody, other than the researcher will know your answers to the
interview. Also, your identity will not be revealed in any publication resulting from this
study. The collected data will then be discarded after it has served its purpose.

SHARING THE RESULTS

The finding of this study will be kept confidential after it serves their purpose.
However, you will be informed if shared through publications and conferences.

RIGHT TO REFUSE OR WITHDRAW

Your participation as a participant is completely voluntary. You may choose not to
participate and you may withdraw your consent to participate at any time. If you feel
that some questions seem too personal, you may have the right not to answer or skip
the question.
 24

WHO TO CONTACT?
If you have any questions or concerns about this study, or if you have questions or
concerns about your rights as a research participant, please contact Mary Antonette
M. Dagaraga ([email protected]) Queenly Lou S. Jayoma
([email protected]) and Kennyben M. Gallogo
([email protected])

PART II: CERTIFICATE OF CONSENT

I have read the foregoing information, or it has been read to me. I have had the
opportunity to ask questions about it and any questions I have been asked
have been answered to my satisfaction. I consent voluntarily to be a
participant in this study.

Print Name of Participant: _________________

Signature of Participant: ___________________
Date: [MM/DD/YYYY] ___________________

STATEMENT BY THE RESEARCHER OR PERSON TAKING CONSENT

I confirm that the participant was given an opportunity to ask questions about
the study, and all the questions asked by the participant have been answered
correctly and to the best of my ability. I confirm that the individual has not
been coerced into giving consent, and the consent has been given freely and
voluntarily.
A copy of this Informed Consent Form has been provided to the participant.

Print Name of Researcher or person taking the consent

Mary Antonette M. Dagaraga

Kennyben M. Gallogo
Queenly Lou S. Jayoma
Signature of Researcher or person taking the consent
 25

APPENDIX B
INTERVIEW QUESTIONNAIRES
Semi-Structured Interview Questions

The Semi-structured interview questions will be drawn from this explicit

Question: What impacts would the online learning do towards the student learning? And
dissecting into prompts that are more specific, gentler, and less loaded questions to
elicit clear and suitable responses. The experiences are categorized into three:
advantages, challenges, and coping strategies

Dear Students,
The instrument intends to gather data about your experiences as Music
Students.

For this study to attain its objective, may we request you to please answer the
questions in these questions during the Focus Group Discussion (FGD). Rest assured
that all your answers will be dealt with the utmost confidentiality
Thank you very much.

Mary Antonette M. Dagaraga

Kennyben M.
Gallogo
Queenly Lou S.
Jayoma
Researcher

A. Advantages

1. What are your unforgettable positive experiences during online session

with music education subject?
2. What are the benefits you enjoy in online class?

B. Challenges

1. Can you share some negative experiences you have in online session in music
education subject?
2. What are the personal problems and difficulties you encountered during online
session with music education subject?
3. What do you think are the disadvantages of learning online modality?

C. Coping Strategies
1. How did you resolve the conflicts or problems you encounter?
 26

2. What coping strategies do you employ in facing those challenges or

negative experiences?
3. What do you think are the best ways to overcome the problems and
difficulties you encountered?
4. What advice can you give to the students who enrolled in music education subject
encountered problems and difficulties while in online modality?
 27

APPENDIX C

LETTER OF CONSENT

LOURDES COLLEGE
Hayes, Capistrano St.
9000, Cagayan de Oro City

November 21, 2022

Dear Ma’am/ Sir:

Greetings!

The undersigned is a student of Lourdes College who is currently conducting

a research study entitled “STUDENTS ENGAGEMENT IN ONLINE MUSIC
EDUCATION: AN EXPERIENCIAL ACCOUNT” as a requirement of Music Research
Subject. The data and other information derived herein will be kept with the utmost
confidentiality and will be used for the sole purpose of the study.
In line with this, I would like to ask your kind permission to join for a Focus
Group Discussion (FGD) with the other participants by face-to-face. Rest assured that
we will observe the institution's research protocol in the conduct of this endeavour.
Your approval regarding this matter is highly appreciated.

Thank you very much.

Respectfully yours,
Mary Antonette M. Dagaraga
Kennyben M. Gallogo
Queenly Lou S. Jayoma
Researcher