Advisers

Dr. Mariju F. Galicha

Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

Music education plays a crucial role in developing students’ artistic and cognitive abilities. However, there remains a need to examine how academic performance, student engagement, and learning experiences interact in non-Western conservatory contexts. This study addresses this gap by investigating the academic and experiential development of music students at Inner Mongolia University of Science & Technology. Specifically, it explores how music students perceive their performance in terms of knowledge, skills, and attitudes, as well as their levels of engagement and learning experiences within the music program. A descriptive-correlational research design was employed, involving 410 music students selected through stratified purposive sampling. A structured survey instrument measured academic performance, engagement dimensions (personal, professional, academic, intellectual, and social), and experiential learning modes based on Kolb’s experiential learning model (concrete experience, reflective observation, abstract conceptualization, and active experimentation). The findings revealed that students rated themselves positively across all measured domains, with the highest ratings in personal engagement and concrete experience. However, relatively lower ratings were observed in reflective observation, abstract conceptualization, and intellectual engagement. Significant differences were identified based on years of involvement in music. Furthermore, strong positive correlations emerged among academic performance, student engagement, and learning experience. The results underscore the integral relationship between experiential learning and music education outcomes. The study recommends implementing reflective and theory-based interventions, such as structured mentorship programs and project-based learning activities, to strengthen underdeveloped learning areas and promote holistic musical training.

Keywords

academic performance, experiential learning, student engagement, music education, inner mongolia