ABSTRACT

Instrumental learning in music education is a complex process that requires specific teaching methods and strategies and entails a variety of intricate social, behavioral, cognitive, and emotional elements that collectively shape students’ academic development. The coronavirus pandemic forced a change from face-to-face to virtual instruction of musical instruments. The present study explores the impact of this shift on music students’ perceived learning outcomes from a behavioral perspective by examining the effect of remote teaching on students’ learning environments, interpersonal relationships, and intrapersonal reflections – factors that influence behavioral attitudes toward learning. A questionnaire was distributed to music students who undertook instrumental lessons at the University of Jordan during the pandemic. The analyzed data suggested that participants were less motivated to practice their instruments remotely, had lower senses of competence and self-regulation, and were dissatisfied with the learning outcomes achieved during the pandemic. Due to the scarcity of students enrolling in music programs at the University of Jordan and in the country more broadly, the research used a small sample size of 32 participants. This sample size can maintain the study’s findings, as many scholars presented evidence that a minimum number of 30 participants can be statistically sufficient for testing research hypotheses in certain fields (Kish, 1965; Louangrath, 2017). The authors urge educational institutions to consider the findings of this paper prior to adopting instrumental E-learning programs.

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