Music Education Curriculum Development Bachelor Degree of Rajabhat University in Northeast Thailand

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Surasak Hanteerapitak and Sayam Juangprakhon


The purpose of the current study is to develop a curriculum for a bachelors’ degree in Music Education in Rajabhat universities in Northeastern Thailand. The study was conducted in a mixed-method approach. The samples include 8 heads of the music department, 8 music instructors, 80 music education bachelors, and 768 students in Rajabhat universities throughout the Northeastern part of Thailand. The instruments were a questionnaire, a structured interview, and an unstructured interview. The data were analyzed using qualitative analysis, mean score, and standard deviation. The results of the study were as follows. 1. In terms of the current situation and problems related to the bachelor’s degree in music education in both 5-year and 4-year programs among in Rajabhat universities in Northeastern Thailand, it was found that the major problem is the decrease of student number which is accounted by the decrease of the Thai population. Moreover, the condition of instruments and classrooms is another issue leading to the problem. In terms of student recruitment, it was found that the freshmen have different music backgrounds which do not match music expertise in some cases. They need time to adapt themselves to music practicum. In addition, it was found that most of the students are from schools near the university areas. 2. In terms of curriculum assessment, all 8 curriculums in the Faculties of Education were found to reach the standard demanded by the TQF. 1 for the B.E. To clarify, they have the main components of objectives and purposes, contents, learning management, and evaluation and assessment. 3. In terms of curriculum development, the developed curriculum demands 136 units divided into 30 units for general education, 100 units for major courses, and 6 units for elective courses. In detail, of all 100 units of major courses, 40 units are for teacher profession courses and 60 units are for music courses. The curriculum was designed to have 2 semesters, and the curriculum evaluation indicates a high level of appropriateness (x̄ = 4.31, S.D. = 0.23) and a high level of feasibility (x̄ = 4.15, S.D. = 0.20).

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Surasak Hanteerapitak and Sayam Juangprakhon. (2021). Music Education Curriculum Development Bachelor Degree of Rajabhat University in Northeast Thailand. Annals of the Romanian Society for Cell Biology, 25(6), 10337–10347. Retrieved from