Effects of Structured Keyboard-Based Instruction on the Musical Performance Abilities of Pre-Service Music Teachers

This study, conducted at the Mongolian National University of Education, examines the effects of a structured keyboard-based training program on the musical skill development of pre-service music teachers. Grounded in the theoretical frameworks of B. M. Teplov, N. A. Rimsky-Korsakov, and N. A. Vetlugina, the study distinguishes between general musical abilities (e.g., engagement and musical responsiveness) and specific musical performance skills (e.g., rhythmic precision and pitch recognition). Using keyboards equipped with advanced tonal and dynamic capabilities, participants engaged in systematic training focused on technical execution, rhythmic accuracy, harmonic coordination, and expressive control. A pre-test–post-test design was employed to assess students’ proficiency in pitch recognition, rhythmic precision, tempo perception, dynamic expression, fingering and hand coordination, and accompaniment. Quantitative analysis revealed a substantial increase in overall performance scores from 54.1% (pre-test) to 73.4% (post-test). Results of a paired-samples t-test indicated statistically significant improvements across all assessed dimensions (p < .05), thereby supporting the study’s hypotheses regarding the effectiveness of keyboard-based instruction. The findings suggest that keyboard training does not replace traditional music education approaches but rather enhances and complements them, offering a pedagogically effective means of developing both technical and expressive musical abilities. Accordingly, the study advocates for the integration of keyboard instruction into music teacher education curricula as a supportive and innovative instructional strategy.