This study examined the effects of a participatory singing program designed on music interest among performing arts majors. Twenty performing arts students participated in a 15-week participatory singing program. The program featured group singing activities incorporating diverse musical genres designed to promote active participation and peer collaboration. Results revealed that music interest significantly increased(t=4.475, p< .001). However, musical self-efficacy did not show statistically significant changes, suggesting that a 15-week program may be insufficient for deep psychological development. The findings demonstrate that participatory music education characterized by active student engagement and peer collaboration effectively enhances music interest among performing arts majors, validating the transition from traditional lecture-based music instruction to learner-centered aproaches.
Kim et al. (Sat,) studied this question.