EXPLORING THE ROLE OF MUSIC EDUCATION IN PRESERVING CULTURAL KNOWLEDGE IN SECONDARY SCHOOLS IN BENIN CITY

This study explored the role of music education in preserving cultural knowledge in secondary schools within Benin City, Edo State, Nigeria. The research was motivated by the growing concern over the decline of indigenous cultural values and traditional musical practices among younger generations, largely due to the dominance of Western educational and cultural systems. The study sought to determine how effectively music education contributes to cultural preservation, the extent to which cultural content is integrated into music curricula, and the challenges hindering its implementation in secondary schools. A descriptive survey research design was adopted for the study. The population comprised students, music teachers, and school administrators across selected public and private secondary schools in Benin City. A total of 100 respondents participated in the study, selected through simple random and purposive sampling techniques. Data were collected using a structured questionnaire consisting of both closed and open-ended items. The data were analyzed using frequency counts, percentages, and mean scores, while qualitative responses were examined thematically. Findings revealed that music education serves as a vital tool for transmitting cultural values, traditions, and identity among students. It was discovered that traditional songs, folk dances, and the use of indigenous instruments play a crucial role in helping learners appreciate their heritage. However, the study also identified major challenges including inadequate instructional materials, lack of qualified music teachers, poor funding, limited time allocation, and insufficient emphasis on indigenous music in the curriculum. The study concluded that music education remains an indispensable means of cultural preservation and national identity formation, yet it requires deliberate efforts to be effectively implemented in secondary schools. It recommended that the government, educational authorities, and community stakeholders should collaborate to strengthen music programs by providing adequate resources, training teachers, revising curricula to reflect indigenous content, and promoting cultural music events in schools. Overall, the study emphasizes that promoting indigenous music education in secondary schools will not only preserve cultural knowledge but also foster unity, pride, and continuity of Nigeria’s rich cultural heritage among the younger generation.