<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Music core literacy encompasses the essential skills students must acquire to form accurate concepts through music course learning. The enhancement of students’ artistic literacy within music education has emerged as a focal area of research. This study targets music majors at colleges and universities in H city, employing a questionnaire designed from dual perspectives: the quality of music teaching and the level of students’ artistic literacy. We applied open coding to the collected data, grounded in rooting theory, to formulate relevant research hypotheses. Subsequently, we assessed the reliability and validity of the questionnaire through factor analysis and conducted a preliminary analysis of the correlations using the Pearson correlation method. Furthermore, we developed a multiple regression model, positioning students’ artistic literacy as the dependent variable and music teaching quality as the independent variable, to explore and verify the interrelationships and hypotheses. The findings indicate that the equation can predict students’ artistic literacy: 0.882 + 0.255 × teaching ideology + 0.112 × teaching process + 0.176 × teaching ability + 0.225 × teaching effect. The results confirm that the quality of music teaching in colleges and universities significantly influences students’ artistic literacy levels. This research provides valuable insights for higher education institutions aiming to innovate music teaching methodologies and enhance the holistic literacy of their students.</p>
</abstract>

Music core literacy encompasses the essential skills students must acquire to form accurate concepts through music course learning. The enhancement of students’ artistic literacy within music education has emerged as a focal area of research. This study targets music majors at colleges and universities in H city, employing a questionnaire designed from dual perspectives: the quality of music teaching and the level of students’ artistic literacy. We applied open coding to the collected data, grounded in rooting theory, to formulate relevant research hypotheses. Subsequently, we assessed the reliability and validity of the questionnaire through factor analysis and conducted a preliminary analysis of the correlations using the Pearson correlation method. Furthermore, we developed a multiple regression model, positioning students’ artistic literacy as the dependent variable and music teaching quality as the independent variable, to explore and verify the interrelationships and hypotheses. The findings indicate that the equation can predict students’ artistic literacy: 0.882 + 0.255 × teaching ideology + 0.112 × teaching process + 0.176 × teaching ability + 0.225 × teaching effect. The results confirm that the quality of music teaching in colleges and universities significantly influences students’ artistic literacy levels. This research provides valuable insights for higher education institutions aiming to innovate music teaching methodologies and enhance the holistic literacy of their students.

Correlation Analysis of Higher Education Music Teaching Quality and Students’ Artistic Literacy - Based on Regression Analysis Model

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

Music core literacy encompasses the essential skills students must acquire to form accurate concepts through music course learning. The enhancement of...

Correlation Analysis of Higher Education Music Teaching Quality and Students’ Artistic Literacy - Based on Regression Analysis Model

Online veröffentlicht: 10. Juni 2024

Seitenbereich: -

Eingereicht: 10. März 2024

Akzeptiert: 09. Mai 2024

DOI: https://doi.org/10.2478/amns-2024-1475

Schlüsselwörter
Rootedness theory, Factor analysis, Pearson correlation method, Multiple regression model, Students’ artistic literacy

© 2024 Yushi Lin, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Correlation Analysis of Higher Education Music Teaching Quality and Students’ Artistic Literacy - Based on Regression Analysis Model

Online veröffentlicht: 10. Juni 2024

Seitenbereich: -

Eingereicht: 10. März 2024

Akzeptiert: 09. Mai 2024

DOI: https://doi.org/10.2478/amns-2024-1475

SchlüsselwörterRootedness theory, Factor analysis, Pearson correlation method, Multiple regression model, Students’ artistic literacy

© 2024 Yushi Lin, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Rootedness theory, Factor analysis, Pearson correlation method, Multiple regression model, Students’ artistic literacy