Parental involvement in music learning A qualitative study from the perspectives of parents, music teachers, and music students in Tawau, Sabah

Abstract

This qualitative study aims to gain a deeper understanding of parental involvement in children’s one-to-one piano learning from the perspectives of parents, teachers, and students in Tawau, Sabah. A purposive sampling of 15 participants to form five groups of parent-teacher-student triads was recruited. Narrative data were collected through semi-structured interviews. Findings indicated that parents, teachers, and students have both similar and diverse perceptions of parental involvement in the one-on-one piano lesson in terms of attendance at piano lessons, home environment and home practice, and communication. The findings indicated that the parents in Tawau rooted their practice and belief of parental involvement in the traditional values that put emphasis on responsibilities, co-operation, respect, and trust, in supporting their children in music learning and musical wellbeing. Some noteworthy findings observed that parents instinctively assume their significant role in scaffolding and support their children’s music learning, regardless of cultures, locality of residence and music lesson settings.