Abstract
In the modern world, there are an enormous number of changes due to the COVID-19 pandemic. This fact influences all areas and, in particular, music education. The connection between the pandemic and changes in music education related to oboe teaching will be considered in this work. The research investigates the correlation between music education (oboe teaching) and education modes (offline and online). This correlation was tested for veracity by using statistical analysis of data sets (Student and Shapiro-Wilk tests). These data sets were obtained using a survey that evaluated practice and theoretical skills. The participants were categorized into two distinct groups for this investigation: the control group, characterized by offline education during the experimental phase, and the experimental group, which encompassed both offline and online educational modalities. The survey contained different tasks that illustrated students’ evaluations of their improvements in learning to play the oboe. A fundamental objective of this study involves substantiating the conjecture that online education, particularly in the context of the pandemic, exerts an adverse impact on oboe pedagogy. It was shown from the results (teachers’ interviews) that some problems (like lack of connection with teachers, problems related to self-education, and students’ cheating) have a negative impact on learning to play the oboe, especially on practice skills. However, most of the students evaluated their improvements at a high level, but this perspective lacked empirical basis. It should be noted that there was some improvement in theoretical knowledge, but almost all teachers thought this fact was related to cheating. It also should be noted that students evaluated their skills in the period of offline education lower than teachers.
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The research was conducted ethically in accordance with the World Medical Association Declaration of Helsinki. The research was approved by the local ethics committees of Zhengzhou University of Industrial Technology (Protocol no. 4993 dated from 02/02/2021).
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Appendices
Appendix 1
There are 9 questions in the survey for students. They must give scores from 0 to 10.
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1.
How do you evaluate your improvement in studying?
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2.
How do you evaluate your readiness to take part in musical performances?
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3.
How do you evaluate your readiness for practical tests?
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4.
How do you evaluate your readiness for theoretical tests?
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5.
How do you evaluate your practice skills?
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6.
How do you evaluate your theoretical knowledge?
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7.
Evaluate your addiction to music.
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8.
How do you think you are evaluated by your teachers?
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9.
Evaluate your understanding of the given material.
Appendix 2
There are two questions, which were asked of the teachers:
“How do you evaluate changes in students’ skills?” (answers are “Increase”, “Decrease” or “No change”).
“What do you think are the problems associated with online education?”
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Zhang, Y. Problems of oboe teaching in a time of the COVID-19 pandemic. Educ Inf Technol 29, 1057–1070 (2024). https://doi.org/10.1007/s10639-023-12312-4
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DOI: https://doi.org/10.1007/s10639-023-12312-4