The Causal Model for Music Teaching of Universities in Shanxi Province
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The objective of this research is to study the causal model of music teaching in colleges and universities in Shanxi Province. A total of 520 students were selected from five universities in Shanxi Province from a population of 3,834 students. The data collection tools consisted of six questionnaires: The Music Education Effect Questionnaire, the Curriculum Design Questionnaire, the Teacher Professional Ability Questionnaire, the Student Learning Motivation Questionnaire, the Extracurricular Practice Participation Questionnaire, and the Educational Resource Input Questionnaire. The reliability values of the questionnaires were 0.925, 0.898, 0.903, 0.876, 0.881, and 0.869, respectively. Path analysis was employed for data analysis.
The results indicate that all variables are significantly positively correlated with the effect of music education. The hypothesized causal factor model is consistent with the empirical data (χ² = 9.642, df = 5, χ²/df = 1.928, GFI = 0.996, AGFI = 0.983, RMSEA = 0.031, SRMR = 0.009). Teacher professional ability has the greatest total influence on music education effect (0.715), followed by curriculum design (0.582), student learning motivation (0.326), educational resource input (0.294), and extracurricular practice participation. Student learning motivation has the greatest direct influence (0.463), followed by curriculum design (0.287), teacher professional ability (0.215), and educational resource input (0.172). Teacher professional ability has the greatest indirect influence (0.500), followed by extracurricular practice participation (0.268), curriculum design (0.295), and educational resource input (0.122). These five variables collectively explain 72.3% of the variance in music education outcomes.
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