Introduction Practical classes are vital to the holistic development of music students. Despite the significance of music practical classes, different levels of students’ participation suggest that various factors influence students’ engagement in music practical classes. This study focuses on the factors that influence students' participation in practical music classes, and investigates perceptions and participation patterns of students in the department of Music Technology in the Federal Polytechnic, Ilaro. The primary objective is to identify key factors that affect students’ involvement in practical sessions and propose strategies for improving practical music education in tertiary institutions. Methodology A descriptive survey design was adopted for this study and data was collected through an online questionnaire which was administered to music students across different year levels from ND1 – HND1. The questionnaire assessed students’ motivation, access to musical instruments, instructors feedback, external influences, and perceived relevance of practical sessions. The data was analysed using SPSS to identify participation trends and influencing factors. Results and Discussion Findings reveal that consistent practice, access to musical instruments and instructors feedbacks significantly enhance students' motivation and participation in music practical classes. Students with regular access to instruments reported higher levels of daily practice and motivation compared to those without access. Positive feedbacks from instructors to specific students were also associated with increased enthusiasm for practical classes. Furthermore, age differences influenced practice consistency and frequency, as older students (25–30 years) showed greater consistency. External factors such as family, work, and personal obligations were noted as barriers to regular practice, however, a notable proportion of students still maintained frequent practice. These results highlight how personal and institutional factors influence participation. Conclusions This study concludes that improving access to practice facilities, strengthening timely feedback of instructor-student interaction, and providing support structures to accommodate students facing external challenges can significantly enhance practical music education among music students in tertiary institutions. It is therefore recommended that music departments should be equipped with adequate number of musical instruments in order to foster motivation to practice music. Also, positive reinforcements in form of feedbacks from instructors should be encouraged in order to improve participation in practical’s. Future research could explore longitudinal tracking of practice habits to develop targeted strategies that support students’ engagements in music practical classes. Keywords: Music Education, Practical Music Classes, Student Motivation.
Doris C. Osuagwu