AN EXPERIMENTAL STUDY ON THE USE OF A KNOWLEDGE ACCUMULATION TRANSFER SYSTEM TO IMPROVE THE LEARNING QUALITY OF GRADE 10 STUDENTS IN THE ART CLASS (MUSIC) AT PRASARNMIT DEMONSTRATION SCHOOL (SECONDARY DIVISION), SRINAKHARINWIROT UNIVERSITY

Abstract

Background and Objectives: This research aims to 1) to design criteria for transferring cumulative knowledge according to learning standards for the subject of Art (Music) subject, 2) to test the cumulative knowledge transfer model to develop student quality and 3) to assess students’ satisfaction with the trial of cumulative knowledge transfer model to develop student quality. This study employs a basic experimental research design. The sample group consists of Grade 10 students enrolled in the Art (Music) subject at Prasarnmit Demonstration School (Secondary), who voluntarily applied for knowledge accumulation transfer and met the criteria by passing music standard grade exams based on international standards from initial level upwards within the last 3 years.

Methods: Data were collected using two instruments: a research questionnaire entitled “A Study of the Implementation of the Knowledge Accumulation Transfer System to Enhance Learner Quality and a satisfaction questionnaire regarding the knowledge transfer in the Art (Music) subject. The data were analyzed using statistical methods with a computer software program to calculate percentage (%), mean (X), standard deviation (S.D.), and content analysis.

Key Findings: From expert seminars in the field of music, the study identified key components of the designed criteria for accumulated knowledge transfer based on the learning standards of the Art (Music) subject. The framework consisted of: (1) transfer procedures, (2) learner qualifications, and (3) transfer criteria and evaluation methods. Research instruments included the research questionnaire, experimental results, and transfer criteria guidelines. According to the standardized music examination, students demonstrated musical knowledge in the following areas: rhythm (20.8%), melody (20.8%), harmony (3.8%), tone color and timbre (3.8%), sound characteristics (11.3%), songs (15.1%), music history (5.7%), and music notation reading (18.9%). The music standardized testing helped learners develop comprehensive musical understanding, including process skills (23.8%), performance skills (52.4%), and expressive skills (23.8%), as well as desirable personal attributes and attitudes toward learning.

Implications of the Study: The results indicate that the accumulated knowledge transfer system serves as an effective educational mechanism that bridges formal music curricula with international standards. It supports individualized learning pathways, promotes lifelong learning, and enhances overall learner quality in secondary-level music education.

Conclusions and Future Study: Analysis of the satisfaction questionnaire revealed that students’ overall satisfaction with the knowledge accumulation transfer model was at a high to highest level—45.5% at the highest, 36.4% at high, and 18.2% at moderate levels. Students expressed the highest satisfaction (27.3% highest, 54.5% high, and 18.2% moderate) with the alignment between the standardized music performance tests and the Art (Music) curriculum. Additional factors contributing to satisfaction included: (1) relevant learning materials and resources, (2) effective use of time and learning flexibility, (3) curriculum alignment, (4) improvement in communication, thinking, and problem-solving skills, (5) acquisition of knowledge and musical skills consistent with course objectives, (6) suitability of the transfer process for current learning contexts, (7) learner happiness and flexible scheduling, and (8) the applicability of transferred knowledge and standardized music qualifications to daily life. Overall, students reported the highest satisfaction level at 45.5%, high at 27.3%, moderate at 18.2%, and low at 9.1%. The findings confirm that the developed system effectively enhances both musical competency and learning quality in secondary-level music education.