A Mixed-Method Study of Musicality Practices in Indigenous Peoples' Community: Curriculum Integration, Aptitude, and Study Engagement

This study examined the impact of Indigenous musicality practices and curriculum integration approaches on student engagement and cultural identity formation in Indigenous Peoples (IP) communities, employing a convergent parallel mixed methods design. Quantitative data were gathered through survey instruments administered to 65 participants, while qualitative data were collected via in-depth interviews with educators and community members. Results revealed that the integration of musicality practices—instrumental music, dance, and storytelling through music—was moderately extensive, while student engagement levels were notably high, particularly in relation to cultural interest and skills development. Curriculum integration through extracurricular and community-based programs was also assessed as moderately extensive. Although no statistically significant interaction effects were observed between musicality practices and curriculum integration, a moderate effect size indicated practical relevance. Qualitative findings underscored the cultural and pedagogical value of Indigenous musical practices, highlighting their role in cultural preservation, emotional expression, and social connection. Teachers expressed both strong support and challenges, including limited resources and training. The findings support the need for contextualized, culturally grounded education strategies that affirm identity and promote inclusive learning in Indigenous settings.