Evaluation of the Bachelor of Music Education Degree Programme (PISMP) at Institut Pendidikan Guru Malaysia (IPGM): A CIPP Model Analysis

Abstract

This study evaluates the implementation of the Bachelor of Teaching (PISMP) Music Education programme at Institut Pendidikan Guru Malaysia (IPGM) using Stufflebeam and Shinkfield's (2007) Context, Input, Process, Product (CIPP) model. Although IPGM plays a strategic role in producing specialist primary school music teachers, systematic, model-based evaluation of the Music Education curriculum has remained markedly limited relative to core academic programmes. An explanatory sequential mixed-methods design was employed, drawing on a census sample of 84 trainee teachers (from a population of 90) across five IPGM campuses, supplemented by semi-structured interviews with three purposively selected trainees. Quantitative data were analysed descriptively and inferentially using Pearson correlation and independent-samples t-tests, while qualitative data were analysed thematically following Braun and Clarke (2006). Findings indicate consistently favourable perceptions across all four CIPP dimensions, with the strongest ratings recorded for curriculum content suitability (M = 4.35) and comparatively lower, though still acceptable, ratings for process-level implementation (M = 4.05), particularly music equipment and individual practice-room adequacy. Curriculum suitability correlated significantly and moderately with trainee quality (r = .551, p < .01), as did the adequacy of learning support (r = .554, p < .01), and these quantitative patterns were corroborated by the qualitative interview evidence. The discussion situates these findings within the broader literature on teacher preparation and music pedagogy, arguing that the interdependence among the four CIPP dimensions offers a more complete explanatory account than any single dimension considered alone. The study contributes an empirically grounded, model-based evaluation that is currently scarce in Malaysian music teacher education and proposes targeted, evidence-based recommendations for continuous quality improvement (CQI) of the PISMP Music Education curriculum.