Supporting competence-based music education through electronic music devices: linking teacher capacity and learner outcomes in Uganda’s lower secondary schools

Abstract

Uganda’s new Lower Secondary Competence-Based Curriculum (CBC) emphasizes practical skills, creativity, and real-world application, yet music education faces persistent challenges, such as, under-prepared teachers, limited number of instruments, large classes, and inequitable access to technology. This qualitative multiple-case study examined how electronic music devices MIDI keyboards, laptops, smartphones, recording software, and notation tools can strengthen teacher capacity and improve learning outcomes in music education. The study was conducted in Masindi District, and it involved 15 Lower Secondary music teachers and 72 learners (S1–S4) across six schools. Data was collected through lesson observation, interviews, focus groups, and document analysis. Thematic analysis revealed the following key findings: electronic devices enhanced teacher confidence and pedagogical repertoire; recording and playback tools enabled reflective, learner-centered practice; learners demonstrated measurable gains in rhythm accuracy, ensemble coordination, and compositional creativity; group projects using keyboards and phones fostered collaboration and peer feedback; audio recordings provided authentic evidence for Conversation-Observation-Product (COP) assessment; and teachers creatively adapted to power outages and device scarcity through rotation schedules and offline preparation. The study demonstrates that even modest technology integration when pedagogically grounded can operationalize CBC principles, bridge teacher capacity gaps, and produce demonstrable musical competencies. Findings have implications for teacher professional development, curriculum implementation, and equitable technology access in resource-constrained contexts.