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ENHANCING COMPUTER-BASED MUSIC ASSESSMENT THROUGH MULTIMEDIA 

INTEGRATION: AN EXPLORATIVE APPRAISAL OF JAMB AND OTHER NIGERIAN PUBLIC 

EXAMINATION BODIES 

 

 

Adesipe, Adekunle Enitolorunyan 

Joint Admissions and Matriculation Board (Jamb) 

Test Development Department 

Bwari Fct Abuja, Nigeria (West Africa) 

adesipe247@gmail.com 

 

            

ABSTRACT 

The rise of artificial intelligence (AI), the importance of public examinations, and the ongoing challenges facing 

assessment systems underscore the need for digitally-driven approaches to restore public trust and ensure the 

reliability of these exams. It is evident that the assessment of Music by Nigerian public examination bodies 

lacks the impactful integration of multimedia, such as innovative and interactive Music items enabled by 

Information and Communication Technology (ICT). This absence of innovation in Music assessments has 

negatively affected the credibility of Nigeria’s examination bodies and diminished candidates' cognitive and 

aural skills. To date, the National Examinations Council (NECO) and the West African Examination Council 

(WAEC) have not adopted technological tools for Music assessment. Although the Joint Universities 

Preliminary Examination Board (JUPEB) and the Joint Admissions and Matriculation Board (JAMB) have 

introduced computer-based Music assessments, these processes remain vulnerable to human interference and 

potential manipulation of musical scores. Currently, Nigerian high-stakes examination bodies still lack 

interactive and innovative Music items in their assessments. This paper takes an expository approach, 

advocating for the adoption of innovative technologies and digitalization in Music assessment. The research 

outlines the components and benefits of technological innovations in assessment digitization, concluding that 

21st-century digital assessments and enhanced technological controls are critical to ensuring credible high-

stakes exams. The paper recommends that NECO and WAEC introduce Computer-Based Testing (CBT) for 

Music assessments while retaining Paper-Pencil Testing (PPT) for theory, and calls for the inclusion of 

interactive and innovative Music items across all current and future high-stakes examination bodies, rather than 

relying solely on limited notation software. 

KEY WORDS: Music, CBT, Multimedia, High-Stakes examinations. 

 

INTRODUCTION 

The integration of innovative testing methods through Information and Communication Technology (ICT) is 

essential for Nigerian high-stakes examination bodies to align educational advancements with effective 

assessment practices. When new technologies are incorporated into assessments, they enhance the ability to 

measure complex skills and reasoning processes more accurately.  

 

The introduction of Sibelius (named after the Finnish composer Jean Sibelius) and Finale software into the 

Computer-Based Testing (CBT) for Music in the assessments conducted by the Joint Universities Preliminary 

Examination Board (JUPEB) and the Joint Admissions and Matriculation Board (JAMB) has significantly 

improved public examinations in sub-Saharan Africa. 

 

Initially, JAMB used Finale software for notating musical scores but later switched to Sibelius due to its 

superior educational and editing capabilities. Other examination bodies, including JUPEB, the West African 

Examination Council (WAEC), and the National Examinations Council (NECO), have since adopted similar 

technologies, moving away from the manual method of drawing Music notes. Sibelius has proven to be more 

flexible for Music education and JAMB’s testing processes.  

 

However, WAEC and NECO have yet to fully transition to Computer-Based Testing (CBT) and may begin by 

applying CBT to objective questions, while leaving theoretical parts for Paper-Pencil Testing (PPT). 

This paper highlights the value and security advantages that multimedia-based assessment methods offer. The 

use of multimedia in Music assessments strengthens security and enhances the technological tools designed to 

combat exam malpractice.  

 

As noted by Adesipe (2016), 21st-century assessment should involve the evaluation of a student’s overall 

performance using technologically enhanced controls when necessary. This view aligns with Anikweze's 2012 



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conception of assessment as a process of evaluating the status or standard of the target subject in line with 

specific objectives, which Obioma (1998) also supports as a tool for making informed decisions about 

educational programs. 

 

Assessment is a continuous process used by various stakeholders for different purposes. In this context, the goal 

is to develop new models of assessment that promote lifelong learning skills, enabling students to self-assess, 

reflect, and take an active role in managing their own learning from secondary to tertiary education.  

Black and William (1998) emphasized that assessment activities adopted by teachers or educators are meant to 

support student learning. Educational assessment, therefore, involves documenting knowledge, skills, and 

attitudes in measurable terms. 

 

The issue is not whether tests should be administered, but rather how they can be utilized effectively to track 

students’ progress and support curriculum implementation. A good assessment must be valid, reliably measure 

what it is intended to measure, and consistently produce the same results with similar candidates.  

 

These attributes are fundamental to the assessment methods used by Nigerian high-stakes examination bodies, 

which include psychometric analysis, moderation of exam items, and validation by subject experts. In some 

higher institutions, external assessments are conducted through the moderation of draft exam items by 

universities and subject experts. Adesipe’s 2017 work, Utilization of Information and Communication 

Technology (ICT) in Assessment Through the Use of Computer-Based Testing (CBT), corroborates the benefits 

of digitizing assessment processes.  

 

He emphasizes that 21st-century assessment involves measuring learning outcomes and evaluating student 

performance using technological tools that not only aid cognitive development but also curb malpractice. 

The digital transformation of education, enhanced by artificial intelligence (AI) and mobile learning through 

smartphones, has revolutionized teaching and testing. Traditional classroom settings are being replaced by 

digital processes like Distance and Open Learning Systems (DOLS), pioneered by institutions such as the 

University of Ibadan in Nigeria. Additionally, virtual classrooms now enable students to learn without 

geographical limitations, aligning with McLuhan’s idea of the world as a "global village." 

 

In modern classrooms, the barriers of physical space are dissolved, and technology continues to shape learning 

in and out of the classroom. With internet services enabling synchronous and asynchronous learning, both 

teachers and students must embrace these tools to enhance instruction and learning outcomes in the 21st century. 

 

ASSESSMENT PROCESSES IN NIGERIAN HIGH-STAKES EXAMINATIONS 

The assessment process by the Nigerian testing bodies can be categorized under four specific groups 

which are summed up as PASCORE: 

i. Preparation  

ii. Administration  

iii. Scoring 

iv. Reporting 

i.      Preparation demands that a test plan, a blue-print/a table of specification is developed to ensure 

adequate coverage of various aspects of the examination syllabi. With these steps in place, detailed 

specifications allow for the generation of appropriate items. Thereafter, workshops/conferences are 

held with test experts, school teachers and authorities in relevant disciplines.  

The items generated are reviewed and edited to seep out the inappropriate. The items are trial-

tested on selected samples of candidate. Data are used for analyzing the items so that the final 

items for the examination can be selected.  

Later questions are organized in sets or forms after which specialists are invited to moderate the 

questions and printing of live questions are done. Some advanced bodies utilize CBT and item 

banking. Candidates are later invited to register so as to be eligible to sit the examination. 

ii.      The Administration is in parts. One has to do with the processing and distribution of candidates’ 

details/data into their respective portfolios by the Information and Technology Services (ITS). 

Another one is the computation of the test items to the final level/camera-ready or student view 

and ready for uploading to the bank before they are administered. 

iii.      The Scoring process is the end of the assessment test and the beginning of the computation and 

analysis of candidates’ responses. The mean is calculated and the highest scorer is determined. The 

responses are electronically recorded and assessed through the use of computers. This system 



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enables educators and trainers to author, schedule, deliver and access reports via the World Wide 

Web (WWW) or Local Area Network (LAN), 

iv.      The Reporting process is the declaration of results after a combined meeting with the stakeholders 

in the testing industry.  

 

TECHNOLOGICAL/RADIO-CONTROLLED ASSESSMENT AND OTHER ENHANCEMENTS 
In the new information era, the methods of processing information have undergone a significant technological 

revolution, with its early stages being particularly impactful in education. The invention of computers and their 

related tools has brought about well-known advancements. It is therefore essential to examine the capabilities of 

computers in the following ways: 

i. Computers assist in lesson planning, organizing learning activities, and enhancing classroom  

presentations through the use of CD-ROMs and multimedia tools. 

ii. With the development and application of ICT in education, a notable step was taken in 2007 to  

introduce teaching through television, an innovation that continues to evolve (Adeyanju, 2009). 

iii. Computers support skill development by providing practice opportunities, generating tests, and  

offering electronic grade books, which are valuable for evaluating student performance. 

iv. Computers facilitate problem-based learning, promote interaction and collaborative learning, and  

serve as powerful motivational and management tools. These activities often require specific software. 

v. In 1999, Ghana universities once had the challenge of managing a growing student population, 

managing faculty, and limited teaching materials. In response, Radio Windy Bay F.M. 98.3 was 

creatively utilized for teaching, marking the first use of broadcast media for education in tertiary 

institutions in Ghana. This innovation, pioneered by Prof. Lade Adeyanju of Obafemi Awolowo 

University (OAU), Nigeria, has since evolved into cost-effective online lectures delivered via radio. 

vi. Virtual websites are accessed through computers, offering additional educational resources. 

vii. OAU has implemented ICT tools that facilitate communication among staff, between staff and 

students, and between academic and non-academic personnel. 

viii. Other universities, including the University of Ibadan, Ahmadu Bello University, and the University of 

Lagos, have also adopted radio as a solution to some of their educational challenges (Adeyanju,2013). 

ix. Resources such as the National Gallery of Art compact discs (CDs) and Windows on Science offer rich 

collections for teaching and learning. 

x. Multimedia combines text, sound, video, and graphics, allowing for the achievement of multiple  

xi. learning objectives. 

xii. At Obafemi Awolowo University in Ile-Ife, Osun State, a surge in students registering for the 

compulsory GNS course titled Use of English led to lectures being delivered via Closed Circuit 

Television (CCTV) in classrooms and auditoriums, allowing students to attend their lectures online 

comfortably. 

 

ASSESSMENT DIGITISATION AND MULTIMEDIA CBT TEST ITEMS 
The Joint Admissions and Matriculation Board (JAMB) became the first Nigerian high-stakes examination body 

to introduce Computer-Based Testing (CBT) under the leadership of Professor Dibu Ojerinde in 2013. Initially, 

this was implemented on a partial basis, but JAMB later transitioned fully to CBT in collaboration with the 

Dutch examination body, CITO.  

 

The testing began with a Dual-Based Test (DBT) system alongside CBT, where DBT combined paper-based 

and computer-based components. In this format, candidates read questions on a screen while marking answers 

on an Optical Mark Readable (OMR) sheet. At this point, JAMB had also adopted Sibelius music software for 

notating musical scores. 

 

The shift to digitization made it easier to secure exam content for reuse and allowed for greater variation in test 

versions. Although Sibelius software is not animated, it allows musical scores to be notated and inserted into 

tests using Microsoft Word after being snipped with the "Select Graphic" tool. Candidates are then required to 

carefully study the provided scores before selecting their answers. JAMB’s CBT aims to improve examination 

administration, ensure more efficient scoring, enhance test security, and minimize exam malpractice. 

However, despite these advancements, JAMB’s CBT has not yet fully utilized the potential of multimedia 

elements, particularly interactive Music items powered by Information and Communication Technology (ICT). 

Incorporating multimedia could further reduce malpractice and enhance the effectiveness of high-stakes 

assessments.  

 



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Multimedia components in CBT Music assessments would introduce a level of interactivity that traditional 

methods lack. Unlike static notations, where candidates must visualize the music internally, multimedia tools 

can play audio, engaging candidates’ cognitive abilities and stimulating their aural perception. 

Interactive Music items, powered by technologies like .NET framework and Flash Player, allow candidates to 

hear musical elements distinctly, which would be impossible using traditional notation methods like Sibelius, 

MuseScore, or Finale. This approach eliminates the need for candidates to mentally process unplayed notes and 

instead provides an environment where musical chords and parts (Soprano, Alto, Tenor, and Bass) are played 

audibly.  

 

The result is a more dynamic and stimulating test environment, making the examination process less 

cumbersome and more enjoyable for candidates. The introduction of interactive Music items in JAMB’s CBT 

would increase engagement, reduce human error, and create a more lively and immersive test-taking experience. 

These multimedia tools make assessments more real and interactive, significantly improving candidates’ 

enthusiasm and interest. By allowing musical notes to be played on-screen, candidates experience a new 

dimension in learning and test-taking, leading to greater motivation and a deeper appreciation for computer-

based music testing. 

 

Additionally, using multimedia in CBT reduces the risk of exam security breaches, enhancing the overall quality 

and standard of JAMB’s Music assessments.  

Research by Huff and Sireci (2001) and Scalise and Gifford (2006) suggests that innovative test items are more 

engaging for candidates than traditional ones, and they can improve performance by enabling candidates to 

better demonstrate their relevant knowledge, skills, and abilities (i.e. KSAs). With multimedia tools, candidates 

can integrate visual and auditory cues with their analysis of musical elements such as chord progressions, 

intervals, and cadences.  

This approach not only enhances the testing process but also minimizes irrelevant factors that could otherwise 

impact candidate performance. Ultimately, the use of multimedia in JAMB’s CBT for Music creates a more 

engaging, effective, and secure examination process, benefiting both candidates and exam administrators. 

 

DYNAMICS OF INNOVATIVE/INTERACTIVE MUSIC TEST ITEMS IN CBT MODE 

Nigerian high-stakes examination bodies currently use Sibelius or Finale notation software for Music 

assessment, which incorporates multimedia elements into the computer-based testing (CBT) format. However, 

to make Music assessments more effective and results-driven, it is crucial to introduce Innovative/Interactive 

items. These items are computer-delivered and offer interactivity that traditional Paper-Pencil Tests (PPT) lack. 

As noted by Kane (1992) and Zenisky and Sireci (2002), Innovative items have demonstrated significant 

potential in enhancing the quality, validity, and reliability of high-stakes assessments. These items are more 

engaging for students, test deeper levels of knowledge, align better with curricular approaches, and support the 

use of universal design and accessibility. 

  

By reducing reliance on construct-irrelevant factors, such as reading load on non-reading tests, Innovative items 

improve construct validity. Additionally, they allow for detailed analysis of student interactions and can be 

designed for automated scoring, saving time and reducing the costs associated with manual grading. 

According to Parshall, Davey, and Pashley (2000), Innovative items are uniquely suited to computer-based 

testing, offering interactivity that cannot be easily replicated on paper. These items often include features like 

drag-and-drop functionality or interactive stimuli within multiple-choice questions. They differ from the 

traditional multiple-choice format by aiming to test not just cognitive skills, but also affective, psychomotor, and 

perceptual abilities, such as recognizing musical intervals or cadences. 

 

Interactive Music items are designed to generate multiple test items from a single source, such as a rhythmic 

pattern or melody, without altering the testing interface. These items facilitate both text-based and score-based 

constructed responses in CBT, reducing the likelihood of candidates guessing the correct answers. 

To improve Music assessments in Nigerian high-stakes examinations, test developers should be encouraged to 

integrate animations and interactive elements. These tools would allow for more accurate testing of candidates' 

perceptual knowledge and cognitive abilities—something that is difficult to achieve with paper-based tests 

alone. Interactive Music items provide a dynamic, multimedia-driven approach that can be edited or proofread 

electronically, making the assessment process more flexible and adaptable. 

 

Animated visual resources, including images and diagrams, can be incorporated into electronic formats, and 

scanned diagrams can be sent to software developers for further animation. As such, Music item writers must 

cultivate a strong understanding of computer technology to effectively develop these interactive elements. A 



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team of specialists, including software developers and multimedia designers, may be required to create these 

advanced Music assessment items under the CBT format. The specialists may include all or some of the 

following: 

⮚ Multimedia Designers,  

⮚ Animators,  

⮚ Programmers, 

⮚ Interactions Designers, 

⮚ Interface Designers,  

⮚ Graphic Designers,   

⮚ Audio Technicians. 

These specialists or resource persons need to be actively involved in test development processes from the start to 

finish. This will make them the original copyright owners of their own generated items. For a successful 

production of computer-based Music assessment, it is vital that these specialists and different fields of expertise 

be included in the Test Development Department or Examination Development Department of Nigerian high-

stakes examination bodies rather than transfer the contents of the assessment from one department to another. 

Innovative items are beneficial to candidates, testing bodies and public examining in the following ways: 

i. Measurement of a broader range of skills 

ii. Increased authenticity 

iii. Improved presentation of complex and dynamic information 

iv. Reduced reading load 

v. Increased student engagement 

vi. Reduced effect of successful guessing 

vii. Reduced demands on working memory, allowing for more valid measurement 

viii. Measurement of process skills and higher-order thinking 

 

IMAGE USAGE IN INNOVATIVE/INTERACTIVE MUSIC TEST ITEMS  

i. Matching pictures of traditional musical instruments with words - helps with visual recognition 

ii. Candidates remember images of musical notes more than mere words - helps to retain knowledge 

iii. Images attract attention of users – they help in keeping the attention of a user and makes learning more 

real. 

AUDIO USAGE IN INNOVATIVE/INTERACTIVE MUSIC TEST ITEMS 

i. Great for creating Music Tests as in ear training 

ii. Great for language translation Tests 

iii. Listening Tests - helps to develop listening skills e.g. aural training 

iv. Learning with audio can also help with developing communication skills 

v. Users can more easily recognize emotions 

vi. Users can absorb information while doing other tasks 

 

VIDEO USAGE IN INNOVATIVE/INTERACTIVE MUSIC TEST ITEMS 

i. People are very familiar with videos, so this makes learning easier and fun 

ii. People remember what they see - helps to retain information 

iii. Can combine both audio and video 

iv. Makes tests more interactive 

v. Harder to understand information is easier to comprehend with the aid of video usage 

vi. People tend to pay attention more to video 

vii. Great for giving demonstrations 

viii. Great for testing observation skills. 

Egberongbe (2012) highlights several key application tools based on Macromedia Flash MX technology that are 

instrumental in developing Interactive Music items. One such tool is the Easy Test Authoring Tool, available at 

http://www.easyteach.com/easytest.html. This tool simplifies the process of assembling screens by incorporating 

text, images, audio, and Flash content using pre-designed templates to maintain consistency. Typically, creating 

these screens involves cutting and pasting content from item documents and adding relevant images or 

diagrams, which can either be sourced from photo libraries or designed by the development team. 

 

TECHNOLOGICAL FACTORS AIDING ASSESSMENT DIGITISATION IN HIGH-STAKES 

EXAMINATIONS AND SECURITY MEASURES 

Adesipe (2017) notes the evolving integration of multimedia in Computer-Based Music assessments and the 

introduction of innovative/interactive Music items, aimed at restoring and boosting public confidence in digital 

assessments. To further support the effectiveness of these Interactive and Innovative Music Items, Adesipe 



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outlines several security measures and technological controls that are essential to the items and examination 

process as follows: 

1. Faraday Cage: this is a metal built into the walls of a room to block electromagnetic waves. Mobile 

phones that are taken into the room would have severely reduced signals. This will rule out the use of 

the mobile phones for texting questions and answers in and out of the examination hall either by 

proctors or cheats. 

2. Global Positioning System (GPS): this is a device that tracks calls and emails made from and to the 

administration blocks attached to the examination centers and the installation of signal jammers around 

examination centers. 

3. Biometrics Verification Machine: with the aid of this machine, the fingerprints and even the blood of 

the candidates are all captured and recorded through the BVM. Some of the larger professional 

admission tests now require fingerprints to validate the identity of test takers. The Medical College 

Admission Test (MCAT), the Law School Admission Test (LSAT), the Graduate Management 

Admission Test (GMAT) and Graduate Record Examination (GRE) will be required to undergo a 

‘palm vein’ scan which takes an infrared picture of the blood coursing through their hands. The image 

— which resembles a highway interchange in a major city — is unique to every individual. The scans 

are used widely in Japan among users of automated teller machines but only recently have appeared in 

the U.S. 

4. Collusion and hackers check or other fraudsters through the use of specialized software. With this 

specialized software, hackers’ interference is technologically tackled. Passwords may be changed at 

intervals of fifteen minutes. Anti-hackers’ software may be downloaded from {www.assess.com}.              

5. Closed Circuit Television (CCTV) and Digitally Assisted Television (DATV): helps in tracking 

down hoodlums wherever they may be within the vicinity of the examination. In this case, there is a 

control room where things are monitored and there is a security operative and expert available. All the 

events in the examination center are recorded and can be replayed to check up anything. Both events 

and time are recorded. 

6. GSM Jammer: this machine works effectively with the conduct of computer based test. The hall is 

electrified such that once a candidate enters into the hall with mobile phones or any of its accessories; 

the detector makes an alert sound. If the phone is switched off before a candidate enters, it will never 

come up. If it is switched on before candidates enter, the jamming mechanism switches it off. 

7. Commercial Security Systems. Some sophisticated systems provided by companies now integrate a 

number of test security services such as: 

• Securexam Remote Proctor: is about the size of a large paperweight and plugs into a standard port 

on a home computer. The sphere reflects a 360-degree view around the test taker, which the camera 

picks up. Students are recorded during exams and anything suspicious such as someone else presence 

or voice in the room is flagged. 

• World Campus: the online arm of the Pennsylvania State University system is testing another system 

called Web Assessor. It uses proctors, Web cameras, and software that recognize students' typing 

styles, such as their speed and whether they pause between certain letters. Students purchase the 

cameras for $50 to $80 apiece. They allow proctors to view a student's face, keyboard, and workspace. 

• The Phoenix-based provider of the system, Kryterion Inc., employs proctors who remotely 

observe and listen to as many as fifty (50) testees at a time. In China, video cameras are installed in 

almost 60,000 test centers around the country to prevent testees cheating in the national college 

entrance examination.  

8. Cheat-resistant laptops. The University of Central Florida (UCF) and Norway students take their tests 

on cheat-resistant computers that restrict access to just the exam in a super secure testing center.  

9. Computer-adaptive testing and randomized testing. When items are randomized, candidates find it 

impossible to cheat or copy their colleagues. Questions are set and reordered such that they are not 

serialized in the same pattern with the next door candidate. Randomization of items on tests is similar 

to unique items being served up on a computer adaptive exam but different in that no statistical 

sequence is utilized to select the next item. 

10. Statistical analysis. Some researchers and companies are beginning to introduce sophisticated 

statistical and mathematical models that help identify potential cheats using computer analysis to 

compare a candidate’s exam answers with the typical behaviours of other candidates’ responses. This is 

a technique that gives strong statistical indication of whether someone has cheated or not. Caveon uses 

the science of Item Response Theory (IRT) to calculate the probabilities that two people worked 

together or did not take the test independently.  

 

 



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CONCLUSION 

This research highlights that 21st-century assessment digitization, alongside Innovative and Interactive Music 

items and advanced technological controls, are crucial for ensuring credible high-stakes examinations in Music. 

The study expresses concern over Nigerian testing bodies' long-standing reliance on snipped Sibelius and Finale 

Music scores or other notation tools, which has limited the use of more dynamic and resourceful Interactive and 

Innovative Music items.  

The integration of ICT and the use of CBT by Nigerian high-stakes examination bodies demonstrate that this 

approach is both feasible and essential for sustained progress. 

Introducing Interactive Music items would significantly reduce cheating, as these innovative items are not easily 

copied or manipulated once computerized.  

Even if accessed before an examination, altering the musical scores or notes for dishonest purposes becomes 

nearly impossible. However, certain challenges exist, ranging from logistical to technical issues. Computer 

hardware, printers, modems, and routers are vulnerable to breakdowns and malfunctions, while viruses and 

malware could compromise performance. 

To mitigate these risks, Nigerian high-stake examination bodies must have backup computers and contingency 

plans in case of equipment failures or server issues. Additionally, ensuring a reliable power supply, such as 

inverters or generators capable of running for 8–10 hours, is vital for maintaining effective operations. 

 

RECOMMENDATIONS 

Based on the above findings, the researcher makes the following recommendations: 

i. Adoption of Innovative Music Items: Stakeholders in high-stakes examinations should embrace 

the use of innovative music items instead of relying solely on Sibelius software. 

ii. Increased ICT Utilization in Assessment: High-stakes examination bodies should integrate ICT 

more fully into their assessment processes. 

iii. Design of Test Items with Unique Applications: Examination bodies should prioritize setting test 

items that require higher-order thinking and application, rather than over-reliance on simple recall 

questions. 

iv. Curriculum Upgrade in Higher Education: Nigerian higher institutions, particularly Music 

Departments, should update their teaching curricula to incorporate technology and modern tools 

like Sibelius, MuseScore, Finale etc. 

v. Integration of Notation Software in Secondary Schools: The national curriculum should be 

revised to include instruction on Music notation software such as Sibelius, MuseScore, and Finale, 

ensuring that secondary school students are equipped with these skills before entering higher 

education. 

vi. Training and Re-training of Music Personnel: Investment is needed in training and retraining 

staff in the Music Units or Divisions of Nigerian testing bodies. Personnel in the Test 

Development or Examination Development Departments should enhance their expertise in 

animation, audio, and digital programming. 

vii. Upgrading Music Technology in Examination Syllabuses: Music Technology in the syllabuses 

of Nigerian high-stakes examination bodies should be expanded to include elements like 

animation, audio and video programming, and graphic design. 

viii. Teacher Education Curriculum Adaptation: The teacher-education curriculum must be updated 

to reflect the evolving technological advancements of the 21st century. 

 

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