歌曲歌詞融入歷史課對學生的學習成效

In recent years, innovative teaching approaches that integrate multimedia instruction
and song lyrics into the curriculum have received increasing attention. However, systematic research on this topic remains limited in Chinese-speaking regions. This study aims aimed to analyze the impact of integrating song lyrics into history lessons on students’ learning effectiveness and to explore its pedagogical advantages and practical challenges. A mixed- methods research design was adopted, combining quantitative pretest-posttest data analysis with qualitative interviews. The participants were Nnine Grade 8 and Grade 9 students (four of whom were students with special needs ) from a secondary school in Macau took part in a program. Pretests and posttests were administered, with song lyric instruction incorporated in between, and the improvement scores were analyzed. In addition, in-depth insights were gathered through semi-structured interviews.
Based on the findings, the results are summarized as belows:
1. Factors influencing student satisfaction: relevance of lyrics to specific historical content,
language preferences for songs, preference of lyric-based pedagogy to traditional methods, enhanced classroom interaction and participation, teacher’s explanatory techniques and student suggestions for improvement.
2. Learning outcomes: improved academic performance, increased attentiveness, development of critical thinking and deeper historical perspectives, enhanced discussion and expression skills, sustained long-term impact.
The study concludes with practical recommendations for educators and future researchers. Keywords: Popular music, learning outcomes, learning satisfaction, history education.