Che, Chin NgouChin NgouChe2025-11-202025-11-202025-09https://dspace.usj.edu.mo/handle/123456789/6660In 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 Factors influencing student satisfaction: relevance of lyrics to specific historical content, language preferences for songs, preference of lyric-based pedagogy to traditional methods, enhanced classroom interaction and participation, teacher’s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.zh流行曲學習成效學習滿意度text::thesis::master thesis