Abstract:

The study of Orff-based music education has seen an increase in interest recently, particularly among primary school students. The inclusion of social-emotional competence in educational systems has been justified in light of some of our contemporary issues, such as the requirement for cooperation or the continual need to adapt to novel circumstances through the use of Orff-based music education so that the former can be used to develop the latter. The effectiveness of Orff-based music instruction on primary school students' social-emotional competence was examined through a comprehensive analysis of the research. The reviewer separately reviewed 50 papers found in Google Scholar, ProQuest, Science Direct, Sage Journals, and PsycINFO databases to see if these matched the requisites for participation. For review, there were 15 papers chosen in all. The parameters analyzed in the review included the effects of Orff-based music education on various aspects of social-emotional competence, including emotional regulation, empathy, social skills, self-esteem, and self-expression. The studies used a variety of measures to assess social-emotional competence, including self-report questionnaires, standardized assessments, and teacher reports. The studies also varied in length and frequency of the Orff-based music education intervention, with some studies reporting short-term interventions and others reporting longer-term interventions. The findings of this systematic review indicate that Orff-based music education has a positive effect on the social-emotional competence of primary school students. The studies included in the review suggest that Orff-based music education can improve emotional regulation, increase empathy, develop social skills, enhance self-esteem, and promote self-expression in primary school students. The review also highlights the need for further research in this area, including studies that use rigorous research designs and standardized outcome measures.

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