Active listening to musical resources in higher education distance courses

Abstract

The courses developed through digital resources due to the COVID-19 pandemic have significantly hindered the communication channels between students and teachers, causing a much more difficult environment for collaborative work and learning.
The present study aimed to seek recognition of the positive impact on the school environment, which brought with it the active listening of musical resources preselected by students, prior to the beginning of the sessions corresponding to each of the sixteen weeks of academic activities of the two selected courses, related to the area of research methodology, during the period August - December 202.1 at the University of Valle de Orizaba, Veracruz, México.
The present study presented a correlational descriptive design, directly linked to a census sample of 2 groups, verifying the incidents linked to the verification and contrast of the hypothesis with the variables through a previous survey validation by expert judgment, verification Crombach's alpha coefficient and observation guides.
The conclusions show that teaching linked to strategies for active listening to musical resources encourages students' interest and school performance.