The interplay of technology, social factors, and music learning in academic outcomes: A mediating-moderating model

Abstract

The study was designed to explore the mediating role of social engagement (SE) and the potential moderating effects of social media (SM) and social support (SS) on the relationship between music learning (ML) and academic performance (AP) in music education. We adopted a descriptive research design. Data were collected using a questionnaire from a sample of 480 students selected through multi-method and multi-stage sampling techniques. The data were analyzed with the help of SPSS and Jamovi software. The analysis revealed that ML significantly contributes to students' AP scores. It was found that SE significantly mediates the relationship between ML and AP. Moderation analysis revealed that SM and SS did not significantly moderate the relationship between ML and AP. Our research findings strongly advocate for the prioritization of music education within educational institutions by integrating technology. The study has significant social, practical, and research implications.