Bridging Expectations and Satisfaction: The Effectiveness of After-School Music Training at Meiledi Art Center, Nanning, China

Abstract

This study explores the effectiveness of after-school music training programs at the Meiledi Art Centre in Nanning, China, focusing on aligning student expectations and satisfaction across key dimensions of the educational experience. Objective: The objectives were to assess the demographic characteristics of students, evaluate their satisfaction levels with the programs, and identify key factors influencing their overall experience.A structured questionnaire was administered to 217 students aged 12 to 18 years, collecting data on satisfaction across five core dimensions: Supporting Environment, Course Content, Teaching Method, Teaching Material, and Learning Method. Descriptive and inferential statistical analyses, including correlation analysis and ANOVA, were employed to analyze the data. The findings reveal high overall satisfaction among students, with the "Supporting Environment" receiving the highest ratings, reflecting the center's success in creating a conducive learning atmosphere. However, the "Learning Method" dimension received the lowest satisfaction scores, indicating areas where pedagogical improvements are needed. The results from hypothesis testing further supported the significance of these dimensions, with all five hypotheses confirming positive relationships between the quality of each dimension and overall student satisfaction. Notably, the supporting environment had the strongest impact on satisfaction (β = 0.44, p < 0.001). The ANOVA results indicated consistent satisfaction across different class types and campuses, with marginal significance favoring singing classes and the Liangqin campus. Additionally, the study highlights the demand for enhanced performance opportunities, improved digital infrastructure, and more diverse instrument rentals, reflecting evolving student needs. This study contributes to the broader discourse on music education by providing empirical evidence on the importance of aligning educational offerings with student expectations in a culturally diverse context.