This study investigates the effect of music on the academic performance of pupils in mathematics within early childhood education in Buea Municipality, Cameroon. Music is frequently used in educational settings to enhance learning, and this research aims to assess its impact on mathematical performance among young learners.

A survey design was employed, incorporating quantitative and qualitative methods. Data were collected from a sample of preschools in Buea Municipality, where two groups of pupils were studied: one group received mathematics instruction integrated with music activities, while the other group followed traditional teaching methods.

The quantitative component involved mathematical performance tests administered before and after the intervention to measure changes in numeracy, problem-solving skills, and conceptual understanding. Qualitative data were gathered through classroom observations and interviews with teachers and parents to gain insights into the broader impact of music on pupils’ academic experiences and attitudes.

The results indicate that pupils who engaged in music-integrated mathematics activities demonstrated significant improvements in their mathematical performance compared to those who received only conventional instruction. Statistical analyses showed that the music group had higher scores in numeracy tests and exhibited better engagement and enthusiasm towards learning.

Qualitative findings suggest that music-enhanced teaching methods, such as mathematical songs, rhythm-based counting, and musical games, helped pupils grasp mathematical concepts more effectively. Teachers reported that these methods made abstract mathematical ideas more concrete and memorable. Parent feedback also highlighted that children enjoyed learning mathematics through music, which positively influenced their overall attitude towards the subject.

In conclusion, the study supports the hypothesis that music integration in mathematics instruction can enhance academic performance among young learners. The findings suggest that educational practices should incorporate music as a strategy to improve mathematical skills. Future recommendations include teacher training in music-based teaching techniques and the development of curriculum that integrates music and mathematics.

Keywords: music education, academic performance, mathematics, early childhood education, numeracy, Buea Municipality, music-integrated instruction.