Information from the abstract
Background and Aim: This research focuses on the effect of the training philosophy of the dance course based on competency-based education (TPDC-CBE) to enhance dance creative thinking ability for third-year students of the dance major. The study had two objectives: to compare changes in creative thinking ability before and after implementing TPDC-CBE, and to assess students’ satisfaction against a 70% benchmark.” Methodology: The sample was 30 third-year dance students in the dance major at Langfang Normal University. The research instruments were: TPDC-CBE lesson plans, observation form for dance creative thinking ability, and students' satisfaction questionnaire toward the developed course. Data were collected and analyzed through mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: The post-test scores for dance creative thinking ability (M = 73.67, SD = 6.74) were significantly higher than the pre-test scores, t(29) = 11.98, p < .01. Additionally, the post-test scores exceeded the criterion value of 70%, t(29) = 8.66, p < .01. The students’ satisfaction scores (M = 4.93, SD = 0.21) were also significantly higher than the criterion value of 70%, t(29) = 37.62, p < .01. Conclusion: The TPDC-CBE program had a significant impact on enhancing the dance creative thinking ability of third-year students, who also reported a high level of satisfaction with their learning experience. This study offers a course model for dance education and holds broad implications for extending the application of competence-based education across disciplines.
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Related topics: Diversity and Impact of Dance · Creative Drama in Education · Creativity in Education and Neuroscience
Thai researcher and institutional participation
Fengling Zhu · Sombat Kotchasit · Nitikorn Onyon · Valaya Alongkorn Rajabhat University
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