THE EFFECT OF COOPERATIVE LEARNING ON STUDENTS’ MOTIVATION AMONG BACHELORS’ DEGREE PIANO BEGINNERS IN GUANGDONG PROVINCE, CHINA

Authors

  • Xin Zhao Faculty of Music and Performing Arts, Sultan Idris Education University, Malaysia
  • Huey Yi @ Colleen Wong Dr. Faculty of Music and Performing Arts, Sultan Idris Education University, Malaysia

DOI:

https://doi.org/10.46827/ejes.v13i5.6626

Keywords:

cooperative learning, student motivation, piano education, music pedagogy, undergraduate students, China

Abstract

This study investigated the impact of cooperative learning strategies on students’ motivation among beginner piano students enrolled in bachelor’s degree programs in Guangdong Province, China. Using a cluster-randomized quasi-experimental design, the research compared four groups: two control groups receiving traditional instruction, an experimental group using Reciprocal Peer Tutoring (RPT) with Jigsaw II, and another using RPT with Teams-Games-Tournament (TGT). A total of 64 students participated and were assessed the effect of cooperative learning strategies on students’ motivation (attitude, autonomy, and social relatedness). Multivariate Analysis of Variance (MANOVA) revealed a statistically significant main effect of instructional group on learning motivation (Wilks’ Λ = 0.726, F(12, 309.80) = 3.32, p < .001, partial η² = .101). Follow-up univariate ANOVAs showed significant group differences in overall motivation (F(3, 120) = 8.04, p < .001, η² = .167). In particular, the RPT-Jigsaw II group consistently achieved the highest scores across all dependent variables. These findings suggest that cooperative learning strategies enhance the motivational outcomes in early music education. The results support the implementation of structured, peer-based instructional models to increase engagement and foster a more supportive learning environment among novice piano learners. The main contribution of this study lies in demonstrating that structured cooperative learning methods significantly enhance the motivational engagement of beginner piano students, offering a viable pedagogical alternative to traditional instruction in higher music education.

Author Biographies

  • Xin Zhao, Faculty of Music and Performing Arts, Sultan Idris Education University, Malaysia

    Xin Zhao is a PhD researcher in the Faculty of Music and Performing Arts at Sultan Idris Education University (UPSI), Malaysia. His research interests focus on piano pedagogy, cooperative learning in music education, and motivational factors in instrumental learning. His current research explores innovative teaching strategies that enhance learning motivation and musical development among beginner piano students in higher education.

  • Huey Yi @ Colleen Wong, Dr. Faculty of Music and Performing Arts, Sultan Idris Education University, Malaysia

    Dr. Huey Yi @ Colleen Wong is a senior academic in the Faculty of Music and Performing Arts, Sultan Idris Education University (UPSI), Malaysia. Her research interests include music education, piano pedagogy, collaborative learning, and educational psychology in music learning contexts. She has extensive experience in teaching, research, and supervising postgraduate students in music education and performing arts.

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Published

2026-03-31

Issue

Vol. 13 No. 5 (2026)

Section

Articles

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