IMPROVING OF UNIVERSITY STUDENTS’ FOLK DANCING SKILLS BY USING FLIPPED CLASSROOM TEACHING METHOD

บทคัดย่อ

This research article aims to: 1) examine the impact of the flipped classroom on college students’ ethnic and folk dancing performance; 2) explore students’ satisfaction with the flipped classroom learning experience; 3) conduct a one-group pretest–posttest research study collecting data from 60 first-year ethnic dancing major students; analyze the data using paired-samples t-tests to compare skill assessments before and after the intervention.

The research results found that: 1) Significant Skill Improvement: The flipped classroom teaching method led to a statistically significant improvement in students' overall dancing skills, with total scores rising from a pre-test mean of 14.67 (SD = 0.48) to a post-test mean of 35.83 (SD = 0.87) , supported by t = 67.94$ and $p < .01. 2) Multidimensional Development: Marked improvements were observed across all assessed dimensions—rhythm skills, body coordination, and facial expression—with the largest gain in overall artistic expression. 3) High Instructional Satisfaction: Students reported a high level of satisfaction (Mean = 4.30, SD = 0.51) , specifically valuing the instructional videos and the effectiveness of in-class individualized guidance.

    A notable limitation of this research is the lack of a participants. While the statistical gains are significant, the one-group design means that natural maturation and five weeks of consistent practice could contribute to the results. Future studies should implement randomized controlled trials to isolate the specific impact of the flipped classroom model more rigorously.