The Impact of Integrating Yunnan Ethnic Minority Songs into College Vocal Music Teaching on Students’ Achievement
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Abstract
This study examined whether integrating Yunnan ethnic minority songs into college vocal instruction improved students’ vocal performance more than traditional Western classical instruction. Using a quasi-experimental pretest–posttest comparison-group design, [year-level] undergraduate vocal majors were recruited through [sampling method] and allocated to an experimental group or a comparison group. The experimental group completed an eight-week culturally responsive singing program, whereas the comparison group received the institution’s conventional [Bel canto/Italian-school confirm] training. Three qualified vocal specialists independently evaluated recorded performances across musical integrity, expressiveness, breath control, pitch accuracy, and rhythm. Data were analyzed in IBM SPSS Statistics [version] using paired-samples and independent-samples t- tests. The experimental group recorded a larger overall mean gain than the comparison group (1.27 vs. 0.67). Expressiveness showed the largest gain (1.48 vs. 0.71), followed by pitch accuracy (1.30 vs. 0.76), musical integrity (1.25 vs. 0.62), rhythm (1.18 vs. 0.69), and breath control (1.12 vs. 0.58). Inferential statistics [insert exact t, df, p, confidence interval, and effect size] should be reported to establish statistical precision. The findings suggest that culturally grounded repertoire can strengthen expressive engagement and performance coherence when combined with systematic technical instruction. The study contributes an eight-week pedagogical sequence that links cultural interpretation, guided technical practice, and progressively independent performance.
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บทความที่ปรากฏในวารสารนี้ เป็นความรับผิดชอบของผู้เขียน ซึ่งสมาคมนักวิจัยไม่จำเป็นต้องเห็นด้วยเสมอไป การนำเสนอผลงานวิจัยและบทความในวารสารนี้ไปเผยแพร่สามารถกระทำได้ โดยระบุแหล่งอ้างอิงจาก "วารสารสมาคมนักวิจัย"
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