Study of Instructional Piano Performance in Rajabhat Universities in the Bangkok Metropolitan Area การศึกษาสภาพการจัดการเรียนการสอนปฏิบัติเปียโนในมหาวิทยาลัยราชภัฏ เขตกรุงเทพมหานคร

Abstract

This qualitative research aimed to collect data on teaching and learning practices based on the principles of Outcome-Based Learning (OBE), which emphasize learning outcomes in order to design instructional management that responds to contemporary changes in knowledge, competencies, and desired attributes. The objective of the study was to examine the current conditions of piano performance instruction in Rajabhat Universities within the Bangkok metropolitan area in terms of instructional objectives, course content, teaching methods and learning activities, instructional media, equipment and facilities, as well as measurement and evaluation practices. Data were collected through interviews with four piano performance instructors from four Rajabhat Universities in the Bangkok area: Suan Sunandha Rajabhat University, Bansomdejchaopraya Rajabhat University, Chandrakasem Rajabhat University, and Phranakhon Rajabhat University. The findings revealed that instructional management primarily focuses on determining course content in accordance with course descriptions, with flexibility based on the suitability of instructors and learners. The instructional content includes learning units such as standard repertoire, scale practice, technical exercises, and sight-reading training. Each learning unit is organized according to instructional objectives and the readiness of learners on a weekly basis. Regarding teaching methods and learning activities, piano major students receive individual instruction, with one to two students per academic year, while group instruction is provided for students taking piano as a minor. Most students demonstrated reduced perseverance and endurance when practicing more challenging repertoire. In terms of instructional media, equipment, and facilities, resources were found to be adequately provided. As most students come from other provinces, access to and reservation of practice rooms were considered essential. Measurement and evaluation practices include formative assessment, midterm and final practical examinations, graduation recitals, portfolio documentation, video recordings of practice sessions to monitor progress, and self-assessment. The assessment follows an individualized approach that emphasizes learning processes rather than outcomes alone. Overall, the instructional management promotes piano performance skills while maintaining academic standards in content knowledge and fostering consistent practice habits, enabling students to complete their studies within the designated timeframe and to further develop their professional careers after graduation.