NEEDS OF TEACHERS AND NON-MAJOR STUDENTS FOR PROBLEM BASED LEARNING WITH PEER ASSESSMENT TO ENHANCE CREATIVE THINKING AND SKILLS IN PIANO COURSE

Abstract

This research focuses mainly on the needs of problem-based learning with peer assessment for non-piano major college students in vocational colleges considering the traditional piano instruction often fails to develop their creative abilities and improve their piano skills. Accordingly, this study aims to identify student and teacher needs regarding the current learning situation as well as the implementation of a problem-based learning with peer assessment model (PBL-PA) in piano education by using a mixed-methods approach to conduct need assessments through questionnaires and interviews. The study included 350 non-piano college students and 5 teachers in the need assessment phase from colleges in China. Results showed there are needs and willingness for the changing from the traditional teaching method to PBL-PA model in terms of learning method, creative thinking and piano skills. These findings suggested that integrating PBL-PA model can provide the interest and motivation for non-piano students to acquire piano skills and creative thinking. The research implied that music educators should consider incorporating these approaches to better meet student needs and enhance learning outcomes.