Development of Cooperative Learning Activities to Promote Tibetan Dance Ability for Students in Guangdong Huashang Technical School

Abstract

Background and Aims: Traditional Tibetan dance instruction at Guangdong Huashang Technical School has relied heavily on teacher-centered methods, limiting student engagement and creativity. To address this gap, cooperative learning was introduced as an interactive approach to enhance student participation, teamwork, and skill development in vocational dance education. This study aimed to (1) develop cooperative learning activities to promote Tibetan dance ability; (2) compare students’ dance ability before and after the intervention; and (3) examine students’ satisfaction with the developed cooperative learning activities.

Methodology: A one-group pretest–posttest experimental design was employed with 30 second-year Early Childhood Education students at Guangdong Huashang Technical School, selected through cluster random sampling. Instruments included four expert-validated lesson plans, a Tibetan dance ability assessment rubric, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and paired-sample t-test.

Results: The cooperative learning lesson plans were rated as highly appropriate (M = 4.52, S.D. = 0.58). Students’ post-test scores (M = 78.13) were significantly higher than their pre-test scores (M = 70.40) at the 0.05 level (t = 2.34, p < 0.05). Student satisfaction with the learning activities was high (M = 4.63, S.D. = 0.10), indicating positive perceptions of engagement, motivation, and learning efficiency.

Conclusion: Cooperative learning effectively improved students’ Tibetan dance ability and overall satisfaction, demonstrating its potential as a student-centered pedagogical strategy in vocational dance programs. The findings support the broader application of cooperative learning in performing arts education to enhance both skill mastery and collaborative learning experiences.