The Effect of the Training Philosophy of the Dance Course Based on Competency-Based Education to Enhance Dance Creative Thinking Ability for Third-Year Students

Fengling Zhu; Sombat Kotchasit; Nitikorn  Onyon

doi:10.60027/iarj.2026.e292718

Authors

Fengling Zhu Valaya Alongkorn Rajabhat University Pathum Thani Province, Thailand https://orcid.org/0000-0001-7482-035X
Sombat Kotchasit Valaya Alongkorn Rajabhat University Pathum Thani Province, Thailand https://orcid.org/0000-0002-8057-7656
Nitikorn Onyon Valaya Alongkorn Rajabhat University Pathum Thani Province, Thailand https://orcid.org/0009-0005-5171-3953

DOI:

https://doi.org/10.60027/iarj.2026.e292718

Keywords:

Dance Training, Dance Pedagogy, Competency-based Education, Dance Creative Thinking Ability

Abstract

Background and Aim: This research focuses on the effect of the training philosophy of the dance course based on competency-based education (TPDC-CBE) to enhance dance creative thinking ability for third-year students of the dance major. The study had two objectives: to compare changes in creative thinking ability before and after implementing TPDC-CBE, and to assess students’ satisfaction against a 70% benchmark.”

Methodology: The sample was 30 third-year dance students in the dance major at Langfang Normal University. The research instruments were: TPDC-CBE lesson plans, observation form for dance creative thinking ability, and students' satisfaction questionnaire toward the developed course. Data were collected and analyzed through mean, standard deviation, t-test for dependent samples, and t-test for one sample.

Results: The post-test scores for dance creative thinking ability (M = 73.67, SD = 6.74) were significantly higher than the pre-test scores, t(29) = 11.98, p < .01. Additionally, the post-test scores exceeded the criterion value of 70%, t(29) = 8.66, p < .01. The students’ satisfaction scores (M = 4.93, SD = 0.21) were also significantly higher than the criterion value of 70%, t(29) = 37.62, p < .01.

Conclusion: The TPDC-CBE program had a significant impact on enhancing the dance creative thinking ability of third-year students, who also reported a high level of satisfaction with their learning experience. This study offers a course model for dance education and holds broad implications for extending the application of competence-based education across disciplines.

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