DEVELOPING A LEARNING MODEL FOR PRACTICAL SKILLS BY INTEGRATING GROUP LEARNING FOR STUDENTS WITH DIFFERENT BACKGROUNDS TO ENHANCE THE ABILITY IN PRACTICAL SKILLS AND ACHIEVEMENT OF DANCE TEACHER STUDENTS

Abstract

This case study research aimed to develop a practical skills instructional model via integrated cooperative learning by comparing the learning achievements before and after using the model and to evaluate the satisfaction of the learners who underwent the model. The participants were 17 first-year undergraduate students majoring in Dance Education at Chanthaburi College of Dramatic Arts, enrolled in the first semester of the 2024 academic year. The research instruments included the course syllabus for Practical Dance Skills 1, a practical skills assessment form, and a satisfaction questionnaire. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (t-test). The results revealed that the students' post-intervention practical skill scores were significantly higher than their pre-intervention scores at the .01 level of significance (t-values ranging from 2.58 to 8.13). This indicates a statistically significant improvement in practical skill performance across all assessed areas. In terms of satisfaction, the overall mean score was 4.61, indicating a very high level of satisfaction. The highest-rated aspects of the learning model were the effectiveness of the learning activities in providing knowledge and practical experience, as well as opportunities for active student participation in all tasks, individually or in groups. These findings suggest that the integrated group-based learning model effectively practical skills and learner engagement. The inclusion of pedagogical components at the end of the instructional process further contributed to develop of teaching competencies, supporting the model’s applicability in teacher preparation programs in the performing arts.