Learning Effectiveness and Participation of College Students: A Comparative Study of Blended and Traditional Piano Teaching Methods

The purpose of this study is to compare the effects of hybrid and traditional teaching methods on college students' piano learning effectiveness and participation across varying durations. Methods: A random grouping method was employed to assign participants into an experimental group (EG) and a control group (CG). Participants were evaluated using the Music Skills Assessment Scale (MSAS), Musical Expressiveness Assessment Scale (MEAS), Student Satisfaction Inventory (SSI), and Student Engagement Scale (SELS), along with test scores to assess piano learning outcomes. Results: The EG demonstrated significantly better outcomes than the CG (P < 0.05), with the following results: MSAS (M±SD: 6.29±0.86 vs. 3.31±0.47, t = 15.03, 95% CI = [2.58, 3.37]), MEAS (M±SD: 19.28±0.54 vs. 12.12±1.23, t = 11.06, 95% CI = [4.35, 6.28]), SSI (M±SD: 19.16±1.93 vs. 12.40±1.32, t = 21.49, 95% CI = [6.12, 7.39]), and SELS (M±SD: 39.56±2.36 vs. 32.96±1.39, t = 12.01, 95% CI = [5.49, 7.70]). Regarding the main and interaction effects, the blended teaching method was significantly more effective than the traditional teaching method. Additionally, the interaction between teaching method and duration had a moderating effect on performance improvement (M±SD: 86.22±0.74, F: 30.608, η²ₚ: 0.38, 95% CI = [84.73, 87.71], P < 0.05). Conclusion: Compared to the traditional teaching method, the hybrid piano teaching approach significantly enhances the learning outcomes and participation of college students over various durations, particularly showing greater advantages in the later stages.