Development of Playing Chinese Percussion Instrument Course Based on Task-based Learning and Team-based Learning to Enhance Playing Chinese Percussion Instrument Performance of the First-Year Students at Xi’an University

Background and aim: The significance of Chinese percussion instruments is undeniable since they play a crucial part in Chinese music education. Nevertheless, there is a lack of extensive research on efficient teaching methodologies to improve student performance in this domain. Prior research has examined music education in a broad sense, but it has frequently neglected the particular difficulties and advantages related to learning Chinese percussion instruments. Furthermore, the comprehensive investigation of contemporary pedagogical methodologies, such as task-based learning (TBL) and team-based learning (TBL), in music education has not been extensively explored, particularly in Chinese percussion. The purpose of this study is to investigate the impact of these novel learning techniques to enhance the playing Chinese percussion instruments performance of the student. This research and development aimed to 1) explore the background information and focus on course components of playing Chinese percussion instrument course based on task-based learning and team-based learning, 2) develop playing Chinese percussion instrument course based on task-based learning combined with team-based learning, 3) determine the effectiveness of implementing playing Chinese percussion instrument course based on task-based learning and team-based learning to improve playing percussion instrument performance by comparing students’ playing percussion instrument performance before and after course implementation. Materials and methods: This study is divided into 3 phases; the first phase: studying the background information through reviewing documents and interviewing 10 experts in teaching percussion instruments and 10 students who already learned in this course, the second phase: constructing and verifying the developed course by 5 experts, and third phase: implementing the course with a sample of 50 first-year students at Xi'an University which were obtained by cluster random sampling. The tools used in this phase were as follows: 1) Task-based and Team-based learning on the playing Chinese percussion instrument course and its lesson plan, 2) A playing Chinese percussion instrument performance scoring rubric with a reliability was at 0.89. The statistics used to analyze the data include the mean, standard deviation, and t-test for the dependent sample. Results: The research results covered the 3 research objectives were found that 1) The Chinese percussion instrument course mainly focuses on teachers 'teaching and students' passive acceptance, which does not form the students' active and independent learning consciousness, and the learning efficiency is low, and the academic performance is poor. 2) The Chinese percussion instrument course based on Task-based and Team-based learning includes principles, objectives, content, teaching steps, teaching materials, and learning evaluation. Moreover, teaching steps include (1) Problem design. (2) Study analysis. (3) Learning to support the analysis. (4) Group Formation and Task Assignment (5) Research and Preparation (6) Group presentation (7) Conclusion and Homework Assignment Improve after class. 3) After the implementation of the playing Chinese percussion instrument course based on task-based and team-based learning, the students' post-test score of the Chinese percussion instrument performance was higher than before its implementation, reaching a statistical significance level of 0.05. Conclusion: The innovation of this study is that the components of the curriculum include six aspects: principles, objectives, content, teaching steps, teaching materials, and learning assessment. Moreover, the seven teaching steps developed based on task-based and team-based learning curriculum design can greatly improve student learning efficiency, especially helping to enhance playing Chinese percussion instrument performance of the first-year students at Xi’an University. An important principle of the task-based and team-based learning teaching methods is to maximize the students' subjective learning initiative. This study should provide students with more options for teaching techniques. Therefore, it is necessary to study the use of other teaching techniques to develop scientific learning outcomes and learning skills.