THE EFFECT OF COOPERATIVE LEARNING ON STUDENTS’ MOTIVATION AMONG BACHELORS’ DEGREE PIANO BEGINNERS IN GUANGDONG PROVINCE, CHINA

This study investigated the impact of cooperative learning strategies on students’ motivation among beginner piano students enrolled in bachelor’s degree programs in Guangdong Province, China. Using a cluster-randomized quasi-experimental design, the research compared four groups: two control groups receiving traditional instruction, an experimental group using Reciprocal Peer Tutoring (RPT) with Jigsaw II, and another using RPT with Teams-Games-Tournament (TGT). A total of 64 students participated and were assessed the effect of cooperative learning strategies on students’ motivation (attitude, autonomy, and social relatedness). Multivariate Analysis of Variance (MANOVA) revealed a statistically significant main effect of instructional group on learning motivation (Wilks’ Λ = 0.726, F(12, 309.80) = 3.32, p < .001, partial η² = .101). Follow-up univariate ANOVAs showed significant group differences in overall motivation (F(3, 120) = 8.04, p < .001, η² = .167). In particular, the RPT-Jigsaw II group consistently achieved the highest scores across all dependent variables. These findings suggest that cooperative learning strategies enhance the motivational outcomes in early music education. The results support the implementation of structured, peer-based instructional models to increase engagement and foster a more supportive learning environment among novice piano learners. The main contribution of this study lies in demonstrating that structured cooperative learning methods significantly enhance the motivational engagement of beginner piano students, offering a viable pedagogical alternative to traditional instruction in higher music education.