Background and aim: This study investigates the impact of Mongolian music piano courses based on music learning theory and the experiential learning approach on enhancing students' piano performance ability. The purposes of this research development were: 1) To study the background information focusing on educational theory, course components, and existing problems related to the Mongolian music piano course based on music learning theory and the experiential learning approach. 2)To develop a Mongolian music piano course based on music learning theory and the experiential learning approach. 3) To determine the effectiveness of implementing the Mongolian music piano course based on music learning theory and the experiential learning approach. Materials and methods: In Phase 1, the first step is to query relevant documents and obtain background information through content analysis; The second step is to use interview forms to interview teachers and students, and the data on existing problems is collected through the interview process and the voice record tool. The content analysis through the thematic coding analysis method is used for analyzing and summarizing collected data. In Phase 2, the researcher drafted course content, and experts evaluated the course composition draft. After gathering the data, the data were analyzed for appropriateness. The statistics used to analyze the data included the mean, standard deviation. In phase 3, the sample of this study was 20 piano students (1 class) in the second year of Inner Mongolia Art University. They were derived by cluster random sampling. The instruments used in this research were 1) a Mongolian music piano course based on music learning theory and experiential learning approach, 2) 8 lesson plans, 3) a piano performance evaluation (scoring rubric) with of 0.89 the reliability, and 4) a student satisfaction questionnaire with 0.82 reliability of. Data were collected once after the implementation. The statistics used to analyze the data included the mean, standard deviation, and t-test for one sample. Results: From the study, it was found that: the results revealed that 1) the developed course consisted of 6 components: principles, objectives, content, instructional strategy, teaching materials, and evaluation;2) the instructional strategy followed 6 steps of teaching: 1) Heuristic questioning, 2) Emotional engagement, 3) Drive learning, 4) Hands-on experience, 5) Project and task-oriented learning, and 6) Reflection and discussion; and 3)after the course implementation, the results showed the piano performance ability of students after learning through the Mongolian music piano course based on music learning theory and experiential learning approach, with the full score of 25. The mean score of piano performance ability was 22.95, SD was of 0.94. After implementation of the course, is higher than the criterion set at 70% (17.5 scores), and the difference was statistically significant (t19=25.81, p<0.01). The student's satisfaction with the course was high level (M=4.46, SD=0.53). Conclusion: The innovation of this study is that the components of the curriculum include six aspects: principles, objectives, content, teaching steps, teaching materials, and evaluation. Moreover, the six teaching steps developed based on music learning theory and experiential learning approach curriculum design can greatly improve student learning efficiency, especially helping to enhance students’ piano performance ability in the second year of Inner Mongolian Art University. The developed Mongolian music piano course, based on music learning theory and the experiential learning approach, proved to be an effective educational model for enhancing students' piano performance ability. The integration of Mongolian musical elements provided cultural enrichment while improving technical skills and artistic expression.
Yang et al. (Tue,) studied this question.