Effects of flipped learning on the motivation of future violinists to perform chamber music

The research goal is to determine the impact of flipped learning on the motivation of future violinists in China to perform chamber music. The research methods included an online survey and questionnaire administered to students and teachers. The survey aimed to gather insights into their experiences and perceptions of flipped learning in music education. Data was then analyzed and organized to identify key patterns and trends related to the effectiveness of the flipped classroom approach. Quality control of data collection and analysis was part of the study. Statistical methods allowed the authors to process and analyze the obtained data. The study also utilized a comparative analysis of mean values and the calculation of t-indicators. The teachers believed that flipped learning increased students' independence in learning (84 %) and deepened their understanding of educational material (79 %). However, some teachers also noted limitations, such as insufficient availability of technical resources for all students (62 %) and a significant amount of preparatory work (57 %). The statistical analysis showed that the introduction of the flipped learning model in music education positively affected student motivation to perform chamber music. The mean motivation of students in the experimental group (7.5) was higher than in the control group (6.8). As for the practical significance, the article investigates and confirms the effectiveness of flipped learning as a pedagogical method in music education. The results of the study show that the introduction of a flipped learning model can increase student motivation to study chamber music. Motivation is an important factor for their academic success and further professional careers in music. The recommendations of teachers regarding improvements to this approach, such as more accessible technical resources and encouraging student cooperation, can optimize learning in music institutions.