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Coping Strategies for Piano Learning Anxiety Among Preschool at QujingTechnician Collegein Yunnan Province, China |
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| รหัสดีโอไอ | |
| Creator | Zichun Wei |
| Title | Coping Strategies for Piano Learning Anxiety Among Preschool at QujingTechnician Collegein Yunnan Province, China |
| Publisher | Mahamut Buddhist University |
| Publication Year | 2567 |
| Journal Title | Journal of Philosophical Vision |
| Journal Vol. | 29 |
| Journal No. | 1 |
| Page no. | 220-236 |
| Keyword | Coping Strategies, Piano Learning Anxiety, Anxiety-Alleviating, Preschool Education |
| URL Website | https://so05.tci-thaijo.org/index.php/phiv |
| ISSN | 15136620 |
| Abstract | This study aimed to propose appropriate teaching methods to alleviate students' piano learning anxiety among students majoring in preschool education. The research utilized the "Piano Learning Anxiety Scale" to measure students' anxiety levels and adopted SPSS 25.0 for data analysis. Before the experiment, an independent sample T-test was conducted to ensure the comparability of the experimental and control groups. The experiment spanned two semesters, during which anxiety-alleviating teaching methods were implemented in the experimental class, while the control class received traditional teaching.The results showed that the anxiety levels in the experimental class significantly decreased after the intervention, whereas the control class displayed no significant change. The independent sample T-test confirmed the effectiveness of the anxiety-alleviating intervention in reducing anxiety levels. Furthermore, the experimental class achieved significantly higher average scores compared to the control class, indicating the positive influence of the intervention on learning outcomes.These findings highlight the positive impact of anxiety-alleviating teaching methods on teaching effectiveness and learning outcomes in the piano foundation course for preschool education students. The study supports the importance of creating a supportive and anxiety-free learning environment to enhance students' overall learning experiences. The results are essential steps to continuous improvement of anxiety-alleviating teaching methods in music education. |
