Journal of Practical Studies in Education

Development of an Experiential Learning Approach-Based Curriculum to Enhance Reading and Writing Literacy Competencies in Lower Primary School Students at Private Schools, Kalasin Province: Adaptation of Curriculum Design Principles

2025-11-19T10:52:26+00:00

This study aimed to develop and implement an experiential learning-based curriculum to enhance reading and writing literacy competencies among lower primary school students in private schools in Kalasin Province, Thailand. The research employed the Educational Design Research (EDR) methodology across three iterative phases: (1) analysis and exploration, (2) design and prototyping, and (3) evaluation and reflection. In Phase 1, focus group discussions were conducted with seven stakeholder groups, including students, parents, teachers, school administrators, educational area officers, and curriculum designers (N=79). Content analysis revealed key challenges regarding teaching difficulties, lack of contextually relevant materials, and unclear family and community engagement. In Phase 2, a prototype curriculum was designed utilizing Kolb's experiential learning framework as the pedagogical foundation alongside Wongwanich's five-dimensional design framework (rationale, content focus, process focus, readiness factors, and implementation procedures) as the structural guide. The curriculum underwent rigorous expert validation and pilot testing. Implementation in Phase 3 with 84 students across Grades 1–3 yielded statistically significant improvements in both reading and writing competencies (p < .001). Paired-samples t-tests demonstrated substantial gains across all grade levels, with large to very large effect sizes for reading and exceptionally large effect sizes for writing, providing compelling evidence of educational effectiveness. Qualitative data from classroom observations and post-providing compelling evidence of educational effectiveness. Qualitative data from classroom observations and post-implementation interviews revealed increased student engagement, enhanced metacognitive awareness, and improved learning motivation. This research presents a learner-centered curriculum design model incorporating stakeholder participation, supported by technology and positive psychology principles, which is suitable for small schools with limited resources and aligned with competency-based education reform.

Bai Pai Pingju in Tianjin: Guidelines for Protection, Development, and Inheritance

2025-11-26T10:22:20+00:00

Bai Pai Pingju in Tianjin, a distinctive school within the broader Pingju tradition, embodies a rich cultural heritage defined by expressive vocal techniques, emotive performances, and a specialized repertoire. This qualitative study investigates the preservation, development, and transmission of Bai Pai Pingju. Data were collected through in-depth interviews with experienced performers, instructors, and cultural practitioners, complemented by participant observation of performances, rehearsals, and training sessions. Using NVivo for thematic analysis, the study identified the pivotal roles of intergenerational transmission, mentorship, and community engagement in sustaining the art form. Institutional support—through educational initiatives, training programs, and public outreach—was also found to be essential for nurturing emerging talent and enhancing audience awareness. At the same time, challenges such as modernization, evolving audience preferences, and the declining number of traditional performers underscore the urgency of adaptive strategies. The findings reveal that the continuity of Bai Pai Pingju relies on a dynamic balance between preservation, innovation, and social support, where traditional techniques are not only documented and taught but also creatively integrated into contemporary contexts. By drawing on lived experiences and cultural practices, this research demonstrates how Bai Pai Pingju can sustain its relevance and vitality, ensuring that this treasured form of Tianjin’s artistic heritage is effectively transmitted to future generations.

Educational Practice Studies on Rhythmic Training in Taiyuan Luogu Drum Art

2025-12-08T11:01:56+00:00

This study aims to examine the educational practices and rhythmic training methodologies used in the teaching and transmission of Taiyuan Luogu drum art. This study responds to the lack of documentation on teaching contemporary rhythmic pedagogy and how teachers scaffold modern learners. In qualitative research, data are field notes and audio-visual recordings and interviews with 24 informants, including one key cultural bearer, three senior practitioners, and 20 general informants, which were obtained at rehearsal halls, community cultural centers, and Taiyuan, Shanxi Province, ensemble training areas. In the study, data analyses were rhythmic exercise sequencing, instructional framework, and learner agency. This study determined a complete system of demonstration teaching pedagogy where students are trained in layered rhythms, call and response, pragmatic rhythm training on various instruments with rhythmic coordination, and community or ensemble learning. This complex cultural practice pedagogy study concludes that Taiyuan Luogu rhythmic pedagogy integrates conventional oral traditions with contemporary teaching frameworks, and thus cultural and learner growth are compatible. Possible future research directions would include cross-regional studies on rhythmic pedagogy, learner cognition, and the use of digital rhythm analysis to enhance the traditional percussion education pedagogy.

Educational Practice Studies on Blended Learning Approaches for Teaching World Music Aesthetics in Chinese Universities

2025-12-23T11:26:30+00:00

This study investigates the educational practice studies on blended learning approaches for teaching world music aesthetics in Chinese universities. The research, employing a mixed-methods design, took place in four universities that teach world music and music appreciation, and included 363 students who filled out a survey, 13 key informants, observations of classes, and document reviews. The research integrated blended learning methods, multimedia listening modules, digital archives, online discussions, and video lectures into the teaching and learning processes in order to measure variation in the level of curriculum coverage, the teaching behaviors of instructors, and the learning engagement of students. The findings indicate that, prior to integrating blended learning methods, the design of the course in question focused almost exclusively on Western theoretical approaches, the teaching materials were devoid of lectures that included multiple cultures, and the teaching practice employed a highly lecture-based format with little involvement of students. Following the introduction of blended learning, there was a greater availability of authentic global music resources, a greater diversity of lectures that included multiple cultures, a reduction in the use of a lecture-based format, and a greater involvement of students in the course through collaborative work that was designed to use online resources, the use of multimedia in critical analysis of course content, and participation in reflection on one’s own learning. The study concluded that blended learning increases the potential to design world music courses that promote greater intercultural awareness, active participation, and deeper learning.

Practice Studies on Youth Engagement in Intangible Cultural Heritage Education through Shanwei Yuge Chinese Folk Songs

2025-12-23T11:56:24+00:00

This study investigates how practice-based educational strategies can enhance youth engagement in intangible cultural heritage education through Shanwei Yuge Chinese folk songs. The purpose of the research is to address the challenges faced by young learners who are increasingly disconnected from traditional cultural practices due to modernization and limited experiential exposure. Conducted in Shanwei City, an important heritage preservation zone, the study involved key informants, a general informant, and thirty casual informants, using interviews, field observations, student reflections, and audio-visual documentation. A qualitative research design was employed, and data were analyzed through open, axial, and selective coding to identify core themes relevant to youth cultural engagement. The findings revealed that before educational practice, curriculum structures were overly theoretical, teaching materials were limited, and instructional behavior was teacher-centered, resulting in low youth participation. After implementing practice-based strategies, including digital listening modules, authentic field recordings, guided interpretation, and performance-based learning, students demonstrated increased motivation, emotional resonance, cultural understanding, and active participation. These results suggest that experiential, multimodal, and culturally grounded instructional approaches are essential for sustaining ICH among younger generations. The study concludes that integrating authentic materials and participatory learning environments into ICH curricula can significantly strengthen youth engagement and support the long-term transmission of Shanwei Yuge. Future research should explore comparative models in other regions and examine digital innovations for broader cultural dissemination.