Effect of Blended Learning with Peer Assessment on Violin Performance of Undergraduate Students

Abstract

This research explored the potential and efficacy of integrating blended learning with peer assessment model in violin instruction for undergraduate students. Utilizing a blended learning with peer assessmen mod el approach, the study sought to (1) understand the needs and perspectives of both teachers and students regarding this innovative teaching model; (2) develop and implement blended learning with a peer assessment model; (3) evaluate its impact on students' violin performance skills and learning attitudes; and (4) gauge students' satisfaction with this pedagogical approach. The study encompassed 40 violin students from a university, divided into one control group and two experimental groups. Over eight weeks, the students' experiences and outcomes were closely monitored. The findings compellingly indicate that the combined approach of blended learning with peer assessment model accelerates students' skill acquisition and mastery, engenders a more positive learning attitude, and increases student satisfaction. While traditional instructional methods maintain their foundational value, amalgamating blended learning with peer assessment model presents a potent strategy in contemporary music teaching. The research concludes by advocating for institutions and educators to integrate this model, emphasizing its contribution to the ever-evolving discourse on digital-age music education.