Integrating peer assessment based station rotation learning model to enhance cucurbit flute skills and learning motivation of Chinese undergraduates

Abstract

This study aims to investigate the effectiveness of a peer-assessment-based station rotation model in improving students' cucurbit flute skills and learning motivation compared to traditional teaching methods. Conducted with 50 college students from a music education and performance department, the research employed a quasi-experimental design, dividing participants into experimental and control groups with pre-test and post-test assessments. The methodology included questionnaires, interviews, and performance rubrics to evaluate outcomes. Findings revealed that the experimental group significantly outperformed the control group in rhythm, articulation, and style, with notable increases in learning motivation. However, improvements in note accuracy and dynamics were not significant. The study concludes that the model enhances specific skills and motivation, offering a promising alternative for music education. Practically, it suggests educators integrate peer feedback and structured practice to boost engagement and performance in traditional instrument instruction.