ABSTRACT

This study aimed to evaluate the effectiveness of the problem-based and team-based learning integrated model in enhancing university musical instrument elective courses. Conducted at B university in Shandong Province, China, the research employed a quasi-experimental design involving 80 freshmen studying dulcimer, divided into experimental and control groups over one semester. The experimental group, taught using the integrated model, received instruction focused on problem-solving, collaboration, and student-centered learning, while the control group followed traditional methods. Data was collected through performance assessments, questionnaires, and interviews. Results indicated that the experimental group showed significantly better performance, as well as greater interest and engagement across areas such as course content, teaching methods, curriculum goals, teacher-student interaction, and learning outcomes. These findings confirm the model’s effectiveness in improving both musical proficiency and student motivation. The study provides music educators with a valuable framework for reforming instrumental instruction and calls for future research to explore broader applications across different musical instruments and educational settings.

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