ABSTRACT

This study investigated the effects of blended music activities combined with peer mentoring, specifically designed to support introverted learners, on performance and emotional indicators in elementary music classrooms. A quasi-experimental design was applied to two fourth-grade classes; the experimental group received blended learning and peer mentoring, while the comparison group engaged in teacher-led face-to-face instruction for five weeks. The effectiveness of the intervention was evaluated by comparing pre-post scores on recorder performance and emotional indicators (state anxiety, music self-efficacy, and psychological safety). Results showed that the experimental group demonstrated greater improvements across all measures compared to the comparison group, with stronger gains observed among students with higher levels of introversion. Students’ reflections further revealed meaningful shifts, including increased reflective participation, enhanced psychological safety, and expanded collaborative interactions. These findings suggest that the blended learning-peer mentoring approach provided a learning environment closely aligned with the characteristics of introverted learners and that the resulting changes positively influenced the overall learning experience of other students as well. This study highlights the effectiveness of blended instruction combined with peer mentoring as an instructional alternative for supporting introverted learners and underscores the potential of inclusive music pedagogy to benefit students with diverse learning dispositions.

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