The Causal Relationships of Student Achievement in Folk Song Education in Hunan Province, China
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Abstract
This study explores the impact of teaching strategies on learning motivation, student achievement, and learning engagement in folk song education. It also examines the mediating roles of learning motivation and engagement in the relationship between teaching strategies and student achievement. The study surveyed 500 students from five vocational colleges in Hunan Province using simple random sampling. Data were collected through online questionnaires and analyzed using descriptive statistics and content analysis. The findings indicate that: (1) teaching strategies positively and significantly influence learning motivation, student achievement, and learning engagement; (2) learning motivation and engagement positively impact student achievement in folk song education; and (3) both learning motivation and engagement serve as mediators between teaching strategies and student achievement. This study contributes to folk music education by providing empirical evidence on teaching strategies enhancing learning outcomes. It underscores the crucial role of effective teaching methods in fostering motivation and engagement, ultimately improving student achievement, and identifying motivation and engagement as mediators offers more profound insights into the pathways linking teaching strategies to academic success. These findings provide practical implications for educators, supporting the development of teaching approaches that boost intrinsic and extrinsic motivation while promoting active engagement. By refining instructional methods, educators can enhance the overall effectiveness of folk music education programs in vocational colleges.
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