She Yunzi

Abstract：

Cultivating collaborative abilities is a core objective of contemporary higher education. Although music teaching inherently involves collective activities, empirical evaluations quantifying the specific impact of group interaction on students' collaboration remain scarce. This study proposes a quantitative evaluation model based on empirical experimental data to verify the promoting effect of group interaction in music pedagogy. A 12-week quasi-experiment was conducted with 120 undergraduate students, divided into a Control Group (CG, N=60) utilizing traditional teaching and an Experimental Group (EG, N=60) engaged in a structured group interaction music model (SGIMM). Data were collected using a validated Collaborative Ability Scale and analyzed via SPSS 27.0. Pre-test and post-test Independent Sample T-tests revealed that while baseline scores were identical (p>0.05), the EG exhibited a statistically significant improvement in overall collaborative abilities compared to the CG (84.62±6.15 vs. 73.45±7.22, p<0.01). Furthermore, Social Network Analysis (SNA) metrics indicated that network density in the EG increased from 0.18 to 0.65, demonstrating enhanced peer communication. The results confirm that deliberate group interaction in music education serves as an effective pedagogical mechanism for fostering teamwork, emotional regulation, and shared problem-solving skills.

Key Words：

music education; group interaction; collaborative ability; quantitative evaluation; social network analysis