


















































Journal of Green Learning


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 2, No. 1, 2022, pp. 53-57.  
DOI: 10.53889/jgl.v2i1.105 

-------------------------------------------------------- 

 

Study of problem-based learning with questioning technique to 

promote choreography ability of dance students 
 

Wang Di
1
, Premjit Kajonpai Larsen

2
 & Rekha Arunwong

2
 

1 
Curriculum and Instruction Program,  

Valaya Alongkorn Rajabhat University, Pathum Thani, Thailand 
2 
Curriculum and Instruction Program, 

Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani, Thailand 

 

Article Info  ABSTRACT 
Article history: 

Received September 23, 2021 

Revised   February 15, 2022 

Accepted March 28, 2022 

 

 The purposes of this research were to compare the dance design ability 

of students before and after exposed problem-based learning with 

questioning techniques, and to compare the dance design ability of 

students with 70% evaluation criteria. In this study, juniors majoring in 

dance choreography in Music College of Langfang Normal University 

were selected as the research. There were 20 students from one class 

were randomly selected. Research tools include achievement test and 

performance tests. The t-test for dependent and t-test for one sample 

were used for statistical analysis. The results showed that the dance 

design ability of these samples were effectively improved after the 

problem-based learning. They were significantly higher than the pre-

test and for the dance design ability and the post-test scores, and higher 

than the criterion of 70% at the .05 level of statistics. 

 

Keywords: 

choreography ability 

dance design ability 

PBL 

questioning  

 

This is an open access article under the CC BY-SA license. 

 
Corresponding Author: 

Premjit Kajonpai Larsen 

Curriculum and Instruction Program 

Valaya Alongkron Rajabhat University under the Royal Patronage 

Pathum Thani 
Thailand 

Email: premjit.ka@vru.ac.th 

 

1. INTRODUCTION 

Problem-based learning (PBL) is a teaching method where students are presented with real world open-

ended questions. The students are at the center of this method. Questioning technique is a method where students 

are given open-ended questions. The rationale for these two methods is that it was felt that they would keep 

students interested and they would learn more. Choreography is currently for students of dance professional 

colleges. It is an essential course, because its applicability and practicability are very strong. In today's society, 

there is an increasing demand for innovative talents, as well as in the field of art. People's spiritual needs are 

increasing. More and more competitions and performances require original works, so talent training of 

choreographers has also occupied a certain position in various universities and colleges.  

For professional college choreography major when students enter school, they have great creative 

enthusiasm and thirst for knowledge, so traditional teaching methods are suitable for them. When teachers 

demonstrate in class and give assignment requirements directly, students will actively complete them. They have 

high requirements for themselves in their heart consciousness, so the completion of the course content is very 

good and the efficiency is very high. But in normal colleges, this kind of teaching method is not applicable. 

Because in normal colleges and universities, choreography is only a compulsory course of dance major, students 

will complete the goal when they complete the daily course content. They don't have high standards for 

themselves, or visions of the future. Students don't see the development prospects of this major and only care 

about whether they can graduate successfully, instead of thinking about the practicality of this course for the 

future (Bai, 2014). 

https://creativecommons.org/licenses/by-sa/4.0/


54 

 

  In addition, learning this major requires rich professional knowledge and practical experience. That is to 

say, before learning dance they need to master a lot of professional knowledge about dance, such as dance styles 

and knowledge of common ethnic groups, as well as the intangible cultural heritage and a lot of practical creative 

experience. Due to the insufficient knowledge reserve of students, they easily lose interest in creation, so 

teachers have to lower teaching standards and requirements according to the knowledge reserve of students. 

Therefore, the practical creation of students will also be affected. If the amount of creation is insufficient, the 

accumulated experience will be insufficient, and the creation process of students will be difficult. Therefore, 

many students choose to give up the in-depth study of this course (Chen, 2021). 

The questions for this course can be summarized as follows: There is insufficient reserve of other 

auxiliary professional knowledge. In addition, students' enthusiasm is not strong in the process of practice. Also, 

students do not have an in-depth understanding of the application prospect of this major. On the development 

direction of choreography, choreography is an undergraduate major in colleges and universities, which belongs 

to music and dance. Choreography aims to cultivate interdisciplinary and innovative talents for those who have 

the knowledge and ability of dance. Choreographers are capable of editing, teaching and research of dance and 

dance drama in literary and art units, cultural centers, primary and secondary schools, publishing, radio and film 

departments, and lay a foundation for further study. 

Choreography graduates should acquire the following knowledge and abilities: Master the basic theory 

and knowledge of choreography. Master the analytical methods and techniques of choreography. Have the basic 

ability of a choreographer.  Understand the theoretical frontier, application prospect and development trend of 

choreography and master the basic methods of dance literature retrieval and data query, with preliminary 

scientific research and practical work ability. PBL teaching method of problem oriented teaching method, is 

based on the real world of student-centered education mode, is under the guidance of the teacher, "take the 

student as the center, on the basis of the problem", by adopting the form of group discussion, students explore 

problems independently collect data, to find and solve problems, to cultivate students' autonomous learning 

ability and the innovation of teaching mode. In contrast to traditional subject-based teaching methods, PBL 

emphasizes active learning by students rather than teaching by teachers (Zhang et.al., 2009). 

Teachers' questioning is an effective way to learn the related knowledge of choreography. Through the 

guidance of professional knowledge of dance design and purposeful questions, students are encouraged to 

explore and develop dance design ability step by step. It is a very important aspect of classroom teaching and 

also an important part of classroom interaction of choreographers and directors. There are all kinds of problems 

in student-centered classes. Questions that seek knowledge, promote understanding, and provoke reflection. 

Students can gradually improve their dance design ability by exploring and thinking about the problems and 

using the professional knowledge they have mastered in the early stage to carry out practical activities. The first 

two types of questions can be classified according to the level of information provided within the range of 

students' ability. However, the third kind of reflective questions can give us a new understanding of ourselves 

and how we learn, so that students can improve their dance design ability more effectively. 

2. RESEARCH OBJECTIVE 
This research consisted of two objectives: 

(1) To compare the students’ dance design abilities before and after using problem-based learning with 

questioning techniques. 

(2) To compare the students’ dance design abilities after using problem-based learning with questioning 

techniques with 70% of criteria. 

 

3. M ETHOD 

3.1 Samples 

Population was 50 junior students majoring in choreography in Music College of Langfang Normal 

University. The sample was 20 students randomly selected. 

3.2 Research instruments 

Research instruments were lesson plans and dance design ability test. 

Lesson plan  

Step 1: According to PBL question teaching method, design questions and ask the students: the question 

is "have you felt every part of your body carefully and danced with it?" According to the teaching purpose, this 

question is put forward to arouse students' thinking and guide students to discover the infinite possibilities of the 

body. In the process of thinking, students unconsciously change their movements, which is the process of 

thinking in the gradual exploration. 

Step 2: Analysis and experiment: Through the above questions, trigger students to think about their own 

dance movements, and gradually transform into body tests. First of all, divide the students into 5 groups, 10 

people a group. Work together as a group. Each group choses a body part and dance freely with this body part as 

the lead, using the timing of a piece of music as the background. Give students creative space, do not interfere, 

but let them give full play to their imagination. Combined with the teaching purpose, the teacher should clearly 



55 

 

solve the body's diverse motor ability and students' active exploration consciousness, and then guide students to 

actively explore. 

Step 3: Observe the progress and situation of each group, timely guide students and put forward 

suggestions to help students expand their thinking, not limited to thinking and imagination, but to use their 

bodies to really feel and try more development and change of actions. We can guide students when they are 

blocked by a problem and can't proceed with a later experiment. For example, if they choose to complete a series 

of movements with their feet as the dominant force, then we can ask them, in addition to trying to walk forward 

or backward, can we also try to walk left or right? Because there are a lot of directions, right? And our feet can 

go down or up; you can hit the ground, you can have a rhythm, you can rub against the ground and so on. So 

what does that tell us? According to the principle that space is multi-dimensional and three-dimensional, our feet 

can also make movements in different directions to ask questions to students. Give guidance and advice to 

students. Group members cooperate to explore and analyze the problems during the experiment and try more 

possibilities of dance movements. 

Step 4: Display them one by one in five groups. This is the test phase of the experiment, each group of 

students show their experiment results, follow the music, show the dance first, and then the other four groups of 

students can guess which body part is the main part of the group to dance. Other groups interact and discuss 

during the observation.  

Step 5: Students can evaluate the dances shown by other groups. Say what you like and what you 

suggest. The teacher helps the students to objectively analyze the cause of the problem. According to the 

teaching purpose, guide the students to find the key and difficult points of the problem. For example, the 

limitation of our thinking in the process of creation can lead to the limitation of movement, so that we cannot 

create more possibilities for the body itself.  

Step 6: In the process of the experiment, guide students to find problems, take the initiative to explore 

problems, cooperate to analyze problems, solve problems together, and finally reflect on the problems in the 

experiment. Self-reflection: Have students gain a new understanding of their own body structure by solving 

problems in practice? Did you discover more possibilities for dance moves? Sum up experience, in the next test 

to better complete.  

 Dance design ability test 

Studying the document related with dance design ability.Constructing the component of the test which 

was the situation or problem and the indicators for assessment. There were indicators for dance design and 

practical skills. Dance design indicators were material selection and conception of dance, structural conception 

of dance, application of dance, and embodiment of innovative thinking. Practical skills indicators were 

movement rhythm, technical completion, stage performance and overall completion. The test was presented to 

experts for evaluation. The appropriateness, precision and accuracy were considered, also with suggestions.  

3.3 Da ta  co lle c tio n  

This research used one group pre-test and post-test design. The processes of data collection were as 

follows: 

       1) The samples were given the pre-test by measuring dance design ability with constructed instruments. 

  2) The samples were taught by using lesson plans of problem -based on learning together with 

questioning techniques. 

     3) The samples were given the post-test by using the same pre- test. 

3.4 Data analysis 

The data were analyzed by using the statistical program according to the research objectives. 

Comparing dance design ability before and after being taught by using problem-based learning together with 

questioning techniques by using t-test dependent sample. Also, comparing dance design ability with the 70% 

criteria by using  

t-test for one sample. 

 

4. RESULT 
The result of comparing mean score of dance design ability before and after being taught by using 

problem-based learning together with questioning technique. 

  

Table 1 comparing the mean scores of dance design ability before and after being taught  

Group N 
Pre-test scores Post-test scores 

t P 
Mean S.D. Mean S.D. 

Experimental 

Group 
20 70.95 14.16 80.30 9.70 -7.06 .000 

 



56 

 

The mean scores of pretest of students dance design ability was mean score 70.95 and posttest of 

students’ dance design ability was mean score 80.30. The results showed that after being taught by using 

problem-based learning together with questioning techniques, the post- test mean scores was higher than pre-test 

mean scoresat.05 level of statistical significance (t =-7.06, P <.05) The results of comparing mean scores of post-

test with criteria at 70 percent.    

 

Table 2 Comparing the mean score of dance design ability after taught with the criteria 70 percent 

Group N Full score Criteria 

score 
 S.D. t p 

Experimental group 20 100 70% 80.30 9.70 30.546 .000 

 

The mean score of students’ dance design ability after being taught by using problem-based learning 

together with questioning technique was mean score 80.30. The criteria score was 70 (Full score =100). Results 

showed that it was statistically higher than the criteria 70 percent at.05 level (t=30.546 P <.05) 

 

5. DISCUSSION 

From the scenario they did research and showed dance performance. They can improve practical 

skills and dance design skills.  They master standardized technical movements. Completion of technical 

movement, they can do coordination learning. The teacher used appropriate questions in each step of 

learning. The questions encouraged the students ' thinking. They can integrate the content with dance 

design skills. The teacher used diverse questions in practice time. Every time the scenario was raised in 

class, the corresponding solutions of each groups were different. Therefore, in the basic part of each class 

in the experimental group, many targeted exercises are increased which is due to the rapid movement of 

students' physical (Zhou, 2020). After practice dance skills there are still many skills to be improved. The 

students do better at teaching evaluation, but also have students reflect, if not actively participate in class 

if they don't know what needs to be done to the classroom, teachers generally feedback this way of 

teaching classroom atmosphere.  It is better, but also adds a new challenge to prepare lessons, course 

content is more abundant and initiative of students is stronger (Huang & Xu. 2019). 

The research results show that PBL together with questioning technique is feasible and effective 

in ordinary university teaching. PBL together with questioning technique can optimize dance class, 

change students' previous learning styles, improve students' learning ability, interest in sports learning and 

skill level of movement (Danpradit et.al., 2021). It can improve students' interest in physical education 

and arouse students' enthusiasm. The application of problem-based learning in ordinary colleges and 

universities can improve the teaching efficiency, be conducive to the mastery of technical movements, and 

play a positive role in the students' learning of standard degree of movements, artistic expression, 

combination completion and combination arrangement ability. PBL teaching mode has rich teaching 

means and learning methods to meet the different needs of students, and students have high satisfaction 

with PBL teaching mode (Liu, 2020). 

This study showed  the post-test scores of dance design ability was higher than before using 

problem-based learning together with questioning techniques, and post -test also higher than 70 percent 

criteria. The students dance design ability after being taught by using problem-based learning together with 

questioning technique was higher than before at .05 level of statistical significance. It means that problem-

based learning together with questioning techniques can enhance dance design ability of students majoring 

in choreography in Music College of Langfang No rmal University. 

As students learn to solve problems, they do research and demonstrate the ultimate practical 

results. Improve the ability of dance design through solving problems, exploring problems and practicing 

activities. The teacher asked the students appropriate guiding questions at each step of their learning. 

These questions stimulated the students' thinking. The results show that problem-based learning with 

questioning technique can optimize the class of choreography, change students' previous lea rning styles, 

and improve students' learning ability, learning interest and dance design ability. It can improve students' 

interest in choreography and arouse students' enthusiasm for innovation.  

The application of problem-based learning with questioning technique method in ordinary colleges 

and universities can improve the teaching efficiency, be conducive to the mastery of professional technical 

ability, and play a positive role in students' learning skills of artistic expression, dance completion and 

choreography ability. PBL together with questioning technique method has rich teaching methods and 

learning methods, which can meet the different needs of students  (Panasan & Nuangchalerm, 2010). They 

can combine content with dance design ability. The teacher used a variety of questions in the practice and 

proposed different questions in class each time, and the corresponding solutions of each group were 

different. Therefore, the experimental gro up added a lot of targeted exercises in the basic part of each 



57 

 

class, and the practice results found that the dance design ability of the experimental group students was 

effectively improved. 

 

6. RECOMMENDATION 

PBL with questioning technique can be used in  other practical skills courses. It is suggested to 

use this teaching method to stimulate students' learning initiative and interest. Teaching objectives 

should be clear, flexible, and scientifically formulated and planned. Students' participation in learn ing 

tasks are introduced in advance, so that students take the initiative to participate in learning activities and 

improve learning efficiency. After class must be summed up, timely reflection, and constantly improve 

the teaching effect. For teachers who will use problem-based learning withquestioning technique, carefully 

analyze the characteristics of the curriculum they teach, evaluate the effectiveness of using the 

methodology, and how to formulate teaching plans. According to the ability of students, n eed to master 

more scientific teaching methods and means are necessary, so as to directly or indirectly improve the 

teaching level of teachers. Through the leading -in process, analysis of problems, experimental research, 

sharing, display and evaluation summary, students can not only improve their learning efficiency and 

academic performance, but also actively participate in learning and develop good learning habits. Due to 

the particularity of the course, choreographer teachers need to use problem-based learning with questioning 

technique in class for a long time, test experimental effects, make use of research data, and conduct more 

effective practical research in the future. There are still some deficiencies in the exploration of PBL together 

with questioning technique, which need to be continuously improved and innovative teaching methods should be 

tried. It is suggested to further study other dance-related courses to enrich the accumulation of relevant 

knowledge. 

 

REFERENCES 

Bai, D. (2014). A research into optimizing the provision of the professional basic courses of choreographer at 

Shenyang Sport University. China. 

Chen, Y. (2021). Research on training mode of choreographer and director in colleges and universities.1007-

0125(2014)12-0181-02.China. 

Danpradit, P., Kongkumnerd, T., & Boonplian, P. (2021). Forwarding strategies to online multiple-choice 

tests. Journal of Green Learning, 1(2), 52-60. 

Huang, X. & Xu, L. (2019). Application and innovative thinking of PBL teaching method in elective course of 

Latin dance. Education and Teaching Forum, 408(14), 185-186.  

Jiang Y. (2016). Effects of PBL teaching model in sports dance teaching. Guangxi University of Finance and 

Economics as an example. Sports Boutique, 35(010), 45-47. 

Liu, X. (2020). PBL teaching mode in ordinary colleges and universities sports dance elective course in the 

application of the effect of research. (Doctoral   dissertation, Yangzhou University). China.  

Liu, Y. (2012). Research on Developing Autonomous Learning Ability Based on Problem-Based Learning. 

(Doctoral dissertation Shanxi Normal University). China. 

Panasan, M., & Nuangchalerm, P. (2010). Learning outcomes of project-based and inquiry-based learning 

activities. Journal of Social Sciences, 6(2), 252-255. 

Xie, Y. (2018). The application of PBL teaching method in the teaching of dragon and lion dance in colleges and 

universities. Bibliography, 000(05X), 70-70. China. 

Zhang, W. et.al. (2009). Research on PBL teaching in internal medicine to promote students' clinical thinking 

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