Advisers

Dr. Mariju F. Galicha

Discipline

Humanities And Social Sciences

Abstract

Han folk dance, as an embodiment of China’s rich cultural heritage, holds the potential to shape the social values of young learners by fostering respect, cooperation, and cultural identity. Despite its cultural significance, limited empirical studies examine its direct impact on value formation among primary school pupils. This study addresses this gap by exploring how participation in Han folk dance influences students’ personal, social, and behavioral development. It aims to integrate cultural education with value formation practices in schools. This study also seeks to understand the influence of Han folk dance on students’ confidence, teamwork, respect for elders, and overall social values. This study uses a mixed-methods approach, with intervention participants composed of purposively selected students in Grades 4 to 6, aged 9 to 11 years. Data are collected through surveys. Findings revealed that students exhibited increased cultural awareness, gratitude, respect, and social responsibility, with moderate positive correlations noted among students’, teachers’, and parents’ perceptions. Notably, no significant differences were found when participants were grouped by age, sex, grade level, or duration of participation, suggesting the program’s inclusivity and universal appeal. The study recommended integrating Han folk dance into primary curricula as a cultural and value education strategy to promote holistic development and preserve intangible cultural heritage.

Keywords

han folk dance, cultural education, social values, primary school, value formation