The Impact of Multimedia Teaching Management on Teaching Effectiveness in Dance Majors at Hebei Colleges

Abstract

The evolution of technology has brought about profound changes in the educational landscape globally, prompting shifts in teaching methodologies across various fields towards sustainable development education. This study employs a quantitative-based correlation analysis to investigate the influence of multimedia teaching management on teaching effectiveness among dance majors in Hebei Colleges. It examines three dimensions: the application of multimedia tools, multimedia training support, and technological infrastructure, aiming to provide a comprehensive understanding of multimedia's implications in dance education. The study focuses on Hebei Normal University, Hebei University of Arts, and Cangzhou Preschool Teachers School, with a total of 643 valid responses collected. Findings reveal that the utilization of multimedia tools, multimedia teacher training support, and technological infrastructure are relatively high (Average scale > 3), correlating with high teaching effectiveness (Average scale > 3) within these institutions. Positive relationships are identified between the application of multimedia tools and teaching effectiveness (correlation coefficient = 0.842, β = 0.087, p < 0.001), multimedia training support for teachers and teaching effectiveness (correlation coefficient = 0.863, β = 0.070, p = 0.054), and technological infrastructure and teaching effectiveness (correlation coefficient = 0.895, β = 0.810, p < 0.001). Notably, technological infrastructure emerges as the strongest predictor of teaching effectiveness (Beta = 0.810, p < 0.05). Drawing upon the collegial model, this study proposes recommendations to enhance teaching effectiveness based on the identified correlations. These findings contribute to the ongoing discourse on multimedia integration in dance education, offering insights for educators and policymakers alike.