Gradual Release of Responsibility Method in Teaching the Goff Dance
DOI:
https://doi.org/10.65339/ijsis.V1.I4.289Keywords:
Dance Performance, Goff Dance, Grade 7 Students, Instructional Guide, Mixed-Methods Research, Psychomotor Skills, Responsibility-Based InstructionAbstract
This study determined the effectiveness of the Gradual Release of Responsibility (GRR) method in improving Goff Dance performance among Grade 7 students at Mantalongon National High School, Dalaguete, Cebu, during School Year 2026–2027, and informing the development of an instructional guide. A sequential explanatory mixed-methods design involved 100 students through complete enumeration and 20 purposively selected interview participants. Data were collected using an analytic performance rubric and interview guide and analyzed through descriptive statistics, a paired-samples t-test, and thematic analysis. Overall performance increased from a pre-test mean of 1.8213 (Developing) to a post-test mean of 3.2300 (Proficient), representing a gain of 1.4087. The difference was statistically significant, t(99) = −27.171, p < .001, with a very large effect size (Cohen’s d = 2.7171). All five dance competencies improved significantly, although weaving and unweaving remained at the Proficient level, indicating continued opportunities for targeted practice and instructional support. Interviews identified positive learning experiences, clearer understanding through teacher modeling, stronger peer collaboration, increased confidence during independent performance, and improved perceived competence. These findings support GRR as a promising approach to structured dance instruction that gradually transfers responsibility from teachers to learners. Teachers should reinforce weaving and unweaving through demonstrations, guided repetition, feedback, and the proposed instructional guide. The single-school, one-group design and three-week intervention limit causal interpretation and wider generalization. Aligned with Sustainable Development Goal 4 (Quality Education), the study offers classroom evidence for progressive, learner-centered instruction and supports educational sustainability through improved teaching practices in culturally grounded dance education in schools.
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