Abstract
This study sought to determine the effects of dancing on college students’ psychological well-being before and after the intervention. This quantitative research study used a quasi-experimental design, specifically the one-group pretest-posttest research design. The results of the study revealed that the data gathered before and after the intervention of BSIT and BPED students as a whole were closely similar. However, when the results were analyzed per subscale, the findings revealed an increase in autonomy, environmental mastery, positive relationships with others, purpose in life, and self-acceptance, and a slight decrease in the personal growth subscale. Additionally, findings showed a significant difference existed before and after the intervention in BSIT students. However, in the BPED students, it was found that a significant difference existed before and after the intervention. The researchers concluded that while dancing is a fun and enjoyable form of physical activity, it may not have any significant effects on the psychological well-being of BPED students but has a great impact on the psychological well-being of BSIT students because it gives students a chance to engage with others, which helps lessen feelings of loneliness and isolation. Thus, this study suggests that teachers must encourage BSIT students to use dance as a form of stress relief by incorporating dance breaks into classes or by suggesting dance as a way to unwind after a long day of studying. For BPED, the intervention does not have any specific psychological benefits beyond what they can already achieve through other forms of physical activity.
