This study examines the implementation and impact of cooperative academic performance in collective piano classes, focusing on undergraduate students at Jiangxi University of Technology. The research investigates how cooperative learning dynamics—encompassing group processing, positive interdependence, individual accountability, promotive interaction, and interpersonal skills—affect students' perceptions, academic performance, and skill development in piano education. A mixed-methods approach is utilized to provide a comprehensive analysis. Quantitative data, gathered through structured surveys and academic records, are analyzed using statistical methods, including reliability testing and regression analysis in SPSS, to measure the relationship between cooperative learning practices and academic outcomes. Qualitative data, collected through semi-structured interviews and focus groups, are examined using thematic analysis in NVivo to gain insights into students' and instructors' experiences with cooperative learning in piano education. The theoretical foundation of the study integrates Vygotsky’s Sociocultural Theory, emphasizing the role of social interactions in learning, and Gardner’s Theory of Multiple Intelligences, highlighting the diverse learning styles and capacities of students. These frameworks support the exploration of how cooperative learning facilitates both cognitive and social development in the context of music education. The findings reveal how group-based strategies enhance engagement, foster critical thinking, and build collaborative skills, while also addressing potential challenges such as unequal participation and balancing individual and group accountability. This research addresses a critical gap in the literature by focusing on cooperative learning in undergraduate piano classes—a domain with limited prior exploration. It offers significant implications for educators and curriculum designers aiming to improve the effectiveness of group instruction in higher education music programs. The study also provides practical strategies for fostering student engagement and optimizing learning outcomes in collective piano teaching, contributing to the broader field of innovative pedagogical practices in music education.