Piano learning effect is closely related to the allocation of practice time, but most piano learners lack scientific practice time management strategies. Based on the data envelopment analysis method, this study investigates the evaluation of piano practice time allocation and the strategy of effect improvement. Piano learners’ practice data were obtained through a questionnaire survey, quantitatively evaluated using the interval super-efficiency DEA model, and the learners’ practice habit characteristics were analyzed. The results of the study show that among the 21 learners sampled, only 19.05% of the learners’ piano practice time allocation is interval DEA effective, 52.38% is interval DEA partially effective, and 28.57% is interval DEA ineffective, indicating that there is room for optimization of piano practice time allocation for most of the learners. It was found that 34.26% of the learners could insist on practicing the piano every day, and 45.53% of the learners maintained an average daily practice time of about 1 hour. For the practice habit, only 25.98% of the learners would practice hand muscles and techniques, and 20.59% of the learners had the habit of making practice notes. Based on the evaluation results, this study proposes strategies to improve the effectiveness of piano practice: strengthening fingering practice and reflection, scientifically controlling practice time, focusing on technical difficulties, and actively learning from others’ experiences. These strategies are of great significance in optimizing piano learners’ practice methods and improving practice efficiency.
