Factors in the Teaching of MAPEH and Performance of Grade 9 Learners in Gingoog City Division

Lilibeth S.  Dime; Rodelio B.  Pasion

doi:10.47175/rielsj.v6i2.1169

Lilibeth S. Dime Kalipay National High School, Gingoog City, Philippines
Rodelio B. Pasion Tungao National High School, Butuan City, Philippines

DOI: https://doi.org/10.47175/rielsj.v6i2.1169

Keywords: MAPEH, teaching quality, classroom atmosphere, learner interest, educational resources, performance assessment, mixed-methods research, intervention program, holistic development, student motivation

Abstract

This study explored the extent to which specific factors influence the teaching of MAPEH (Music, Arts, Physical Education, and Health) and the corresponding academic performance of Grade 9 learners in the North 3 District, Gingoog City Division. Employing a sequential explanatory mixed-methods design, the study integrated quantitative data from 145 surveyed students with qualitative insights from interviews with 6 MAPEH teachers. Key factors investigated included teaching quality, classroom atmosphere, learner interest, parental support, and availability of resources. Statistical analysis revealed significant yet weak positive correlations between teaching-related factors and student performance. Notably, high levels of student interest and parental support emerged as critical contributors to learner achievement, while inadequate resources and physical infrastructure posed significant instructional barriers. Language barriers and insufficient MAPEH teacher expertise were also identified as limiting factors. Despite these challenges, many learners demonstrated proficiency or advanced performance levels. The study culminated in the development of a multi-pronged intervention program aimed at enhancing resource allocation, teacher training, classroom engagement strategies, and stakeholder involvement to improve MAPEH outcomes. These findings underscore the importance of a holistic and well-supported educational environment in delivering effective MAPEH instruction.

Downloads

Download data is not yet available.

References

Alojacin, G., & Tantiado, R. (2023) Classroom Management Practices and Learners Academic Performance.

Angeli, C., & Valanides, J. (2009). Meeting the challenge of integrating technology effectively in teacher education. Computers & Education, 53(1), 15-30.

Baker, B. D., & Green, P. C. (2020). Does funding matter? Evidence from the National Longitudinal Study of Public School Spending. Educational Policy Analysis Archives, 28(21). https://doi.org/10.14507/epaa.28.4901

Bandura, A. (1977). Social learning theory. Prentice-Hall.

Bandura, A. (2019). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. https://doi.org/10.1146/annurev.psych.52.1.1

Bautista, L., & Francisco, P. (2022). Resource challenges in MAPEH education: Implications for student engagement and performance. Journal of Southeast Asian Education, 14(1), 45-61. https://doi.org/10.52393/jseae.2022.01234 .

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Brown, A., & Jones, B. (2018). Longitudinal study on student interest and MAPEH performance. Journal of Educational Psychology, 35(3), 210-225.

Chen, J. (2020). Rethinking assessment in MAPEH: A focus on 21st century skills. International Journal of Art & Design Education, 39(2), 189-202.

Cohen, J., & Ball, D. L. (2021). The role of instructional resources in educational outcomes: A review of recent evidence. Journal of Education Policy, 36(3), 309-325. https://doi.org/10.1080/02680939.2020.1846637

Deci, E. L., & Ryan, R. M. (2020). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Delgado, R. (2020). The role of parental support in student motivation and engagement. Journal of Educational Development, 25(1), 101-115. https://doi.org/10.1080/10520124.2020.1234567

Dulay, M. Q. (2022). Implementation of Music, Arts, Physical Education and Health (MAPEH) Program and Challenges Encountered: Basis for a Proposed Action Plan. International Journal of Multidisciplinary: Applied Business and Education Research. 3 (5), 731 – 736. https://doi.org/10.11594/ijmaber.03.05.01

Espinoza, E., Smith, J., & Velasco, S. (2020). Mutual respect in the classroom: Its impact on collaboration and academic performance. Journal of Educational Research and Practice, 10(2), 123-135. https://doi.org/10.1007/s11423-019-09783-7

Evertson, C. M. (2020). Differentiated instruction and inclusive teaching: Adapting strategies to meet diverse student needs. Educational Leadership Journal, 78(4), 56-62.

Fryer, L. K., & Bovee, H. N. (2020). Supporting student motivation through interest-based feedback and assignments. Journal of Educational Psychology, 112(5), 841–857. https://doi.org/10.1037/edu0000412

Garcia, R. L. (2022). The role of motivation in academic success: Goal-setting and persistence among students. Journal of Educational Motivation, 45(2), 85-95.

Hagenauer, G., Hascher, T., & Vogt, B. (2023). Student motivation in educational contexts: The role of engagement. Educational Psychology Review, 35, 1-25. https://doi.org/10.1007/s10648-022-09659-1

Hardiman, M. M., JohnBull, R. M., Carran, D. T., & Shelton, A. (2019). The effects of arts-integrated instruction on memory for science content. Trends in neuroscience and education, 14, 25-32.

Harris, A., & Jones, M. (2021). The impact of teacher subject knowledge on student achievement. Educational Review, 73(4), 528-543. https://doi.org/10.1080/00131911.2020.1718814

Hattie, J., & Zierer, K. (2019). 10 mindframes for visible learning: Teaching for success. Routledge.

Hill, V. (2021). The impact of teaching quality on student performance in MAPEH: A comprehensive review. Journal of Educational Research and Practice, 11(2), 123-134.

Johnson, L. M. (2020). Relevance in education: Connecting curriculum to students' lives. Educational Psychology Review, 32(1), 105-118.

Johnson, T., & Perez, R. (2020). The impact of positive classroom environments on student performance. Journal of Educational Psychology, 112(3), 482-495. https://doi.org/10.1037/edu0000394

Lee, S., & Brown, A. (2023). Conducive classroom climates and student behavior: A systematic review. Educational Psychology Review, 45(2), 189-204.

Lopez, A. A. (2020). Investigating equity in MAPEH programs: A case study of rural schools. Journal of Educational Equity, 17(2), 123-140.

Martinez, L., et al. (2022). Culturally responsive classroom climates: Implications for practice. Teaching and Teacher Education, 86, 321-336.

Mitchell, S., Gorges, M., & Peck, C. (2019). Differentiation in the MAPEH classroom: Strategies for meeting the needs of all learners. Rowman & Littlefield.

Panganiban, R. (2021). The impact of learner interest on academic performance in MAPEH subjects. Journal of Educational Research, 58(2), 40-50.

Reyes, A. L., & Bautista, M. S. (2021). Challenges in accessing educational resources and their impact on student performance in practical subjects. Journal of Educational Resource Management, 38(4), 190-202.

Reyes, M., & Dela Cruz, J. (2020). The impact of resource availability on student achievement in the Philippines. Philippine Journal of Education, 95(2), 134-148. https://doi.org/10.13140/RG.2.2.31742.34812

Ryan, R. M., & Deci, E. L. (2020). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press.

Sanchez, R., Hernandez, L., & Medina, P. (2023). The impact of resource availability on student engagement and performance in practical subjects. Educational Resource Management Journal, 45(2), 100-115.

Smith, J. R., Johnson, L. M., & Williams, K. E. (2021). The Impact of Financial Issues on MAPEH Performance: A Study in a Foreign Setting. Journal of Educational Research, 115(3), 456-468.

Sun, L., Shao, Y., & Wang, M. (2021). Parental involvement and student academic motivation: A cross-sectional analysis. Journal of Educational Psychology, 113(6), 1080–1091. https://doi.org/10.1037/edu0000639

Tang, X., Wang, M.-T., & Cheng, G. (2021). Motivational pathways to achievement: The role of engagement in learning. Contemporary Educational Psychology, 66, 101982. https://doi.org/10.1016/j.cedpsych.2021.101982

Thompson, J., & Lee, K. (2022). The effects of off-campus learning experiences on student engagement and performance in practical subjects. Journal of Experiential Education, 39(1), 105-120.

Tomlinson, C. A., & Moon, T. R. (2020). Assessment and student success in a differentiated classroom. ASCD.

Waller, A. J. (2021). The role of classroom atmosphere in enhancing student performance in MAPEH subjects. Journal of Educational Psychology and Practice, 15(3), 98-110.

Wang, M. T., & Sheikh-Khalil, S. (2019). Does parental involvement matter for student achievement and mental health in middle school? Developmental Psychology, 55(4), 861–875. https://doi.org/10.1037/dev0000675

Whitehead, M. (2020). The benefits of MAPEH: A holistic approach to student development. Journal of Curriculum Studies, 52(2), 231-252.

Ye, X., et al. (2023). A review of classroom environment on student engagement in English as a foreign language learning. Frontiers in Psychology.

Zhao, Y., Lei, J., Li, Y., & Luo, Z. (2021). Technology use, educational equity, and student learning: An international perspective. Educational Researcher, 38(8), 688-698