Lived Experiences of Music, Arts, Physical Education, and Health Teachers and Students in Teaching and Learning Music 8 in Zumarraga District
DOI:
https://doi.org/10.67903/ijroms0494Keywords:
MAPEH Teachers, Music Education, Phenomenology, Policy Framework, Student ExperiencesAbstract
This qualitative study explored the lived experiences of Music, Arts, Physical Education, and Health (MAPEH) teachers and students in teaching and learning Music 8 in selected public secondary schools in the Zumarraga District, Schools Division of Samar. Guided by a phenomenological research design, data were gathered through semi-structured interviews with 5 MAPEH teachers selected through total enumeration sampling and 21 Grade 8 students selected through purposive sampling based on academic performance and participation. Transcribed interview data were analyzed using Braun and Clarke’s six-phase thematic analysis framework to identify recurring patterns, core themes, and shared essences. Findings revealed that teaching Music 8 is both deeply meaningful and pedagogically challenging. Teachers demonstrated adaptability and resourcefulness despite structural constraints—such as limited musical instruments, insufficient instructional materials, and diverse learner abilities by utilizing local improvisation, digital multimedia tools, and performance-based teaching strategies. Students reported that Music 8 was highly enjoyable and engaging, fostering creativity, self-confidence, and self-expression, yet they encountered notable difficulties mastering technical musical skills, such as reading notation and maintaining rhythm, due to restricted practice opportunities and inadequate facilities. Teacher guidance, peer collaboration, and sustained institutional support were identified as crucial factors for elevating student learning outcomes. The study concluded that effective, inclusive music instruction requires adaptive teaching methodologies, equitable resource distribution, and robust organizational support systems. Based on these insights, a policy framework titled Enhanced Music 8 Instructional Support and Capacity Building Policy was proposed to strengthen teacher competence particularly for non-MAPEH majors and promote sustainable, meaningful music education in rural public secondary schools.
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