Intrmusic-Integrated Lessons for Enhanced Academic Performance in Mathematics of Grade 1 Pupils: Its Effectiveness

Abstract

INTRODUCTION

In the field of education, educators had done too many innovations with an emphasis on curricular modifications and innovations on strategies and methodologies in teaching. To specifically target students' abilities, skills and talents researches and experiments are being made and improved. In the past decade, educators have applied different instructional strategies to provide a music-mathematics integrated curriculum, although the levels of integration varied. Through music, feelings can be expressed. Music fulfills emotional, intellectual, and physical satisfaction.

METHODS

This study utilized a Descriptive Research design. A Descriptive Research is one wherein the information is collected without changing the environment (i.e., nothing is manipulated).

RESULTS

The least learned competencies were: subtract one-digit numbers, solve word problems involving subtraction of one-digit number, and compare two sets using the expressions "fewer than", "more than", and "as many as", that obtained the description moving towards mastery. These were integrated in lessons in Mathematics of Grade 1 pupils for enhanced academic performance. The pre-test from the First Grading Period, the pupils obtained a mean of 92.7; median, 96; mode, 115 and standard deviation, 22.25. In the post-test, students got a mean of 115; median, 115; mode, 112 and standard deviation, 15.08. With regard to the Second Grading Period, the pre-test mean was 92.7; median, 96; mode, 115, and standard deviation, 22.25. For the post-test, the pupils got a mean of 115.8; median 115; mode, 112 and standard deviation, 15.09. The results showed the effectiveness of music-integrated lessons. In comparing the performance of students between the pre-test and post-test, in the First Grading Period, the computed T-value is 18.903 while the critical value is 2.023 at the level of significant .05, two-tailed and the degree of freedom is 39. For the Second Grading Period, the computed T-value is 43.44, while the critical value is 2.0227 at the level of significant .05, two-tailed and the degree of freedom is 39. The critical value is less than the computed T-value, the null hypothesis should be rejected and accept the alternative hypothesis.

DISCUSSIONS

Based on the results of the least learned competencies, most pupils were moving towards mastery. This showed that the pupils have great chances of reaching much higher levels of achievement if a teacher will use music in teaching Mathematics class.