ABSTRACT
This study explores the impact of integrating music into reading instruction on the reading comprehension skills of Grade 7 students in public schools under the Department of Education (DepEd). This research is based on the idea of using different ways to learn and the affective filter hypothesis, and it sees music as not just an art form but also a helpful teaching tool that can make students more interested, lower their stress, and boost their thinking skills when it comes to reading. By integrating music into the curriculum, educators can create a more engaging and supportive learning environment that fosters a deeper understanding of texts. This approach not only enhances students' motivation but also encourages a more holistic development of their literacy skills, ultimately leading to improved academic performance.
A quasi-experimental design was utilized to assess the effectiveness of this approach. Two groups of Grade 7 students from comparable educational settings were selected: the experimental group received reading instruction integrated with music-based strategies—such as the use of background instrumental music, lyrical texts, rhythmic reading, and musical cues for textual analysis—while the control group was taught using conventional reading approaches without any musical component. Both groups underwent pre-tests and post-tests to measure gains in reading comprehension, with test items aligned to the DepEd curriculum standards.
Quantitative data analysis revealed that the experimental group showed significantly higher improvements in reading comprehension scores compared to the control group. These results indicate that the integration of music into reading instruction can have a positive effect on students’ ability to understand and interpret written texts. Furthermore, qualitative observations during the intervention period highlighted increased levels of student engagement, participation, and enjoyment in the reading activities among those exposed to music-integrated instruction.
The study’s findings suggest that music, when purposefully and pedagogically integrated into academic content, can serve as a powerful catalyst for literacy development. It offers an alternative instructional strategy that caters to varied learning styles and supports the holistic development of learners. As such, educators and curriculum designers are encouraged to consider the strategic use of music in enhancing reading programs, particularly for learners in the intermediate and junior high school levels. Future research may explore long-term effects, variations across different musical genres, and implications for other academic disciplines.
INTRODUCTION
Reading comprehension is a fundamental skill that serves as the foundation for academic achievement across various disciplines. It allows students to process and understand written texts, interpret meaning, and apply knowledge in different contexts. However, many students, particularly in the Grade 7 level, encounter difficulties in comprehending texts due to low engagement, lack of motivation, and cognitive challenges. The Philippines, through the Department of Education (DepEd), has continuously implemented programs aimed at improving literacy skills among students. Despite these efforts, reading comprehension remains a challenge, as reflected in national and international literacy assessments.
In response to this issue, educators and researchers have explored alternative teaching strategies that can enhance student engagement and improve learning outcomes. One promising approach is the integration of music in reading instruction. Studies suggest that music can influence cognitive development, memory retention, and emotional engagement, all of which are crucial in enhancing reading comprehension. Rhythm-based learning, lyrical analysis, and background music have been proposed as techniques that may assist students in understanding and retaining textual information more effectively.
Music integration in education is not a new concept. Research has shown that music activates multiple regions of the brain, including those responsible for language processing, auditory perception, and emotional regulation. According to studies in cognitive neuroscience, rhythmic patterns in music can help students identify phonemic patterns in text, while melodic structures can reinforce memory encoding and retrieval. Additionally, lyrical analysis allows students to engage with texts in a more interactive manner, fostering critical thinking and deeper comprehension.
Given these benefits, this study aims to investigate the effects of integrating music into reading instruction for Grade 7 students in DepEd schools. By incorporating music-based teaching strategies, this research seeks to determine whether such an approach can significantly enhance reading comprehension skills and improve students’ learning experiences.
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