ABSTRACT
This study assessed the organization and management of the Music, Arts, Physical Education, and Health (MAPEH) program at Batangas Province High School for Culture and Arts during the school year 2019–2020. Specifically, it sought to determine the respondents' profile in terms of age and gender; their assessment of the MAPEH program's organization (delivery of lessons, teacher-student communication, and performance evaluation) and management (MAPEH classes, facilities, and equipment); significant differences in assessments when grouped by profile; and significant relationships between the program's organization and management.
Anchored on the Cognitive Theory of Gestalt, the study utilized a descriptive research design. The respondents included students from the junior high school level. Data were gathered through a researcher-made questionnaire, and statistical treatments such as frequency, percentage, weighted mean, analysis of variance (ANOVA), and Pearson correlation coefficient were applied.
The findings served as the basis for formulating an action plan designed to enhance the overall implementation, delivery, and administration of the MAPEH program. The results provide valuable insights for the Department of Education, school administrators, curriculum makers, teachers, and future researchers aiming to foster holistic student development through optimized MAPEH instruction.
Keywords: action plan, arts, communication of teachers to the students, Curriculum Content, Equipment, Evaluative Measures, Facilities, Health, Learning, Learning Approach, Delivery of Lesson in teaching MAPEH, MAPEH, MAPEH Classes, Music, Physical Education, Innovative Measures, Lesson Presentation, Communication Skills, Performance Evaluation Used by the Teachers
INTRODUCTION
MAPEH plays an important role in the development of a holistic personality, traditional and modern man have made use of MAPEH subjects as a mean of understanding varied phases of human existence. MAPEH is essential in enhancing the quality of human existence and preserving the ancestral influence considering the rapid changes by which civilization progresses. (Sangley, 2015)
In order to teach Music, Arts, Physical Education and Health effectively, teacher must possess special abilities in the various activities associated with the progress and must have passion on teaching them. Though, teachers find difficulties in teaching MAPEH in different kinds of students specifically in junior high school at Batangas Provincial High School for Culture and Arts with different intellectual capacities, talent or skills, interest, and learning styles especially in heterogeneous grouping of students. This condition calls for teachers to create lessons for all learners based upon their readiness, interests, background knowledge and their specialization. So, teachers need to know the diversity and complexity in classroom, be it in the ethnicity, gender, language abilities and interests. Getting students to work and learn in class is largely influenced in all these areas. Anderson (2018) noted that it is imperative not to exclude any child in a classroom, so differentiated learning environment must be provided by a teacher.
Seemingly, organization and management of MAPEH program is based on the concept that the teacher is the facilitator of information while students take the primary role of expanding their knowledge by making sense of their ability to learn differently et. all Robinson, Maldonado, & Whaley 2014). Butt and Kusar (2010) moreover stated that it is an approach to planning, so that one lesson may be taught to the entire class while meeting the individual needs of each child.
According to Tomlinson (2009), organization and management in MAPEH is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interests, and learning experiences as social and collaborative. Stronge and Tomlinson (2010) claimed that addressing student differences and interest enhance the learner’s motivation to learn and make them to remain committed and to stay positive as well. The positive effect of differentiated instruction on teaching physical education in senior high school had shown that the differentiation can be considered as an effective teaching approach in diverse ability learners.
Apparently, each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic and through words. Not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups or individually. While some students may benefit from one-on-one interaction with a teacher or classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.
In addition, the researcher, a MAPEH teacher, is deeply motivated to undertake this study with the ardent hope that some kind of objective data information about organization and management of MAPEH program in which students enhance their performance in MAPEH which serve as vital source to strengthen the implementation of the program.
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