NOVA MARIE O.

MARANGUIT

SCOPING REVIEW METHODOLOGY

1. What is it you want to study? it is crucial to identify a topic within your field
interest. If you are a MAPEH teacher, your topic should concern within the field.
For example, how to teach music to non-MAPEH majors.
2. You are going to revise your action plan, particularly in the methodology section.
3. Copy the methodology section of any article presented earlier. Change the
context in the study. For example, if the study is “peer-lead team learning” , and
you are referring to an article on the “spiral progression approach”, change the
context from the “spiral progression approach” to “peer-lead team learning”
4. Use the methodology to explore different databases. To add a deeper
understanding of the Philippine education, search the following databases and
indexes: Philippines e-journal, ASEAN citation index, researchgate.net, Google
Scholar, and manually search in the different journals the State Universities and
Colleges (SUCs) in the country.
5. Happy Writing

My study is about Difficulties Encountered By Public High School Teachers In

Teaching Music, Arts, Physical Education And Health: A Basis For A
Pedagogical Action Plan
Title:
Difficulties Encountered By Public High School Teachers In Teaching
Music, Arts, Physical Education And Health: A Basis For A Pedagogical Action
Plan

Scoping Review Methodologys

Research Questions

The study aimed to propose an action plan to improve the training and
development of MAPEH teachers in public high schools in Hinundayan and Hinunangan
District. Specifically it answered the following questions:

1. How can the profile of the respondents be determined in terms of

1.1 Age;
1.2 Gender;
1.3 Highest educational attainment;
1.4 Area of specialization;
1.5 Length of service as teacher;
1.6 length of service as MAPEH teacher; and
1.7 Number of professional seminars and training in MAPEH?
2. How can the common difficulties encountered by the respondents be determined in
terms of:
2.1 Mastery of subject matter;
2.3 Facilities and equipment; and
2.3 Strategies and techniques?
3. Is there significant correlation between the profile and the common difficulties
encountered by the respondents?

Hypothesis of the study

 Ho:There is no significant correlation between profile of the respondents and the
difficulties they encountered.
.
Relevant Studies

This study used the most significant and commonly applied theories in the field
Music Education (Multiple Intelligence’s and Socialization), Art Education (Social
Learning Theory, Cognitive Development Theory, Social Cultural Theory), Physical
Education (Operant Conditioning, Insight Learning and Bandura’s Observational
Learning) and Health Education (Health Belief Model, Relapse Prevention Therapy and
Stage of Change Model).
Music Education

Howard Gardner of Harvard has identified seven distinct intelligence’s. This

theory has emerged from recent cognitive research and ;documents the extent to which
students possess different kinds of minds and therefore learn, remember, perform, and
understand in different ways .; (Gardner, 1991)

One of the seven distinct intelligence’s is musical intelligence. This intelligence is

an under utilized intellectual ability that can be used to enhance learning in the students.
Students with musical intelligence are far more sensitive to pitch, melody, rhythm and
tone. When learning involves the use of music, they are able to grasp concepts more
easily and remember them well (Professional Learning Board, 2017).

Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that we
learn through our interactions and communications with others. Vygotsky (1962)
examined how our social environments influence the learning process. He suggested
that learning takes place through the interactions students have with their peers,
teachers, and other experts. Consequently, teachers can create a learning environment
that maximizes the learners’ ability to interact with each other through discussion,
collaboration, and feedback.

Teachers need to provide the opportunity to students for a managed discussion

about their learning. It is a discussion that has a purpose with substantive comments
that build on each other and there is a meaningful exchange between students that
results in questions that promote deeper understanding. Discussion-based classroom
using Socratic dialogue where the instructor manages the discourse can lead each
student to feel like their contributions are valued resulting in increased student
motivation. The teacher, or local topic expert, plays the important role of facilitator,
creating the environment where directed and guided interactions can occur. Many other
educational theorists adopted Vygotsky’s social process ideas and proposed strategies
that foster deeper knowledge construction, facilitate Socratic student discussions, and
build active learning communities through small group-based instruction (Neff, 2017).

Art Education
Social Learning Theory emphasizes the importance of modeling on behaviour. It
puts forward the opinion that children learn many desirable and undesirable behaviours
from observing adults and their peers. According to the latest revision of this theory,
children gradually become more selective of who and what they imitate.

Although this theory has been accused of underestimating the contributions of

the child on their own learning (Berk, 1999) it has an important part to play in the ways
we teach and conduct ourselves as teachers.

According to Piaget’s Cognitive-Development Theory,; Children actively construct

knowledge as they manipulate and explore their world; (Berk, 1999). It indicates that
development takes place in clear stages: sensoriemotor (birth to 2 years);
preoperational (2 to 7 years); concrete operational (7 to 11 years); and formal
operational (11 years on). Each stage is dependent on the one before being reached to
an appropriate level.
 Art could play a major role in the development of children through these stages.
Because it is more physical than the more traditional school work, it allows for better
manipulation and exploration. The links between artwork and academic work is also
important and helpful, especially in the final stage, which points to the importance of
integrating art across the curriculum.

Vygotsky’s Sociocultural Theory concentrates on the importance of culture on the

way a child learns and develops. The theory says that many cognitive skills and
processes are transferred from adults and older peers to children, which help in the
transferal of cultural ideas, beliefs and practices.

This theory also helps to explain the differences between children and their
development in different cultures, as such differences are handed down from generation
to generation (ehlt.flinders.edu.au).

Physical Education
According to Teach P.E (2017), Skinners Theory of Operant Conditioning
involves the correct response to a situation or task being rewarded. This reinforces the
correct response. This behaviour is shaped by the coach and the players need not
understand why they are performing like this, just that they will be rewarded if they do it
correctly. Examples in sport are situations such as football shooting practice. The coach
may direct the players to strike the ball into the right of the goal. If this is done, they are
rewarded. The area is then reduced to the top half of the right side, and then maybe the
top right hand corner only.

According to Psychestudy (2017), Insight Learning refers to the sudden

realization of the solution of any problem without repeated trials or continuous practices.
This type of learning, is something in which one draws on previous experience and also
seems to involve a new way of perceiving logical and cause-and-effect relationship.

Insight is an awareness of key relationships between cause and effect, which

comes after assembling the relevant information and either overt or covert testing of
possibilities. Learning through such insight is called Insight Learning.
 An example of this would be high jumpers performing the whole skill to enable
them to decide the best technique for them e.g. which foot to take off from.

According to TeachPE (2017), Bandura’s Observational Learning developed by

Albert Bandura states that performers learn new skills by observing others.

Performers:
Create a mental picture of the skilled movement
Learn through demonstrations
can copy from a role model

There are four (4) stages to Bandura’s theory:

1. Attention
– Performers need to watch a suitable demonstration of the skill. This must be aimed at
their ability level, performed correctly by a role model or competent peer and making
sure cues are identified. Make sure it doesn’t last too long otherwise performers may
get bored or miss parts of the demonstration.

2. Retention – Creating the mental picture of the skill required. Practicing the skill in
your mind over and over so that the correct movements are performed in the correct
order. Use of mental rehearsal.

3. Motor Production -The physical movement to perform the skill. Learners must have
the ability to be able to repeat the skill either first time or through a series of
progressions.

Health Education
According to Rural Health Information Hub (2017), there are several theories and
models that support the practice of health promotion and disease prevention. The
theories and models are used in program planning to understand and explain health
behavior, and to guide the identification of strategies for health promotion and disease
prevention programs.
 The Health Belief Model is a conceptual framework that can be used to guide
health promotion and disease prevention programs. It explains changes in health-
related behavior. Key elements of the Health Belief Model focus on individual beliefs
about health conditions, which predict individual health-related behaviors. The Health
Belief Model can be used to design short- and long-term programs. The model’s
predictive ability varies depending on the ability to gauge the presence of perceived
susceptibility, perceived severity, perceived benefits of action, perceived barriers to
action, cues to action, and the sense of self-efficacy among the target population.

The Relapse Prevention Therapy Model provides a strategy for anticipating

barriers and other factors contributing to participant relapse. The model provides
program participants with coping skills. Once program participants process the
necessary knowledge to adapt and cope with challenges during and following the
program, participants are less likely to return to prior negative behaviors.

The Stages of Change Model, also called the Transtheoretical Model, explains
how an individual or organization integrates new behaviors, goals, and programs at
various levels. At each stage, different intervention strategies will help people progress
to the next stage.

This is Methods

METHODOLOGY

The research design refers to the overall strategy that researcher choose to
integrate the different components of the study in a coherent and logical way, thereby,
ensuring that the researcher effectively addressed the research problem. Its constitutes
the blueprint for the collection, measurement, and analysis of data. Note that the
research problem determines the types of design that can be used, not the other way
around (De Vaus2006).

Research Design
 This study will determine the difficulties encountered by public high school
teachers in teaching MAPEH: The descriptive –correlation method will be use in this
study.

According to Aggarwal (2008) as cited by Salaria (2012), descriptive research is

devoted to the gathering of information about prevailing conditions or situations for the
purpose of description and interpretation. This type of research method is not simply
amassing and tabulating facts but includes proper analyses, interpretation,
comparisons, identification of trends and relationships.

More so, Valdez (2013) as cited by Pena (2014), stated that descriptive research
is concerned with the description of data and characteristics about population. The goal
is acquisition of factual, accurate and systematic data that can be used in averages,
frequencies and similar statistical calculation. Descriptive studies seldom involve
experimentation, as they are more concerned with naturally occurring phenomena than
with the observation of controlled situations.

The Respondents

The respondents of this investigation will be the eight teachers of Lungsodaan

National High School, 12 teachers of Hinunangan National High School and two
teachers of Canipaan National High School who are all teaching MAPEH during the
Academic Year 2020 – 2021.

Sampling Design

This study will use the purposive sampling technique in selecting the
respondents from all teachers teaching music, arts, physical education and health in
Lungsodaan NHS, Hinunangan NHS and Canipaan NHS Division of Southern Leyte.
According to Crossman (2017), a purposive sample is a non-probability sample that is
selected based on characteristics of a population and the objective of the study.
Purposive sampling is also known as judgmental, selective, or subjective sampling.

Research Instruments

The difficulties encountered by public high school teacher in teaching MAPEH

subject will be determine through a questionnaire.

The researcher will use a teacher-made questionnaire adopted from the thesis of
Nyles (2014), entitled “Problems Encountered by non – MAPEH Teachers in Teaching
MAPEH Subject in Hinundayan an District” Academic Year 2016-2017. Because the
questionnaire was adopted, it did not need further validation, the permission to use the
instrument was likewise sought. The said questionnaire was administered to public high
school teachers in Lungsodaan National High School, Hinundayan for Academic Year
2014-2015. The results were analyzed to ensure clarity and validity of the instruments.
The need for an action plan was likewise assessed through interview.

Data Gathering Procedure

Data need for the study will gather by sending a letter of request to the School’s
Division Superintendent of Southern Leyte to seek the permission to administer the
questionnaire to the respondents.

After the approval of the letter of the request, the researcher will coordinate with
the respective Principals of Lungsodaan National High School, Hinunangan National
High School, and Canipaan National High School for the schedule of administering the
questionnaire to the respondents. Results of the test will be tally, tabulate, analyze and
interpret with the use of appropriate statistical tools .

Statistical Design

The data and information that will gather or collect will tabulate, encode and treat
statistically. The following statistical tool will utilize.

Frequency . This will use to determine the total number of respondents having the
same responses to the given question.

Percentage. This will obtai by dividing the frequency of every condition being present to
the total number of the respondents. and then multiplied by one hundred

Weighted Arithmetic Mean. It was used to arrive at a verbal description of each of the
item in all the five indicators.

Likert Scale. The scale was taken from Likert in treating the perceptions of the
respondents on the difficulties in teaching Music, Arts, Physical Education and Health.

ScaleDescription
2.01 – 3.00 Strongly Agree
1.01 – 2.00 Agree
0.01 – 1.00Disagree

Person’s Product Moment Correlation. It will used to determine whether there is

significant correlation between two groups. It was used to determine if there would be
any significant correlation that exist on the common difficulties encountered by public
high school teachers in teaching MAPEH and their personal profile.
REFERENCES

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Crossman, Ashely (2017,March 02), Understanding Purposive Sampling

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De Vaus, D. (2006). Family in transition: Parents, Children and Grandparents in Lesbian

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ASSESSMENT:

Write Scoping Review Article

Article: ADAPTED PHYSICAL EDUCATION FOR THE BLIND AND VISUALLY IMPAIRED

Physical Education is important for the health and well being of people of all
ages. It is enjoyable, builds self- confidence and improves ones health and fitness.
Specific sports skills are developed in individual as well as team sports. Students
experience a variety of lifetime and recreational activities. Students who are blind or
visually impaired also need to experience physical activity. The visually impaired
student with additional disabilities should experience a program designed to improve
their fitness levels by participating in various games, activities and exercises. Some
students may have developed poor circulation, limited lung capacity, poor muscle tone,
poor posture, and a tendency to become overweight. A regular physical activity program
will improve fitness and give the student confidence to move through space without
instructions. It can also develop motor skills needed for daily living and mobility.
Review the student’s Functional Vision Evaluation or meet with the Education
Counselor to determine the student’s degree of visual impairment and the
amount of residual vision available to the student.
Ask students what they are able to see and which objects and conditions present
problems and at what distance the object is visible.
Allow students to position themselves where they are able to see the best.
Make sure indoor areas are well lit,( check with students -dim light may be
preferred)
Use light colored equipment, preferably white, yellow, or orange, unless dark is
needed to provide contrast.
Allow a student with a visual impairment to explore the entire physical education
area so he or she can become familiar with the area.

Module Post Test

Write a reflection paper, Use this familiar guide. “tell me your experiences in this
module. How does each experience affect your pedagogy”?

Ans:

The module as a whole has enabled me to look further into specific areas which
are of interest to me & those, I did not have high confidence in delivering within the
classroom. Working with others during the inputs has enabled me to further develop my
communication skills as well as skills such as listening and empathy. Furthermore,
working with others on some of the tasks has made the experience more enjoyable. The
motivation & encouragement we provided to each other was invaluable. I feel I have
learnt a lot from them as professionals, sharing ideas and thoughts about many different
issues – seeing different perspectives and encouraging me to develop my own thinking.

This module was developed as a way to understand how essential learning

theories can be included in the process of designing online courses. Since I work in this
field, it was important for me to understand how to apply the knowledge gained in these
module to my everyday work. I found it difficult to include everything in this module such
as the information about theoretical foundations and philosophical perspectives, but I
did try to mention a few things. I did not want to force anything into the module that I did
not find relevant to the lesson I was creating for those designing online courses. I did
not want to separate the four theoretical foundations in my table and module because
there was a lot of overlap but it is safe to say that all four foundations (psychology,
instructional design, human-computer interaction, and communications theory) can all
be seen in the body of research for all three theories.
After completing this module, I now have a better idea of what to look for when
narrowing down my research in online course development. I now have a good
understanding of the basic learning theories and can review existing research and
discover what has already been studied as these theories relate to online course
design. When reviewing Winn’s chapter about cognitivism, one thing really struck me as
important to mention because it is directly related to the concept behind this module.
Winn said “instructional designers frequently have to select strategies without guidance
from instructional theory”. He talked about how there is often no prescription for the
various combinations of conditions, methods and outcomes (Winn, 2003). This is
exactly why I wanted to develop a module for the instructors and designers we have
working on course development at our institution. Often times it is the subject matter
expert who is working with a course designer to create a course in a very short
timeframe. If I can provide more resources like this module to help those designing
these courses to make more informed decisions, it will only improve the quality of our
courses.