Introduction

Music has the power to transform students' outlook on life and enable them to

thrive in various aspects. Beyond serving as a form of entertainment or an academic

subject, music contributes to the personal growth and development of students.

In today's educational landscape it has become evident that students face

significant challenges when it comes to learning music. Stated in the research of Obeng

and Oses-sengan, Entitled the “Challenges of Music Teaching and Learning in Primary

School'', the major challenges teachers encountered when teaching music and dance

include lack of teaching implements, negative attitude of teachers toward the subject and

lack of the text books. Addressing these challenges requires a concerted effort from

educators, policymakers, and the community to ensure that students have access to

quality music education, which can have numerous cognitive, emotional, and social

benefits.

According to William Earhant, the former president of the music Education

National conference, “Music enhances knowledge in the areas of mathematics, science,

geography, history, foreign language, physical and virtual training”. This highlights that

the study of music extends beyond rhythm and melody, contributing significantly to

students' academic proficiency. Research substantiates that music classes and instruction

offer a wide array of advantages for mental and physical well-being, as well as overall

health. Additionally, learning music fosters cognitive development, emotional maturation,

and the enhancement of social skills.

 In the K-12 Curriculum, music is integrated as a subject from Grade 1 to 10, with

a learner-centric approach that emphasizes performance-based learning. This curriculum

employs a progressive learning method, and both private and public schools utilize the

DepEd K-12 curriculum as the foundation for music education. However, in certain

schools, music is regarded primarily as an extracurricular activity—a space where

students can enjoy themselves and, perhaps, provide a temporary respite for their regular

teachers (Tarbert 2012).

The Republic Act 4723 (Music Law), enacted in 1966, marks a significant

legislative milestone in the history of the country. It is the first legislative act, dating back

to 1966, to directly prioritize and enhance school music education. This law underscores

the importance of music education and elevates the quality of music instruction at both

elementary and secondary levels. A study conducted by Freedom ( n.d.) entitled the

Impact of Music on Academic Performance found that students in schools with strong

music education programs consistently achieve higher scores on standardized tests,

regardless of their school's socioeconomic level. The research also highlighted the role of

music in improving students' concentration. It recommended the use of soft music

melodies in the classroom, particularly during intervals when students need to relax and

focus on their studies.

Bulletin #6, S. 1959, titled "Improving the Teaching of Music," serves as a follow-

up to Department Order #1, S. 1957, which observed that music education had not been

receiving due attention for several years. The bulletin further noted that Music and Art

Education, along with Physical Education, were being integrated. However, it's important
to note that according to Section 1 of Republic Act 4723 (commonly referred to as the

Music Law), music and arts instruction should be taught separately at the elementary

level. Music nurtures creativity and self-expression, allowing young minds to explore

their artistic abilities and emotional depths. Overall, it enriches their education,

contributing to well-rounded individuals who appreciate the beauty of music and its

positive impact on their lives.

According to the Philippine Journal of Education Studies (2023), the

implementation of the K to 12 curriculum in the Philippines has brought about changes in

the teaching of music. The study also found that the implementation of the music

curriculum faced several challenges, including lack of resources, inadequate teacher

training, and limited time for instruction.

Addressing the specific difficulties, we can develop targeted and effective

Strategic Intervention Materials (SIMs) that provide tailored support and guidance to

music learners. These SIMs aim to enhance the learning experience, improve retention

and comprehension, and ultimately enable individuals to overcome the barriers that may

hinder their progress in music education. Through this approach, we can promote

inclusivity and accessibility in music education, making it more accessible and enjoyable

for a wider range of learners specifically for grade 6 students. The main participants in

this research are the Grade 6 teachers, teaching music at Polangui North Central School.

These particular schools were selected because they represent a wide range of

demographic backgrounds, which will enable us to gain a comprehensive insight into the

difficulties experienced by students from diverse circumstances. The research will span
from 2023 to 2024, providing sample time for an in-depth investigation into the obstacles

that Grade 6 students encounter in their music education.

Objective of the study

1. Identify factors affecting low performance of grade 6 students in music persuade

(as perceived) by teachers as to:

a. Melody

b. Rhythm

c. Harmony

2. Development of Strategic Intervention Materials based on the identified learning

difficulties of students

3. Determine the jurors rating of the SIM as to:

a. Content

b. Organization

c. Usability

Scope and Delimitations

The scope of this study will focus on the development of Strategic Intervention

Material (SIM) based from the identified learning difficulties of grade 6 students as

perceived by the music teachers in the Polangui North Central School, Polangui, Albay.

The SIM will deal specifically with concepts of melody, rhythym and harmoy. The study

will not include other elements of music such as texture, intensity and form. Respondents

will include only music teachers for grade 6 through purposive sampling. limited to grade

6 students at Polangui North Central School, Polangui, Albay. and it specifically focuses
on their performance in the areas of melody, rhythm, and harmony within the context of

music education. The study will investigate the factors that contribute to low performance

in these musical aspects, taking into consideration the learning environment, teaching

methods, and available resources.

This study will be delimited only to the Grade 6 Music teachers at Polangui North

Central School, Polangui, Albay and does not extend its research to other grade levels or

schools. The researchers will employ purposive sampling, selecting teachers who

specialize in teaching music, specifically at the sixth-grade level, as the study's

respondents. This choice is based on their extensive teaching experience in this field .

The students will be given the same survey questionnaire to be answered.

This study considered the specific learning needs and challenges faced by

grade 6 students in learning music of Polangui North Central School, Polangui, Albay.

STUDENTS OR TEACHERS?

Significance of the study

The findings of the study are beneficial to the following:

Students. By addressing the specific challenges related to melody, rhythm, and harmony,

the Strategic Intervention Materials (SIMs) developed in your study can enhance the

learning experience for grade 6 students. These materials can provide tailored support,

making it easier for students to grasp musical concepts and improving their overall

performance in music education.

Music Teachers. Music teachers play a pivotal role in shaping students' musical abilities.

The SIMs developed through your research can serve as valuable teaching tools for
educators. These materials can help teachers identify and address the specific learning

difficulties faced by their students. By utilizing these resources, teachers can enhance the

effectiveness of their music lessons, making the learning process more engaging and

productive for their pupils.

DepEd Schools. The study has the potential to influence the curriculum and teaching

methods in music education. Schools and educational institutions can incorporate the

insights and strategies from the research into their teaching practices. This integration can

lead to more inclusive and effective music education programs, catering to the diverse

learning needs of students.

Curriculum makers. Addressing the challenges in music education at a foundational

level can contribute to the overall improvement of the curriculum. It sets a precedent for

identifying and resolving specific learning difficulties in various subjects, promoting a

more comprehensive and adaptive approach to teaching and learning.

Future Researchers. Your study can serve as a foundation for future research endeavors

in the field of music education. Researchers and scholars can build upon your findings,

exploring additional strategies and interventions to further enhance music learning

experiences for students of all backgrounds and abilities.

References

Where are your references?