Ssample Thesis

1
Chapter 1
The Problem
Introduction
Social studies represent an immense field to learn and teach with
interdisciplinary and innovative methods. Performing Arts-based pedagogy in
terms of social studies teaching is beyond the traditional methods. It is reflected
to their experiences which they build with performing art or scenario and live, the
reality becomes subjective (Datoo and Chagani, 2011). Social studies presents a
world that realities cannot reach and there are no limits, beyond the
interdisciplinary curriculum and even much more beyond ‘’knowing’’.
Interdisciplinary approaches in social studies leads to integrated knowledge.
When art is used in social studies teaching, the students start to identify their
cultural background and value them. Within this context, purposive integration of
the art with the social studies and its contributions for developing cultural
knowledge, awareness and sensitivity should be taken into consideration (Taylor,
Monck and Ayoub, 2014). From another aspect, one of the biggest aims of social
studies is to encourage the students to be citizens who have critical conscious
minds. On the other hand, integrating performing arts is one clear and concrete
strategy to engage students in learning social studies content and concepts while
making them interactive and relevant to their daily lives. One of the major themes
in the social studies standards is culture. Societies around the world express
culture—their identity—through the arts with dance, music, drama, and visual
2
products. Making art is a way to express cultural norms and perspectives. Using
cultural anthropology as one lens, teachers can show how different societies live
and evolve through their performative art. As a consequence, learners can learn
about how cultures develop and the various attributes of culture—either in the
past or the present. Performing arts help children reach content understanding
while being immersed in the creation of an art form. Students have the
opportunity to express their understanding of social studies content by acting,
singing, dancing, or creating visual representations. Ultimately, students learn
about other cultures and develop a deeper understanding of their own (National
Council for the Social Studies, 2010).
The use of performing arts as an alternative pathway to content also helps
better develop student understanding of the disconnected concepts, vocabulary,
and content in social studies. Using the arts extends student understanding by
providing a context, often a tangible product, which then connects them to the
content in real, explicit, and relevant ways. Students can use the arts as an
alternative pathway to demonstrate how they make sense of concepts,
vocabulary, and content in social studies. By integrating the performing arts with
social studies, students also tap into other forms of intelligence, such as visual-
spatial, musical, kinesthetic, and interpersonal. While many students who have
language, needs tend to have difficulty expressing themselves using reading and
writing as traditional forms of assessment, performing arts offer another way to
demonstrate their understanding and knowledge. In addition, students also
practice their interpersonal skills by working with each other and using multiple
3
forms of expression. They learn to communicate more effectively, take turns, and
provide constructive feedback to their peers which leads them to improved
academic achievement (Burstein & Knotts, 2010).
Moreover, academic achievement of a student is always associated with
the many components of learning environment. According to Bosque and Dore
(2011), teaching and learning environment ought to implement six (6) functions:
inform, communicate, collaborate, produce, scaffold, and manage. They added
that conceptually speaking, the learning environment refers to the whole range of
components and performance-based activities within which learning happens.
With these prevailing notions in the field of education, this proposed
research aims to identify the extent of integrating performing arts to Social
Studies classes to Strengthen Students’ Motivation and academic achievement.
The present researcher has a great conviction that this research could increase
the awareness on how performing arts integration function and eventually help
improve student’s academic achievement.
Framework of the Study
The study on the extent of integrating performing arts to Social Studies
classes to strengthen students’ motivation and academic achievement is
anchored to and supported by Theory of Educational Productivity, Constructivist
Learning Theory, and John Dewey’s Experiential Learning Theory.
Walberg’s (1981) theory of educational productivity is one of the few
empirically tested theories of school learning based on an extensive review and

4
integration of over 3,000 studies. A theory of educational productivity posits that
to increase educational productivity and efficiency, educational process goals as
well as achievement must be considered. Educational process goals are
interpreted to include student perceptions of the creativity, self-concept,
participation in co-curricular activities, and interest in the subject matter. Ignoring
these perceptions and experiences in favor to traditional goals measured by test
scores will decrease motivation and ultimately lower educational achievement.
Constructivist learning theory where it explains that learners are active
participants in different classroom task in which they "contract" new knowledge
derived from their prior experience (Brown, 1997). Skills acquisition is an active
process in which the learner focuses on cues and meaning and makes intelligent
creative performance (Stepp-Greany, 2002). In constructivism, the quality of
knowledge structures, not their quantity, is the issue. In other words, learning is
not about how much knowledge is acquired, but the constant reconstruction of
what one already knows (Fosnot, 1989).
In this study, the researcher believed in the constructivist view of skills
learning and acquisition to develop activities that are more facilitative in nature
than prescriptive.
Finally, John Dewey in his Experiential Learning Theory, placed the arts
within the realm of experience as opposed to product. For Dewey, the sources of
artistic experience were found in everyday life and were a central educational
value. According to Dewey, the nature of the experience – the process itself, and
its aesthetic qualities – identifies an experience as artistic (Kloetzer, 2015).

5
Vygotsky (2012) agreed, writing, “Art is a method of experiencing the making of a
thing, but what is made is of no import in art”. For many artists, aestheticians,
and art historians, art exists, “not in objects, but in a way of seeing” (Weschler &
Irwin, 1982). This broader view of art is also widely applied to teaching. Gage
(1978) calls teaching a “practical art… a process that calls for intuition, creativity,
improvisation and expressiveness”. Dewey believed that the teacher’s status as
an artist is “measured by his ability to foster the attitude of the artist in those who
study with him” (Oreck, 2006).
Figure 1 shows the relationship of the independent and dependent
variables of the study. The independent variable is the integration of performing
arts to Social Studies classes with respect to content knowledge, motivation, and
student interaction and the dependent variable is the academic achievement in
social studies after the learners have been exposed to the said integrative
teaching pedagogy. These variables are to be correlated in the present study to
determine their significant relationship with each other. Both the independent and
dependent variables are briefly described in the proceeding paragraphs.

6
Independent Variable Dependent Variable
Extent of integrating performing arts to Academic

Social Studies classes in terms of: Achievement in
 Content knowledge Social Studies
 Motivation
 Student interaction
Figure 1. Schematic diagram of the study showing the relationship of the
independent and dependent variables of the study

7
Statement of the Problem
The study seeks to determine whether performing arts integration best
predict student academic achievement in Social Studies (Araling Panlipunan).
Specifically, this study aims to address the following questions:
1. What is the extent of integrating performing arts to Social Studies classes
in terms of content knowledge, motivation, and student interaction?
2. What is the academic achievement of students after integrating performing
arts to Social Studies classes?
3. Is there a significant relationship between performing arts integration to
Social Studies classes and the academic achievement of students?
Null Hypotheses
The purpose of this study is to determine variable that best predicts
student academic achievement in Social Studies (i.e. performing arts integration).
Ho1. There is no significant relationship between performing arts
integration to Social Studies classes and the academic achievement of students.
Objectives of the Study
The study seeks to determine whether performing arts integration best
predict student academic achievement in Social Studies (Araling Panlipunan).
This study specifically seeks to:
4. determine the extent of integrating performing arts to Social Studies
classes in terms of content knowledge, motivation, and student interaction;

8
5. ascertain the academic achievement of students after integrating
performing arts to Social Studies classes; and
6. assess the significant relationship between performing arts integration to
Social Studies classes and the academic achievement of students.
Significance of the Study
This study anticipates that the findings and recommendations would go
along with generating the much-needed information that would be utilized by
various stakeholders in education to improve student achievement in Social
Studies through integrative teaching pedagogies.
To the learners. The results of the study would help students evaluate how
integrative teaching-learning pedagogies affect their academic achievement.
Through this, students would be guided as to what aspect they need to improve
for them to perform well in the subject concern.
To the teachers. This study would give teachers better perspectives on
how to improve their teaching pedagogies in consideration to integrative teaching
methodologies in order for their students to attain better academic achievement.
To the school administrators. This study would appraise major school
stakeholders such as school administrators and their implication to student
learning outcome. It hopes to give them baseline references as they initiate on

9
the formulation of better policies regarding the consideration of integrative
teaching and learning methodologies within the educational system, based on
gathered information.
To the Department of Education. In relevance to DepEd Order No. 39, s,
2016 (Adoption of the Basic Education Research Agenda), findings of this study
would provide guidance to DepEd and its stakeholders in the conduct of
educational research and in the utilization of research results to inform
Department’s planning, policy, and program development aligned with its vision,
mission, and core values. Key topics under instruction include, but are not limited
to the following: curriculum instruction and integrative teaching and learning
pedagogies as far as globalization 5.0 paradigm shift learning-centered approach
is concerned.
To the future researchers. The findings would add to the existing body of
knowledge a springboard for future researchers of similar research interests and
endeavor. It would help researchers in their quest to improve learning outcome of
the students by strengthening the academic instruction in every public school
system.
Scope and Delimitation of the Study
This study focuses on the strength and quality of the performing arts
integration approach as the independent variable. The dependent variable in this

10
study are the cumulative grades (academic achievement) of the students for
School Year 2022-2023 after being exposed to performing arts-based Social
Studies instructions. The participants are delimited to the Grade 7 students of
Halapitan National High School, Halapitan, San Fernando, Bukidnon. One
hundred ninety-six (196) students from nine (9) Grade 10 sections are randomly
chosen to participate and become respondents of the study.
Definition of Terms
To understand the important terminologies embedded in this study, the
following terms are defined operationally;
Content Knowledge. Content knowledge is the wide range of aspects of
subject matter knowledge and the teaching of subject matter and, indeed, have
used it differently across—and even within—subject areas.
Integrative Teaching. Integrative Teaching is a teaching methodology that
offers a possible solution to students’ inability to apply skills taught by specialists
in separate fields. It motivates students to direct their own learning process.
Motivation. Motivation is the desire to do or achieve something because
one truly wants to and takes pleasure or sees value in doing. It is also the desire
to do or achieve something not for the enjoyment of the thing itself, but because
doing so leads to a certain result.

11
Performing Arts. Performing arts such as acting, singing, dancing serves
as a platform to express emotions. It is an artistic form of communication that
constitutes a social structure within communities.
Student Interaction. Student interaction is the interaction between students
in the classroom environment in which students ask each other questions,
discuss, or reflect on a topic. listen to their peers’ opinions, and collaborate to
accomplish the task given.
Students’ Academic Achievement. Students’ academic achievement is the
cumulative self-reported grade of the students in the final grading which is a
numerical score criteria namely; written works and performance tasks.

12
Chapter 2
Review of Related Literature
This chapter expounds the relationship of performing arts as an integrative
teaching pedagogy to which form the main variable of the study. It further
delineates the review of related literature and studies which have paramount
implication and relevance to the present study. The review is organized
according to how variables are sequenced in the research paradigm.
Performing Arts as an Integrative Teaching Pedagogy
Integrating performing arts into the educational process provides
meaningful contributions. All over the school life, by enabling all students in any
skill levels to explore and develop their skills, it creates the opportunity of access
to written and verbal curriculum. It supports the academic and social successes
of the students (Lloyd, 2017). According to Alakuş (2017), performing art
education develops aesthetics perception and ability of an individual. This
situation enables individual to see the real world more aesthetic and beautiful
and to be happier person. Culture and performing arts include important tools in
means of next generations’ being more dynamic and qualified.
To make modern performing art education a part of curriculum and to
catch the creative cycle with some activities such as a teacher’s allocating time
for students to view and discuss the artistic works with the students, choosing
important, meaningful and clear works for the students in regards to the students’
interests and skills let all information be held as a whole (Vahter, 2012). From
13
another aspect, beyond the words and written expressions, seeing and feeling
with the power of visual display shows the difference of visual education. In fact,
seeing and looking are different things from the artistic point. Interest, curiosity,
imagination, analysis, discussion, record, sharing, action, experience, expressing
are some words including formations which are taken with seeing and looking
related to ‘’observation’’, ‘’questioning’’ and ‘’communication’’. With the help of a
process of seeing and learning a visual language, performing arts supports the
observation, research and communication skills of a learner (Southworth, 2009).
According to Crowe (2006), when students deal with meaningful and entertaining
activities, in which they can be face to face with their friends and they are
compatible, they learn best.
In education by using integrated approach in planning educational units,
teachers can use performing art activities as tools in which the students can
explore their ideas and solve problems. According to Dorn, Madeja and Sabol
(2004), in performing arts, the students are supposed to know (a) what they do,
identify this and explain the activity, (b) what is required to think about principles,
images and feelings which need to be on their mind in application process, (c)
which concept they will apply, (d) the thing causes failure, (e) requirements to be
good, (f) which historic, cultural and philosophic information is required.
Social studies represents an immense field to learn and teach with
interdisciplinary and innovative methods. Performing arts-based pedagogy in
terms of social studies teaching is beyond the traditional methods. It is reflected
to their experiences which they build with performing art or scenario and live, the
14
reality becomes subjective (Datoo and Chagani, 2011). Social studies presents a
world that realities cannot reach and there are no limits, beyond the
interdisciplinary curriculum and even much more beyond ‘’knowing’’.
Interdisciplinary approaches in social studies leads to integrated knowledge.
When art is used in social studies teaching, the students start to identify their
cultural background and value them. Within this context, purposive integration of
the art with the social studies and its contributions for developing cultural
knowledge, awareness and sensitivity should be taken into consideration (Taylor,
Monck and Ayoub, 2014).
From another aspect, one of the biggest aims of social studies is to
encourage the students to be citizens who have critical conscious minds. In
theory, fragmented knowledge approaches cannot reply to the complications of
the subjects which are common in students’ lives. Therefore, the integration of
performing arts-based pedagogies to not only the general educations but
also especially to the social studies education gives a potential in means of not
only for teaching the students’ knowledge interestingly and build it together but
also to enrich the learners with rational reasons and feelings (Datoo and
Chagani, 2011). Art provides people a way to create works which show how they
see and think the world is. This kind of taking perspective is important in
means of functionality of all purpose social studies’ teaching programme.
The students who learn history, culture and geography interactively with
more than one perspective widen their world sense. The art has more effective
potential to reflect the senses beyond any other communication ways (Burstein,
15
2014). Being used as a tool to study social studies terms, art helps the students
connect and relate to their daily lives more and develop their understandings
about societies deprived from their rights and more marginalized in time and
place as well as certain historical personages. Using arts as an additional way
through social studies contents helps students understand better. Using arts
develop student understanding by providing concrete tools and access strategies
and also wants students to act with a concrete product even create it; this
connects the students to the content with real, clear and related ways.
Performing arts provides a person enjoy his/her life and have fun by giving
an esthetic joy. Art prepares a person to the ideal life, which is more superior
than real life, with the senses and thoughts that art made active by addressing
spiritual world. It helps gaining behaviours such as aesthetic sensitivity, respect
to different ideas, giving value to different cultures, gaining the awareness of
protecting art works and sharing global values. Individual reaches ethical
values. People and societies who know culture and art works, protect them, are
sensitive for cultural heritage and struggle for transferring this heritage to the
future, make empathy (Mercin and Alakuş, 2007).
The value is commonly related to aesthetic. Education holds the aim of
make people gain an aesthetic disciplinary by rules and announcement in means
of developing and forming the perception through art and beauty (Ozalp, 2016).
At this point, it is necessary to give aesthetic perception to little kids by
differentiating it with culture and education (Gokay and Demir, 2006). The art
make children and teens’ mental, sensitive and social changes develop with
16
creativity in teaching environment (Uysal, 2005). The child needs using creativity
to reach the wide universe in his/her world and the teachers’ counseling is also
required to make him/her use this creativity (Gokalp, 2017).
Content Knowledge
In order for social studies and arts to be truly integrated, teachers need to
be aware of five elements in planning for both content areas. Although your
primary objectives or goals will initially focus on social studies, the performing
arts must also have equal importance to validate its inclusion. Using the
performing arts as a vehicle to understand only the social studies content is not
integration. It is considered an “activity or project” that does not teach a skill or
concept in the performing arts (Burstein & Knotts, 2010). The following five steps
in planning in order to create a truly integrated use of performing arts while
teaching social studies content are: choosing a social studies content standard
that will be reflected in your lesson unit, choosing a visual or performing arts
content standard that complements the concepts and skills you want to teach in
social studies, creating learning objectives in the social studies and performing
arts for your unit of study, teaching academic content vocabulary in both subject
areas, and creating a performance-based assessment with clear criteria in the
social studies and performing arts (National Council for the Social Studies, 2010).
Burstein & Knotts (2010) posited that secondary school social studies
content and concepts are often presented as disconnected, detached, and with
little context for students who commonly find little or no relevance for their daily,
17
lived experience. A co-equal use of the arts and social studies instruction
extends student understanding by providing a context, often in the form of a
tangible product, which then connects students to the content in concrete, real,
and relevant ways. Rather than simply studying facts as necessary to
understanding “history,” having students engage with the arts allows them to find
relevance in that history by linking their knowledge to a present, tangible context.
Students can make an art installation about their own family’s immigration story,
or create an advertisement that concretizes and acknowledges their role as a
critical consumer in the economy.
This link between social studies and performing arts is an easy one to
make, as the integration allows a teacher to demonstrate how different cultural
groups evolve through their art—either long ago (think immigration patterns over
time) or today (consciously embedding a secondary school learner into today’s
global economic culture). The use of performing arts as an assessable outcome
allows diverse learners to similarly demonstrate their understanding in an
innovative way beyond a standard written product (National Council for the Social
Studies, 2010).
The key competence, which is accepted commonly for all the steps of
education fields, is the critical thinking ability of the students which could be
directly related to knowledge content. Analysis of the knowledge requires critical
thinking; and this entails to question and handle the importance and meanings of
the inferences expressed or experiences observed. For the students, critical
thinking develops at this point of the process of taking over arts performing which
18
gives them the opportunity to evaluate the world around them (Nilson,
Fetherston, Mcmurray and Fetherston, 2013). The students are creative, game
masters but to make them aware of art fact’s differences, diversities, equability;
to make their ideas clear and develop them, they need to be directed to the art
(performance-based). While managing this, the teacher should reveal some
important roles, domains and concepts. For the learners’ art is an inseparable
part of life in culture and it provides them powerful tools to help their
learning be better (Samuelsson, Carlsson, Olsson, Pramling and Wallerstedt,
2009).
Social Studies can use arts as a tool for showing how they did not
understand terms, words and content (Burstein and Knotts, 2011). The
performing arts is the way of expressing the societies’ identities and cultures.
‘’The image (dream), which exists in art’s nature, attains a culture with its
distinctive structure and is seen as one of the mutual languages of the society.
Artistic actions are valuable in means of education. Life, which is lasting
throughout the imagination from childhood to adulthood, needs to form itself with
the education; this determines sensual strength of a world full of wealth and
fantasy. When a person starts to show specific and civilized qualifications, goes
towards the arts. Performing arts include numerous cultural expressions in
cultural heritage fields which are not immaterial and reflect human creativity with
a wide practice field composed of vocal, instrumental music, dance, drama and
pantomime (UNESCO, 2019).

19
Performing arts education is an opportunity to grow up people who are
sensitive for social problems, produce values and are consistent by going
beyond the classical approaches with its dynamics through the future. It helps
create new artistic styles and thoughts by going beyond the traditional one while
it examining traditional styles and contents.
The knowledge represented by the type of art with its own language turns
into a qualified wealth in people. Art education provides cultural values to be
understood and societies who produce these values to be known (Unver,
2016).Learning and development process have an important role for children and
teens who will be an individual in the future.
Performing arts education is an education with art. While the art
emphasizes mutual and inter woven links between senses and thought, at
the same time, it has the power of making effective all of the educational
processes. The experience of the individual with the art work educates all mental
capabilities and processes, features as senses, sensations, perceptions,
imagery, thinking, mentions and associations. The creativity which exists in art’s
nature, gathers these features (San, 2003).
Performing Arts education has some extents as protecting scientificness,
rationalism, modernity, environment, cultural heritage, traditional styles and
contents. It must be emphasized that art education perception makes education
and art acculturate, raise awareness by gathering them together with a
interdisciplinary and wide perspective and make an individual direct through a
way in which s/he can express own in these processes or after them (San, 1993).
20
Motivation
Gualdron and Castillo (2018) conducted a research in which they aimed to
find out the competency of the participants on their English skills through theatre.
They used a qualitative approach in order to obtain in depth results of this study,
in which the study was done in a long-term application of a theatre-based
technique for language learning, and this method was approved and guided by
theatre experts and foreign language experts (Gualdron & Castillo, 2018). They
distributed a survey and conducted an interview to the participants, and they
found
out that the 64 percent of the total participants believed that their English had
improved and boosted their confidence level as well as gained more interest in
English language learning through theatre (Gualdron & Castillo, 2018).
Belarie Zatzman (2011) expresses a concept on Drama Education
and Memory. Mapping memory onto the landscape of drama and theatre
education can help to illuminate the diverse ways in which practices of memory
are made manifest in a multiplicity of aesthetic forms across the
discipline(s). Drama education has the capacity to situate participants
between history and memory, motivating them to do process of constructing
and rehearsing our own identities among the narratives of others, present and
past.
21
Fareeth and Raj (2012) conducted a study on Empowering Human
Resource through Theatre. The study conducted with the intention to
picture out with the selected five major key Competencies that are essentially
determining and empowering the individual those who are in theatre
activities. The study area has been defined with Fathy’s Theatre Society at
Tiruchirappalli which theatre society is doing awareness, entertainment and
corporate theatre shows. The theatre society consists of under graduate
and post graduate students on the basis of part time and full time artist. As
there are 30 male artists with different skills like script writers, play makers,
mimers, dramatic artist and special skill performers. The researcher selected
the whole universe as sample for the present study by adopting census
method. A personal standardized scale has been used for the present
study. The focused Key Competencies are Self Esteem, Confidence,
Generating Enthusiasm, Developing Creativity and Team Building. The
statistically design comprised for the frequency distribution and difference "t"
test has been used. The study was descriptive in nature. The study results
that there is a significant difference between domicile of the respondents
with regard to the various dimensions of KeyCompetencies. The study
suggested that the art places great emphasis on relaxation and develops
the core skill to the personnel’s. Through the participation, the students are
very demanding to stretch limits - both physical and mental. They felt that it
helped them in overcoming their hesitations, building confidence and in
becoming self-reliant. Moreover, it helped participants to overcome their stage

22
fears and negativity and became motivatingly capable of creating their own
identities in a crowd.
One of the aims of art other than the aesthetic concern is that it is
educational and didactic. With his statement “Teachers are for children;
poets are for young people”, Aristophanes tried to explicate that young
generations had a lot to learn through art and poetry. Aristotle and Plato are also
the thinkers who advocated similar views. The educational mission of art is to
show people different type of life experiences and enable people to relate
their experiences with the real life experiences. It is because art allows the
individual to hear, see things and experience the things that are not possible to
experience in their own lives (Gurten, 2009). However, the power of art to reveal
the potential hidden forces of the future cannot be denied. For example, Fatih
Akın, an internationally renowned film director, was discovered thanks to a
simple film he shot for the visual communication course in the second grade of
high school (Behrens, Toteberg, 2013). Moreover, the main duty of a teacher is
to help the students to discover their hidden powers and help the student be
motivated to bring those hidden powers out.
Students Interaction
Student interaction could be referred to as process of passing down an
essential information from the professional teacher who has undergone a
rigorous training to the learners in the classroom. It refers to all interaction that
take place between the teacher and the leaner in an organized setting (Douglas,
23
2009). Ghosh (2010) stated that student interaction is a practice that enhances
the development of the two significant language skills which are speaking and
listening among the leaners. These two fundamental language micro skills help
leaners to be competent enough to think critically and share their viewpoints
among their peers. However, interaction has a similar meaning with classroom
concept. Brown (2005) defined student interaction as a two-way process
between the participants in the learning process. The teacher influences the
leaners and vice versa. Meanwhile, Zimmerman (2012) stated that interaction
plays a critical role in the leaning process. Student interaction is important
because it can contribute to successful learning outcomes and course
accomplishment.
Interaction must occur between the teacher and students in order for
effective feedbacking process to occur. Teacher provides feedback to the
students by correcting and processing errors. As the teacher identifies errors, it is
expected that students are engaged in active learning strategies whereby they
recognize inadequacies in their mental models and are motivated to form a
deeper understanding of the concept, skill, or attitude (Kolloff,2000). Moreover, it
is the responsibility of the teacher to create a conducive learning atmosphere
inside the classroom. It is through these interactive sessions that the teacher can
extract responses from learners and motivate them to come up with and arrive at
new ideas relevant to the topic (Ghosh, 2010).
Howarth (2006), on the other hand, underscored that student interaction is
desirable, since most people agree that leaning anything involves participation
24
especially with respect to activities that involve physical, mental, and social
performances. So to speak, teachers need to promote learner interaction in order
to help the learners succeed. Effective teacher-student-student interaction
creates emotional support (i.e. positive relationship among teachers and
children), classroom organization (i.e. well-managed classroom that provides
children with frequent, engaging learning activities), and instructional support (i.e.
interaction that teaches children to think, provides ongoing feedback and support,
and facilitates language development.
Integrating performing arts into the social studies curriculum is an
excellent way to allow students with diverse learning modalities to become more
effective learners, but it can actually accomplish much more than that.
Performing arts reflect the unique cultural perspectives of diverse cultures and
illuminate migration patterns and cultural interactions. Because artists respond to
and impact the societies in which they live and create, the arts and performing
arts provide a window into other times and places. Learning about diverse
cultures through their arts can help to explode stereotypes. The arts are a critical
component of social studies in addition to being an effective way to teach
(Sizemore, 2010).
Rowe (2018) stated that arts can be used as forms of therapy. This
shows that performing arts can affect the audience’s life in a positive way as
performing arts does not only involve the performers and the audience in an
entertaining manner, but also using their mind, body, emotion and social
interaction.
25
Brown (2003) expressed his view through the paper Putting it together:
developing teamwork skills through music theatre productions, for students of the
performing arts, and in particular, music theatre, the process of rehearsing and
performing a complete music theatre production plays a vital role in equipping
them with skills and strategies in the development and maintenance of
high performance that are necessary for a lifetime of further learning and
employment opportunities in the performing arts. Within the arts and
entertainment industry, performers, artists, technicians, creators and
managers need to learn to maximize the benefits of high performance of team
strategies that will allow them to survive the inherent volatility of the
professional industry. Thus educators within performing arts courses need to
create environments where teamwork skills are identified and nurtured,
enabling graduates to find success and personal fulfillment in their
development as performers and then, in the future, as professionals in the
performing arts industry. This paper considers strategies for maximizing team-
building skills within the context of a music theatre production, drawing upon
current theories of management of high performance teams as models for this
process.
Student Academic Achievement
Academic achievement as the knowledge attained or skills developed in
the school subjects, usually is determined by test scores or marks assigned by
teachers or both (Carter,1959). Educational or Academic Achievement as

26
specified level of attainment or proficiency in academic work is evaluated by the
teachers, by standardized tests or by a combination of both (Chaplin,1959).
Bhatnagar (1969) considered Academic Achievement or Academic
achievement of students as an aspect of their total behavior. It is the product of
the interaction of the student, as an individual with his environment, namely
school, teachers and peers. Gupta and Kapoor (1969) postulated that Academic
Achievement or Academic achievement like performance in other fields is not
one-dimensional, but it is a multidimensional activity, involving a number of
phases. Symons (1960) stated that Academic Achievement influences student's
concept by telling him how others judge him and how they rate himself in relation
to others.
Moreover, Good (1959) defined Academic Achievement as the knowledge
attained or skill developed in the school subjects, usually designated by test
scores or marks assigned by the teachers. According to Christian (2010), the
word performance generally indicates the learning outcome of the students. As a
result of learning through different subjects, the learning outcome changes the
behavior patterns of the students. Learning affects three major areas of students
namely (1) Cognitive, (2) Affective, and (3) Psychomotor.
In summary of the theories and propositions cited in this chapter, the
researcher found that these theoretical assumptions and studies related to the topic
were not very extensive. Hence, the insights gained from these reviewed literatures
inspired the researcher to pursue further by giving emphasis on the relevance of
integrating performing arts to Social Studies classes to today’s educational set-up

27
and its significant relationship to learners’ academic achievement specifically in the
present researcher’s school work station- Halapitan National High School with the
Grade 10 Social Studies classes..
Chapter 3
The Methodology
This chapter discusses the method as to how the research study is
systematically processed. The presentation concentrates on the research
design, research locale, respondents, sampling procedure, research
instrumentation, data gathering procedure, scoring procedure, and statistical
treatment of data.
Research Design
This study will utilize descriptive-correlational research design. The
researcher’s goal for this study is to determine whether or not the independent
variables have significant bearing to the dependent variable by correlating their
relationship with each other (Salkind,2010).

28
Hence, this study will use descriptive- correlational method in describing
the performing arts integration’s extent of effect to students’ academic
achievement in Social Studies through content knowledge, motivation, and
student interaction. In addition, correlation method will be applied in seeking
relationship of performing arts integration to student academic achievement in
Social Studies and likewise in finding variables that best predict student
academic achievement in social studies (Araling Panlipunan).
Research Locale
The study will be conducted to nine sections of Grade 10 Junior High
School at Halapitan National High School, Halapitan San Fernando Bukidnon in
the academic year 2022-2023. This specific grade level was performing
fluctuatingly in terms of skills and competencies acquired as per consolidation of
Mean Percentage Score (MPS) result in Araling Panlipunan Subject from 2018-
2022. The school is selected by the researcher because as a teacher, she has
the great desire to help her students attain mastery level in social studies related
skills and competencies.
The school is an established and keeps growing secondary school in the
municipality of San Fernando, Bukidnon. It has 24 feeder schools namely:
Halapitan Central Elementary School, Nacabuklad Elementary School,
Magkalungay Elementary School, Iglugsad Elementary School, Namnam
Integrated School, Kalagangan Elementary School, Mabuhay Elementary
School, Sacramento Valley Elementary School, Malayanan Elementary School,

29
Little Baguio Elementary School, Tugop Elementary School, Candelaria
Elementary School, Kawayan Elementary School, Kibongcog Elementary School,
Bonacao Elementary School, Sto.Dominggo Elementary School, Dao Elementary
School, Palacpacan Elementary School, Bulalang Elementary School, San Jose
Elementary School, Cayaga Elementary School, Cabuling Elementary School,
Durian Elementary School, and Matupe Elementary School. Graduates from
these schools increase almost every year and usually enrol at Halapitan National
High School for their secondary education. This is the reason for the increasing
population of the school every year. Some of the students from these elementary
schools are members of the different tribal groups who speak Cebuano,
Tigwahanon, and Matigsalug dialects most often when they communicate with
their peers and teachers, in spite of the “Speak English or Filipino” policy of the
school.
Halapitan National High School is known as a big academic oriented
school where it is successfully managed and headed by the different school
heads. It is highly developed by the collaboration of the stakeholders in the
school both internal and external one. This school has been a very competitive
school in terms of DepEd thrusts and programs implementation. They are
strongly implementing the new school’s division superintendent mantra which is
Bukidnon Bulls: Transforming Schools, Breaking Limits. They have also their
flagship program on Good education in a Beautiful School (GEBS) and Good
Education and Beautiful Classroom (GEBC). Which was universally implemented
division wide in all schools either along the highway or in the remote both in the
30
elementary and secondary level of education. This redounded to making the
school landscaping and classrooms into a very beautiful one aside from
implementing the WINS or Water and Sanitation in School and the Disaster Risk
Reduction program in School (DRRM) and Gulayan Sa Paaralan where they
have won also in the division level contest. Figure 2 shows the location where the
study is to be conducted.
Barangay where the

school as the research
locale is specifically
located
31
Respondents of the Study
Grade 10 students of the Junior High School at Halapitan National High
School Year 2022–2023 are considered as respondents of the study. The
students of this curriculum level are given consideration in the study because as
of 2016 Education for All Review, students from this grade level have not yet
32
reached the 75 percent MPS target for Philippine Millennium Development Goal
MDG).
Sampling Procedure
Random sampling will be used in this study. Random sampling is a
probability sampling design that is selected based on characteristics of a
population and the objective of the study. Additionally, this procedure provides a
complete statistical coverage of the study among the grade 10 students of
Halapitan National High School, Division of Bukidnon. Table 1 presents the
school’s Grade 10 sections and the number of students that will serve as
respondents of the study. To get the statistically correct sample size per section
with respect to the population size, Slovin’s formula is considered at 5% margin
of error. Specific equation and distribution of sample size are shown below:
N
n=
1+ Ne ²
384
n= 2
1+384 ( .05 )
384
n=
1.96
n=195.9∨196
Table 1. Sections and number of students as respondents of the study
RESPONDENTS
GRADE 10 SECTIONS POPULATION
TAKEN
33
Section A 47 24
Section B 47 24
Section C 46 23
Section D 56 29
Section E 47 24
Section F 46 23
Section G 48 25
Section H 47 24
TOTAL 384 196
Research Instrument
In order to gather pertinent information relevant to the study, the
researcher will adapt and modify the survey questionnaires from the studies of
Effandy and Latif (2021), Fareeth (2016), and Wegner (2010) to answer the sub-
problems identified in Chapter 1. The adapted and modified questionnaire will be
administered to 196 current Grade 10 students from 9 sections of Halapitan
National High School. The modified questionnaire will be pilot-tested to establish
reliability. Cronbach’s Alpha will be run in a sample of 30 among the current
Grade 10 students of Halapitan National High School. This instrument will be
used as the means of measuring the relationship between performing arts
integration in Social Studies classes and students’ academic achievement.

34
Data-Gathering Procedure (pre-implementation,during)
Before gathering the data, the researcher will secure first a letter noted by
the master’s thesis adviser. Permission will be requested from the school’s
division superintendent of the Division of Bukidnon and the public schools district
supervisor of San Fernando 1 to conduct study. Assistance from the secondary
school principal will also be requested during the administration of the
questionnaire.
Prior to the administration of the questionnaire, informed consent will be
secured from the participants indicating voluntary participation in this study.
Anonymity of their responses will be maintained and may only be viewed by the
researcher. Results of the study will be summarized as an aggregate data.
Respondents’ voluntary participation in this study will be made sure that it
will not interfere with their activities as a student. All information provided remains
confidential and is reported as a cumulative data. After which, the researcher will
personally distribute to and retrieve the questionnaire from the student-
respondents in their respective classes as scheduled by the principal or by the
class advisers.
During the administration of questionnaire to the students, instructions will
be made clear to avoid incomplete and untoward responses. The research
questionnaires will be immediately collected, checked, tallied, tabulated, and
analyzed to obtain information for the study.
Scoring Procedure
35
In the scoring of the questionnaires, the following parameter will be
observed:
Table 2. Range of Scores with Equivalent Descriptive Rating and Qualitative

Description to be Utilized in the Scoring of Questionnaire that Centers on
Performing Arts Integration to Social Studies Classes
Score Range Qualitative Description
5 4.20-5.00 Very High Extent
4 3.20-4.19 High Extent
3 2.60-3.19 Moderate Extent
2 1.80-2.59 Low Extent
1 1.00-1.79 Very Low Extent
In the scoring of the student academic achievement in Social Studies, the

following parameter will be observed:
Table 3. Range of Scores with Equivalent Qualitative Description to be Utilized in

the Scoring of Student Academic Achievement in Social Studies
Grades Qualitative Description
90 and Above Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
74 and Below Did not Meet Expectations
Statistical Treatment Data
Taking into consideration that the study is quantitative in nature, the
following statistical techniques will be used to answer the problem statements
posed in chapter 1.
36
To determine the extent of integrating performing arts to Social Studies
classes in terms of content knowledge, motivation, and student interaction,
weighted mean and standard deviation will be used. Frequency counts and
percentage will be utilized to determine the academic achievement in social
studies of grade 10 students after being exposed to the integrative teaching
approach. Finally, to determine the significant relationship between performing
arts integration and their academic achievement in Social Studies, Pearson r
Product-Moment Correlation will be employed.
Chapter 4
Presentation, Analysis and Interpretation of Data
This chapter deals with the presentation, analysis and interpretation of the
data gathered in the study. tables 4, 5 and 6 present the extent of integrating
37
performing arts to social studies classes in terms of content knowledge,
motivation, and social interaction. Tables 7 and 8 show the students’ academic
achievement and its significant relationship to performing arts integration in
Social Studies classes in the pursuit of strengthening content knowledge,
motivation, and social interaction. The indicators, means, standard deviations
and interpretations are likewise shown.
1. What is the extent of integrating performing arts to Social Studies classes
Table 4. Extent of integrating performing arts to Social Studies classes in terms

of Content Knowledge
Statement Mean SD QD
1. Integration of Performing Arts helps me to
apply correct and appropriate Social Studies Very high
4.26 0.75
knowledge and skills. Extent

apply unfamiliar Social Studies related
3.94 0.83 High Extent
accents and dialects better.
3. Integration of Performing Arts helps me to use

Social Studies related new vocabularies in
practice.

apply more idioms, proverbs, and slang of 3.91 0.86 High Extent
varied social cultures in practice.
5. Integration of Performing Arts improves my
Social Studies skills better than usual chalk- 3.96 0.86 High Extent
and-talk by the teacher in class.
ability to voice my own opinions and 4.05 0.81 High Extent
participate in decision making.
38

Very High
creativity. 4.29 0.82
Extent
knowledge of rights and responsibilities 4.07 0.74 High Extent

knowledge of social and personal issues 3.84 0.88 High Extent
10. Integration of Performing Arts to Social

Studies improves my musical, dancing,
Very High
theatre, and other kinesthetic skills and 4.29 0.93
Extent
knowledge

understanding and appreciation of the Social
Studies Skills and competencies.
12. Integration of Performing Arts increases my

likelihood of achieving academic success. 3.89 0.92 High Extent
Overall Mean 4.05 0.46 High Extent

Note : n = 196
Scale Range Descriptive Rating Qualitative Description

5 4.20-5.00 Strongly Agree Very High Extent
4 3.20-4.19 Agree High Extent
3 2.60-3.19 Undecided Moderately Extent
2 1.80-2.59 Disagree Low Extent
1 1.00-1.79 Strongly Disagree Very Low Extent
The data presented in the table 4 indicates that the integration of performing
arts into Social Studies classes has a high extent of impact on various aspects of
content knowledge. The overall mean score of 4.05 suggests that the integration
of performing arts is perceived to have a positive effect on content knowledge in
Social Studies.
39
Firstly, in terms of applying correct and appropriate Social Studies
knowledge and skills (Statement 1), the mean score of 4.26 indicates a very high
extent of integration. This suggests that performing arts activities are seen as
effective in helping students apply their Social Studies knowledge and skills
accurately and appropriately, possibly through practical applications and
experiential learning.
Secondly, integrating performing arts is perceived to help students apply
unfamiliar Social Studies related accents and dialects better (Statement 2). With
a mean score of 3.94, this aspect is considered to have a high extent of
integration. This suggests that performing arts activities may provide
opportunities for students to practice and improve their skills in understanding
and using accents and dialects in a Social Studies context, which could be
particularly relevant in multicultural or diverse settings.
Thirdly, integrating performing arts is perceived to help students use new
vocabularies in practice (Statement 3). With a mean score of 4.04, this aspect is
considered to have a high extent of integration. This suggests that performing
arts activities may facilitate the acquisition and application of new vocabularies
related to Social Studies topics, potentially through activities such as role-plays,
dialogues, or performances.
Similarly, integrating performing arts is perceived to help students apply
more idioms, proverbs, and slang of varied social cultures in practice (Statement
4). With a mean score of 3.91, this aspect is considered to have a high extent of
integration. This suggests that performing arts activities may expose students to
40
diverse cultural expressions and language use, allowing them to better
understand and apply idioms, proverbs, and slang in different social contexts.
Furthermore, integrating performing arts is perceived to improve Social
Studies skills better than traditional chalk-and-talk teaching methods (Statement
integration. This suggests that performing arts activities may be seen as more
engaging and effective in enhancing Social Studies skills compared to traditional
lecture-based teaching methods.
In addition, integrating performing arts is perceived to improve students'
ability to voice their own opinions and participate in decision making (Statement
integration. This suggests that performing arts activities may foster critical
thinking, communication, and participatory skills, allowing students to express
their own opinions and engage in decision-making processes related to Social
Studies topics.
Moreover, integrating performing arts is perceived to improve creativity
(Statement 7). With a mean score of 4.29, this aspect is considered to have a
very high extent of integration. This suggests that performing arts activities may
provide opportunities for students to express their creativity, innovation, and self-
expression, potentially leading to enhanced engagement and motivation in Social
Studies classes.
Additionally, integrating performing arts is perceived to improve knowledge
of rights and responsibilities (Statement 8). With a mean score of 4.07, this
41
aspect is considered to have a high extent of integration. This suggests that
performing arts activities may facilitate students' understanding of concepts
related to rights and responsibilities, possibly through activities that involve
exploring real-world social issues and dilemmas.
Furthermore, integrating performing arts is perceived to improve knowledge
of social and personal issues (Statement 9). With a mean score of 3.84, this
aspect is considered to have a high extent of integration. This suggests that
performing arts activities may provide opportunities for students to explore and
understand social and personal issues
The data presented in the table 4 show that integrating performing arts into
Social Studies classes has a high extent of positive impact on various aspects of
students' learning and development. The mean scores for most of the statements
are above 4, indicating a high extent of agreement with the positive impact of
integrating performing arts into Social Studies classes. The overall mean score is
4.05, further supporting the conclusion that integrating performing arts into Social
Studies classes has a high extent of positive impact on content knowledge.
Several theories and studies can support the results observed in the table.
First is the Experiential Learning Theory which stated that the integration of
performing arts into Social Studies classes can be seen as a form of experiential
learning, where students actively engage in hands-on activities that allow them to
apply and practice their knowledge and skills in a real-world context. According to
Kolb's Experiential Learning Theory (Kolb, 2014), learning occurs through a
continuous cycle of concrete experience, reflective observation, abstract

42
conceptualization, and active experimentation. By integrating performing arts into
Social Studies classes, students are provided with opportunities for concrete
experience and active experimentation, which can enhance their content
knowledge and skills.
Second is the Multiple Intelligences Theory which posited that he integration
of performing arts into Social Studies classes can also be aligned with Gardner's
Multiple Intelligences Theory (Gardner, 2015), which proposes that individuals
have different types of intelligence beyond traditional linguistic and logical-
mathematical intelligences. Performing arts, such as music, dance, and theater,
can tap into students' musical, kinesthetic, and interpersonal intelligences,
allowing them to learn and express themselves in ways that align with their
strengths. This can result in improved content knowledge and skills as students
engage in learning activities that cater to their diverse intelligences.
Third is the Arts Integration Research which stated that Numerous studies
have shown the positive impact of arts integration on students' academic
achievement and cognitive development. For example, a meta-analysis
conducted by Catterall (2002) found that arts integration programs have positive
effects on students' reading and mathematics achievement, as well as their
creative thinking skills. Another study by Deasy (2002) showed that arts
integration can improve students' critical thinking skills and problem-solving
abilities. These findings support the notion that integrating performing arts into
Social Studies classes can have a positive impact on students' content
knowledge and skills.

43
Fourth is the Social and Emotional Learning (SEL) Theory which proposed
that he integration of performing arts into Social Studies classes can also
contribute to students' social and emotional learning. According to SEL theory,
students' social and emotional development is critical for their academic success
and overall well-being. Performing arts activities, such as role-playing,
improvisation, and group performances, can provide opportunities for students to
develop their social awareness, relationship skills, and self-expression, which
can in turn enhance their content knowledge and skills in Social Studies.
Another supporting theory to prve the certainty of the result is that of Lloyd
(2017). He said that integrating performing arts into the educational process
provides meaningful contributions. All over the school life, by enabling all
students in any skill levels to explore and develop their skills, it creates the
opportunity of access to written and verbal curriculum. It supports the academic
and social successes of the students.
Still another proponent that support the result is Burstein & Knotts (2010).
They posited that a co-equal use of the arts and social studies instruction
extends student understanding by providing a context, often in the form of a
tangible product, which then connects students to the content in concrete, real,
and relevant ways. Rather than simply studying facts as necessary to
understanding “history,” having students engage with the arts allows them to find
relevance in that history by linking their knowledge to a present, tangible context.
In conclusion, the data presented in the table 4 suggest that integrating
performing arts into Social Studies classes has a high extent of positive impact
44
on students' content knowledge and skills. Theoretical frameworks such as
Experiential Learning Theory, Multiple Intelligences Theory, Arts Integration
Research, and Social and Emotional Learning (SEL) Theory can provide insights
and support for the observed results.
These findings highlight the potential benefits of integrating performing arts
into Social Studies classes and provide implications for educators and
policymakers to consider when designing curriculum and instructional strategies.
Further research is recommended to explore the mechanisms and underlying
processes through which performing arts integration can enhance students'
content knowledge and skills in Social Studies.

of Motivation
1. Integrating Performing Arts to our Social Studies
class builds my confidence and self-esteem.
class increases my interest in other art forms
class increases my sense of well-being and 4.10 0.81 High Extent
happiness.
class gives me more courage and eagerness to 4.03 0.83 High Extent
attend classes.
class offers me a motivation to engage in Social
Studies classes regularly unlike the typical social
studies instruction set up.
class is so rewarding that I do not want to miss 3.81 0.87 High Extent
even one session.
45

class inspires me to perform better in all the 4.14 0.86 High Extent
activities given by the teacher.
class encourages and motivates me to 4.09 0.83 High Extent
internalize all Social Studies related concepts.

Note : n = 196
Table 5 presents data on the extent of integrating performing arts into
Social Studies classes in terms of motivation. The mean scores for each
statement range from 3.81 to 4.18, with an overall mean of 4.02, indicating a high
extent of motivation among students.
The findings are supported by several theories and studies that highlight
the positive impact of integrating performing arts into education, specifically in
Social Studies classes.
First is Self-Determination Theory: The high mean scores for statements
1, 2, 3, 4, 7, and 8 suggest that integrating performing arts into Social Studies
classes may enhance students' confidence, self-esteem, interest in other art
forms, sense of well-being, courage, eagerness to attend classes, inspiration to
perform better, and motivation to internalize Social Studies concepts. This aligns
46
with Self-Determination Theory (Deci & Ryan, 2011), which posits that when
students feel competent, autonomous, and related to others, they are more
motivated and engaged in learning.
Second is Intrinsic Motivation: The overall mean score of 4.02 indicates a
high level of intrinsic motivation among students, as they perceive integrating
performing arts into Social Studies classes as rewarding (statement 6) and
motivating (statement 5). This supports the concept of intrinsic motivation, which
suggests that when students find an activity inherently enjoyable and satisfying,
they are more likely to be motivated to engage in it (Deci & Ryan, 2011).
Third is Flow Theory: The high mean scores for statements 1, 2, 3, 4, 7,
and 8 also suggest that integrating performing arts into Social Studies classes
may create a state of flow, characterized by deep engagement and enjoyment in
the activity. This aligns with Flow Theory (Csikszentmihalyi, 2013), which
suggests that activities that challenge students' skills and provide immediate
feedback can lead to a state of flow, resulting in increased motivation and optimal
learning experiences.
Fourth is Social Cognitive Theory: The findings also support Social
Cognitive Theory (Bandura, 2015), as integrating performing arts into Social
Studies classes may serve as a model for students to observe, imitate, and learn
from. The positive outcomes of integrating performing arts, such as increased
confidence, self-esteem, and motivation, may serve as positive reinforcements
for students to continue engaging in Social Studies classes.

47
Fifth is Experiential Learning Theory: The findings are also in line with
Experiential Learning Theory (Kolb, 2014), as integrating performing arts into
Social Studies classes provides students with hands-on, experiential learning
opportunities that can enhance their motivation to learn. The engaging and
interactive nature of performing arts can create a memorable and enjoyable
learning experience for students, leading to increased motivation and retention of
Social Studies concepts.
Sixth is Maslow's Hierarchy of Needs: The high mean scores for
statements 1, 3, 4, and 7 may also be explained by Maslow's Hierarchy of Needs
(Maslow, 2015), as integrating performing arts into Social Studies classes may
fulfill students' psychological needs for competence, autonomy, relatedness, and
self-actualization, leading to increased motivation and engagement in learning.
Gualdron & Castillo (2018) support the result of the present study as they found
out in their study that students’ skills had improved and boosted their confidence
level as well as gained more interest in learning through theatre. Zatzman (2011)
also supports the result of the study as he insisted that drama education has
the capacity to situate participants between history and memory, motivating
them to do process of constructing and rehearsing our own identities among the
narratives of others, present and past.
The data from table 5 suggest that integrating performing arts into Social
Studies classes has a high extent of motivation among students. The findings are
supported by theories such as Self-Determination Theory, Intrinsic Motivation,
Flow Theory, Social Cognitive Theory, Experiential Learning Theory, and

48
Maslow's Hierarchy of Needs, which highlight the positive impact of integrating
performing arts into education. These findings imply that incorporating performing
arts into Social Studies classes may be an effective approach to enhance
students' motivation and engagement in learning.

of Social Interaction
1. The integration of Performing Arts to our Social
Ver High
Studies classes develops my friendships and 4.23 0.83
Extent
ability to make friends
Studies classes improves my ability to relate to a 3.99 0.82 High Extent
wide variety of people.
Studies classes improves my social and 4.02 0.87 High Extent
communication skills.
Studies classes increases my ability to work in a 4.13 0.87 High Extent
team.
Studies classes increases my sense of belonging 3.97 0.85 High Extent
and acceptance.
Studies classes makes me feel that interactions
with my fellow students seem to be of a positive
nature.
Studies classes gives me opportunity to initiate 3.99 0.93 High Extent
scheme in order to work with groups.
Studies classes makes me feel secure about the 4.05 0.84 High Extent
ideas I am trying to express with other students.
Studies classes gives me idea to show concern
(verbal or non-verbal) for the problems of other
students regarding performance-based activities.
Studies classes offers us chances to collaborate
with each other to come up with an excellent
output.
Note : n = 196
49

The data presented in table 6 show that the integration of performing arts
into Social Studies classes has a high extent of impact on social interaction
among students. The mean scores for all the statements ranging from 3.97 to
4.23 indicate that students perceive the integration of performing arts positively in
terms of developing friendships, improving social skills, enhancing teamwork,
and creating a positive and accepting classroom environment.
The Social Interaction Theory, as proposed by Vygotsky (2012), suggests
that social interaction plays a significant role in cognitive development. According
to Vygotsky, social interaction provides a framework for learning and allows
individuals to acquire new knowledge and skills through interaction with their
peers.
The findings of this study align with the Social Interaction Theory as they
indicate that integrating performing arts into Social Studies classes promotes
social interaction among students, leading to the development of friendships
(Statement 1), improved ability to relate to a wide variety of people (Statement 2),
enhanced social and communication skills (Statement 3), increased ability to

50
work in a team (Statement 4), and a sense of belonging and acceptance
(Statement 5).
Furthermore, the results of this study also support the Self-Determination
Theory (Deci & Ryan, 2011), which posits that satisfying three basic
psychological needs - autonomy, competence, and relatedness - leads to
increased intrinsic motivation and well-being. The integration of performing arts
into Social Studies classes provides opportunities for students to collaborate with
each other (Statement 7 and 10), express their ideas and concerns (Statement 8
and 9), and initiate schemes to work with groups (Statement 7), which can
contribute to fulfilling their need for autonomy, competence, and relatedness,
thereby promoting positive social interaction.
Moreover, the findings of this study are consistent with previous research
that has shown the positive impact of performing arts on social interaction in
educational settings. For example, a study by Shaffer (2013) found that
integrating performing arts into social studies classrooms led to increased social
interaction, collaboration, and positive relationships among students. Another
study by Smith et al. (2015) showed that drama-based activities in social studies
classes improved students' social skills, communication, and teamwork. These
studies provide empirical evidence that supports the findings of the current study.
Howarth (2006), on the other hand, underscored that student interaction is
desirable, since most people agree that leaning anything involves participation
especially with respect to activities that involve physical, mental, and social
performances.
51
To put everything into account, the data presented in table 6 indicate that
the integration of performing arts into Social Studies classes has a high extent of
impact on social interaction among students. The results align with the Social
Interaction Theory and the Self-Determination Theory, and are consistent with
previous research.
These findings suggest that incorporating performing arts into Social
Studies classes can be an effective strategy to promote positive social interaction
among students, leading to the development of friendships, improved social
skills, enhanced teamwork, and a positive classroom environment.
2. What is the academic achievement of students after integrating performing
Table 7. Academic Achievement of students after integrating performing arts to

Social Studies classes
Range Qualitative Description Frequency Percent
90% and above Outstanding 84 42.86
85-89% Very Satisfactory 61 31.12
80-84% Satisfactory 44 22.45
75-79% Fairly Satisfactory 7 3.57
74% and below Did not meet expectations 0 0
Total 196 100
Based on the data provided in table 7, which shows the academic
achievement of students after integrating performing arts into Social Studies
classes, several conclusions can be drawn.
Firstly, the majority of students (42.86%) achieved an outstanding level of
academic achievement, with scores of 90% and above. This suggests that
52
integrating performing arts into Social Studies classes may have a positive
impact on academic performance, potentially enhancing student learning and
engagement. This finding aligns with the cognitive theory of learning, which
emphasizes the importance of active engagement and meaningful experiences in
the learning process (Piaget, 2015).
Secondly, a significant percentage of students (31.12%) achieved a very
satisfactory level of academic achievement, with scores ranging from 85-89%.
This further supports the idea that integrating performing arts into Social Studies
classes can positively influence student academic performance. It is consistent
with the constructivist theory of learning, which suggests that students construct
their own knowledge through hands-on experiences and social interactions
(Vygotsky, 2012).
Thirdly, 22.45% of students achieved a satisfactory level of academic
achievement, with scores ranging from 80-84%. This indicates that a
considerable portion of students performed at an acceptable level, which may
imply that the integration of performing arts into Social Studies classes has the
potential to benefit students with varying levels of academic ability. This finding
aligns with the differentiated instruction theory, which emphasizes the importance
of tailoring instruction to meet the diverse needs of students (Tomlinson, 2001).
Additionally, a small percentage of students (3.57%) achieved a fairly
satisfactory level of academic achievement, with scores ranging from 75-79%.
While this percentage is relatively low, it suggests that there may be some
students who may not benefit as significantly from the integration of performing
53
arts into Social Studies classes. Further investigation may be needed to
determine the reasons behind this finding and how to better support these
students.
Finally, no students (0%) in the sample did not meet expectations, scoring
74% and below. This suggests that integrating performing arts into Social Studies
classes may have a positive impact on preventing low academic achievement.
However, it's important to note that the sample size in this study is limited, and
further research with a larger sample size and control group may be needed to
establish a more robust conclusion.
The result is in congruence to Christian (2010), when he posited that the
word performance generally indicates the learning outcome of the students. As a
result of learning through different subjects, the learning outcome changes the
behavior patterns of the students. Learning affects three major areas of students
namely (1) Cognitive, (2) Affective, and (3) Psychomotor.
In conclusion, the data presented in the table 7 suggest that integrating
performing arts into Social Studies classes may have a positive impact on
students' academic achievement, with a significant percentage of students
achieving outstanding and very satisfactory levels of performance.
These findings are consistent with cognitive, constructivist, and
differentiated instruction theories, which emphasize the importance of active
engagement, meaningful experiences, and tailored instruction in the learning
process.
54
However, further research is needed to confirm these findings and explore
potential limitations or challenges associated with integrating performing arts into
Social Studies classes.
3. Is there a significant relationship between performing arts integration to
Social Studies classes and the academic performance of students?
Table 8. Relationship between performing arts integration to Social Studies

classes and the academic performance of students (n = 196)
r-value p Interpretation
Content Knowledge -.052 .468 Not Significant
Motivation -.022 .762 Not Significant
Social Interaction -.103 .151 Not Significant
**. Correlation is significant at the 0.01 level (2-tailed).
Table 8 presents data on the relationship between performing arts
integration in Social Studies classes and the academic performance of students,
with a sample size of 196. The data includes the correlation coefficient (r-value),
p-value, and interpretation of the significance of the results.
Content Knowledge: The correlation coefficient (r-value) between
performing arts integration and content knowledge is -0.052, with a p-value of
0.468. The result is not statistically significant (p > 0.05), indicating that there is
no significant relationship between performing arts integration and content
knowledge. This finding is in line with the theory of multiple intelligences
proposed by Howard Gardner, which suggests that individuals have different
types of intelligences, including linguistic, logical-mathematical, musical, and
spatial, among others. The integration of performing arts in Social Studies
classes may not necessarily enhance content knowledge as it may not tap into
55
the linguistic or logical-mathematical intelligences, which are typically assessed
in academic performance related to content knowledge (Gardner, 2015).
Motivation: The correlation coefficient (r-value) between performing arts
integration and motivation is -0.022, with a p-value of 0.762. The result is not
statistically significant (p > 0.05), indicating that there is no significant relationship
between performing arts integration and motivation. This finding aligns with the
self-determination theory proposed by Deci and Ryan (2015), which emphasizes
the importance of autonomy, competence, and relatedness for intrinsic
motivation. While performing arts integration in Social Studies classes may
enhance students' autonomy and relatedness by providing opportunities for self-
expression and social interaction, it may not necessarily enhance their overall
motivation to learn Social Studies content.
Social Interaction: The correlation coefficient (r-value) between performing
arts integration and social interaction is -0.103, with a p-value of 0.151. The
result is not statistically significant (p > 0.05), indicating that there is no significant
relationship between performing arts integration and social interaction. This
finding is inconsistent with the social learning theory proposed by Bandura
(2015), which suggests that social interaction plays a crucial role in learning and
development. However, it should be noted that the p-value is close to the
significance threshold (p = 0.05), and a larger sample size may be needed to
detect a significant relationship between performing arts integration and social
interaction.
56
Generally speaking, the data presented in the table 8 suggest that there is
no significant relationship between performing arts integration in Social Studies
classes and the academic performance of students in terms of content
knowledge, motivation, and social interaction. These findings are in line with the
theories of multiple intelligences, self-determination, and social learning, which
propose that various factors contribute to academic performance, and performing
arts integration may not necessarily have a direct impact on these factors.
Hence, the null hypothesis which states that there is no significant relationship
between performing arts integration to Social Studies classes and the academic
achievement of students has been accepted.
However, it is important to note that this study has limitations, such as the
small sample size and potential confounding variables, which may have
influenced the results. Further research with larger sample sizes, controlled
experimental designs, and consideration of other variables, such as instructional
methods, duration of performing arts integration, and student characteristics, may
provide a more comprehensive understanding of the relationship between
performing arts integration and academic performance in Social Studies classes.
With reference to the limitations set in the study, the result may have been
incongruent to Christian (2010) contrary to its congruence to the garnered
academic grades of students, when he posited that the word performance
generally indicates the learning outcome of the students. As a result of learning
through different subjects, the learning outcome changes the behavior patterns of
57
the students. Learning affects three major areas of students namely (1)
Cognitive, (2) Affective, and (3) Psychomotor.
Chapter 5
Summary, Conclusion, and Recommendations
This chapter present the summary, conclusion, and recommendation
drawn from result of the study.
Summary of Findings
SoP1: What is the extent of integrating performing arts to Social Studies classes
Findings revealed that integrating performing arts into Social Studies
classes has a high extent of positive impact on various aspects of students'
learning and development, with most statements scoring above 4 in agreement.
It supports the conclusion that integrating performing arts into Social Studies
classes has a high extent of positive impact on content knowledge, motivation
and social interaction among students.

58
SoP2: What is the academic achievement of students after integrating performing
Results of the study suggests that performing arts integration may have a
positive impact on students' academic achievement. This implies that students
who participate in performing arts activities such as drama, music, and dance in
Social Studies classes demonstrate higher levels of engagement, motivation, and
retention of material. This increased engagement and motivation have been
linked to improved academic outcomes, such as higher grades, improved critical
thinking skills, and increased knowledge retention.
SoP3: Is there a significant relationship between performing arts integration to
Findings of the study shows no significant relationship between performing
arts integration and academic performance, in line with theories that propose
various factors contribute to academic performance. The study has limitations,
and further research is recommended to provide a more comprehensive
understanding of the relationship between performing arts integration and
academic performance in Social Studies classes. Hence, the hypothesis which
states that there is no significant relationship between performing arts integration
to Social Studies classes and the academic achievement of students has been
accepted.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
59
SoP1: What is the extent of integrating performing arts to Social Studies classes
Data obtained generate a conclusion that integrating performing arts into
Social Studies classes has a high extent of positive impact on various aspects of
students' learning and development. Performing arts integration is concluded to
enhance students' content knowledge and skills, motivation, and social
interaction.
SoP2: What is the academic achievement of students after integrating performing
The data obtained in the present study imply a conclusion that integrating
performing arts into Social Studies classes may have a positive impact on
students' academic achievement, with a significant percentage of students
achieving outstanding and very satisfactory levels of performance.
SoP3: Is there a significant relationship between performing arts integration to
Based from the data gathered, it has been concluded that there is no
significant relationship between performing arts integration and academic
performance in terms of content knowledge, motivation, and social interaction.
These findings align with theories that propose multiple factors contribute
to academic performance and that performing arts integration may not have a
direct impact on these factors. It is important to note that this study has
limitations, such as a small sample size and potential confounding variables,

60
which may have influenced the results. Hence, null hypothesis projected in this
study has been accepted.
Recommendations
After all data have been consolidated and analyzed, the following
recommendations have been projected:
Educators and policymakers must consider integrating performing arts into
Social Studies classes to enhance students' learning and development. Firstly,
performing arts can offer an engaging and interactive way to explore historical
and cultural concepts in Social Studies. Secondly, incorporating performing arts
into Social Studies classes can foster critical thinking and creativity. Finally,
performing arts can have positive effects on students' social and emotional
development. Participating in a performance can boost students' self-confidence
and self-esteem, as well as help them develop empathy and respect for others'
perspectives and experiences.
Incorporating the arts into academic subjects is a must as students are
able to connect with the material in a more meaningful way, as well as develop
important skills such as creativity, communication, and critical thinking. The

61
collaborative nature of performing arts programs allows students to work together
and build strong social connections, which can contribute to a positive school
environment and improved academic outcomes. The integration of performing
arts into academic curricula shows promise as an effective approach to
enhancing students' academic engagement and achievement.
However, it is also essential to keep in mind the study's limitations, such
as the small sample size and the possibility of confounding variables. To confirm
the positive effects of performing arts integration and to discover the underlying
mechanisms by which it enhances students' learning and development,
additional research with larger sample sizes and controlled experimental designs
is required. To get a better understanding of the connection between performing
arts integration and academic performance in Social Studies classes, additional
variables like instructional methods, the duration of the integration, and student
characteristics should be considered in future research.

Ssample Thesis

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ssample Thesis

Uploaded by

Copyright:

Available Formats

1

Social studies represent an immense field to learn and teach with

interdisciplinary and innovative methods. Performing Arts-based pedagogy in

terms of social studies teaching is beyond the traditional methods. It is reflected

interdisciplinary curriculum and even much more beyond ‘’knowing’’.

Interdisciplinary approaches in social studies leads to integrated knowledge.

knowledge, awareness and sensitivity should be taken into consideration (Taylor,

studies is to encourage the students to be citizens who have critical conscious

opportunity to express their understanding of social studies content by acting,

singing, dancing, or creating visual representations. Ultimately, students learn

Council for the Social Studies, 2010).

The use of performing arts as an alternative pathway to content also helps

better develop student understanding of the disconnected concepts, vocabulary,

alternative pathway to demonstrate how they make sense of concepts,

writing as traditional forms of assessment, performing arts offer another way to

demonstrate their understanding and knowledge. In addition, students also

provide constructive feedback to their peers which leads them to improved

academic achievement (Burstein & Knotts, 2010).

Moreover, academic achievement of a student is always associated with

the many components of learning environment. According to Bosque and Dore

inform, communicate, collaborate, produce, scaffold, and manage. They added

components and performance-based activities within which learning happens.

With these prevailing notions in the field of education, this proposed

research aims to identify the extent of integrating performing arts to Social

Studies classes to Strengthen Students’ Motivation and academic achievement.

improve student’s academic achievement.

Framework of the Study

The study on the extent of integrating performing arts to Social Studies

classes to strengthen students’ motivation and academic achievement is

anchored to and supported by Theory of Educational Productivity, Constructivist

Learning Theory, and John Dewey’s Experiential Learning Theory.

Walberg’s (1981) theory of educational productivity is one of the few

empirically tested theories of school learning based on an extensive review and

integration of over 3,000 studies. A theory of educational productivity posits that

to increase educational productivity and efficiency, educational process goals as

well as achievement must be considered. Educational process goals are

interpreted to include student perceptions of the creativity, self-concept,

participation in co-curricular activities, and interest in the subject matter. Ignoring

these perceptions and experiences in favor to traditional goals measured by test

scores will decrease motivation and ultimately lower educational achievement.

Constructivist learning theory where it explains that learners are active

participants in different classroom task in which they "contract" new knowledge

creative performance (Stepp-Greany, 2002). In constructivism, the quality of

what one already knows (Fosnot, 1989).

In this study, the researcher believed in the constructivist view of skills

its aesthetic qualities – identifies an experience as artistic (Kloetzer, 2015).

Vygotsky (2012) agreed, writing, “Art is a method of experiencing the making of a

improvisation and expressiveness”. Dewey believed that the teacher’s status as

study with him” (Oreck, 2006).

Figure 1 shows the relationship of the independent and dependent

variables of the study. The independent variable is the integration of performing

student interaction and the dependent variable is the academic achievement in

teaching pedagogy. These variables are to be correlated in the present study to

dependent variables are briefly described in the proceeding paragraphs.

Independent Variable Dependent Variable

Extent of integrating performing arts to Academic

Figure 1. Schematic diagram of the study showing the relationship of the

independent and dependent variables of the study

Statement of the Problem

The study seeks to determine whether performing arts integration best

predict student academic achievement in Social Studies (Araling Panlipunan).

Specifically, this study aims to address the following questions: