Incorporating Music into Learning: A qualitative study of Elementary Araling

Panlipunan Teachers

Statement of the Problem

Contextualized Teaching and Learning (CTL), or the principle of linking subject
matter material to meaningful circumstances related to students’ lives, provides a
promising approach in helping students learn more effectively. It promotes the
involvement of positive learners and advances learning skills among learners (Berns &
Ericson, as cited in Bonganciso, 2016). Consequently, in teaching Araling Panlipunan in
Elementary Education, contextualization of teaching and learning with music can help
learners identify their prior knowledge, beliefs, and values that incorporate their lived
experiences (Abbate-Vaughn, cited in Swann, 2016).
Further, published studies reveal that this concern is not isolated in a single part
of the world but globally. In Nigeria, Ojukwu and Nwaodu (2020) study sought to
investigate how music can improve learners’ teaching and learning experience, get
them actively involved in lessons, and reduce low attention span. Experimental and
control groups were constructed using two Eternal Excellence Christian Academy
Lugbe Abuja courses. The study used active learning, which is based on
constructivism’s philosophy. According to this notion, learners who are actively engaged
in their learning achieve exceptional results. The experimental group’s performance was
higher and more spectacular than the control groups, according to the results. Based on
this discovery, the study recommended that simple short melodies be used in the
classroom to help break down concepts and promote a smooth transition from the board
to the students’ minds. Provisions should be provided for teacher training and
workshops on the impact of music on learning.
Meanwhile, in the Philippines, a study conducted by Pinoliad (2021) determines
the effect of contextualization in teaching on students’ reading comprehension and the
relationship between students’ reading interests and comprehension levels. The study
revealed that both the experimental and control groups had the average interest level
towards learning. The study had practical implications for teachers. The findings
assisted the teachers, especially those who were handling reading and writing subjects.
Likewise, a study by Lorbis (2019) intended to increase the mastery of the
learning competencies among the Grade Two Pupils in Araling Panlipunan (AP) utilizing
Contextualized Teaching and Learning (CTL) Approach. Lesson guide (LG) and
learning material (LM) for Grade Two were developed using the CTL Approach in AP to
determine the significant difference in the mastery of the learning competencies in AP
before and after using the CTL Approach. It was an exploratory mixed-method design.
During the qualitative phase, 12 teachers from Grade 2 participated. The quantitative
phase included 24-second graders. A personal interview was performed to describe the
CTL Approach. Then came LG and LM using CTL. Pre- and post-tests were performed
to compare the mastery of the learning competencies in AP before and after the CTL
Approach. Participant perspectives on philosophical (theoretical foundations, definitions,
and characteristics) and implementation (implications and strategies). The substantial
difference in the mastery of the learning abilities is determined. Participants are willing
to use the CTL approach. The LG and LM are ready for refinement and testing. The
(CTL) Approach helps Araling Panlipunan master learning abilities.
Previous researchers have not achieved this type of study. Also, there were no
published researches yet with similar topics found both in national and local
perspectives. Another aspect that the researcher dealt with in conducting this study was
the possibility of instituting a program that will firmly sustain and assess the importance
of contextualizing teaching and learning with music, especially in teaching Araling
Panlipunan.
Thus, the researcher will explore the phenomenological accounts of Araling
Panlipunan Elementary teachers in contextualizing teaching and learning with the
integration of music. Based on the multitude of scrutiny in the CTL, there is an important
reason to conduct this study to qualify CTL’s effectiveness by contextualizing music in
Araling Panlipunan Subject. Hence, such understanding could also be a channel for the
development of remediation that would complement the educators to establish new and
better strategies in teaching and learning.

Research Questions

This study aims at new ideas and concepts of the Contextualization of Teaching
and Learning with the integration of music in Araling Panlipunan. Specifically, it seeks to
answer the following questions:

1. What are the teacher participant’s views on the CTL with the integration of music
in Araling Panlipunan? 
2. What are the teacher participant’s challenges on the CTL with integrating music
in Araling Panlipunan? 
3. How do these teacher-participants respond to these challenges on the CTL with
the integration of music in Araling Panlipunan? 

Theoretical Lens

The foundation of this research is Socio-Cultural Theory. Sociocultural theory is a

new psychological theory that examines society's significant contributions to individual
growth. As a result, modern social learning theories are derived from the work of
Russian psychologist Vygotsky, who developed his views between 1924 and 1934 in
response to opposing psychological approaches (Polly et al., 2017). Vygotsky is most
known for highlighting the importance of social interactions and culture in developing
higher-order thinking abilities. To explain invisible growth processes, language, and
higher-order cognitive skills. Vygotsky's concepts have many ramifications and practical
applications for learners of all ages, despite wanting to comprehend higher
psychological processes in youngsters.

Sociocultural theory and similar techniques are now extensively acknowledged

and accepted in the design of learning, teaching, and education in general. The Zone of
Proximal Development is emphasized by Vygotsky (as mentioned in Schunk, 2012).
This refers to the intersection of what is known and what is learned. Learners build fresh
meaning for what they are learning by drawing on previous experiences. This theory will
aid teachers in forming opinions to contextualize teaching and learning. Teachers can
also utilize this notion to help students connect the subject they're learning to the
context in which it'll be used as a skill in real-life settings.

Furthermore, learners' awareness of how the activity they are performing is vital,
and it is dependent on the abilities they have gained from previous experiences.
Teachers should choose the proper teaching methods and tactics to utilize as a coping
mechanism in the learners' teaching and learning process by diagnosing the learner's
prior knowledge. As a result, the optimum connection procedure would be in the shape
of a circle. First, students go over what they already know about the new idea. Second,
they study the new concept and put it into practice. Finally, they apply what they've
learned to a real-world issue (Hudson & Whisler, 2012).

Therefore, Socio-Cultural Theory will guide the researcher to conduct the study.
Views, challenges, coping mechanisms, and the utilization of local literature will revolve
around the implication of CTL with the integration of music in the Araling Panlipunan
subject. Thus, the researcher believes that the critical challenge for teachers in
Contextualization of Teaching and Learning is the process of applying Socio-Cultural
Theory and its theoretical basis. According to a theoretical framework, addressing these
concerns and raising awareness of the process of CTL that our teachers and students
face daily will increase teacher retention, student achievement rates through a
meaningful teaching and learning process.
As a result, Socio-Cultural Theory will direct the researcher's research. The
impact of CTL on the integration of music in the Araling Panlipunan subject will be the
focus of discussions, obstacles, coping techniques, and the use of local literature. As a
result, the researcher argues that the process of adopting Socio-Cultural Theory and its
theoretical foundation is a significant task for instructors in Contextualization of
Teaching and Learning. According to a theoretical framework, addressing these
challenges and boosting awareness of the CTL process that our teachers and students
confront daily would increase teacher retention and student accomplishment rates
through a meaningful teaching and learning process.
 VIEWS

CONTEXTUALIZATION
OF TEACHING AND
LEARNING WITH THE
INTEGRATION OF
MUSIC IN ARALING
CHALLENGES PANLIPUNAN
COPING
MECHANISMS

Definition of Terms

The concepts in this study are conceptually described to provide a general and
basic interpretation of the keywords.
Araling Panlipunan. This refers to the Philippine Education curriculum dealing
with history, economics, politics, the constitution, and society. The contents are highly
objective that it should be taught exactly and comprehensively.
Challenges. This refers to a struggle and difficulty that PAraling Panlipunan
teachers require significant effort and determination towards teaching and learning. 
Contextualization of Teaching and Learning. This refers to assessing the
students in active learning and supporting them in expressing the information they
achieved.
Coping Strategies. This refers to the specific behavioural and psychological
efforts Araling Panlipunan teachers reduce or minimize stressful events towards the
Contextualization of teaching and learning with the integration of music challenges. 
 Views. This refers to Araling Panlipunan teachers' perception of how they
contextualize the teaching and learning process with the integration of music to their
learners.

References

Bonganciso, R. T. (2016). Effects of contextualization on the reading comprehension

performance of Filipino learners. Asia Pacific Higher Education Research Journal
(APHERJ), 3(1).
Hudson, C. C., & Whisler, V. R. (2012). Contextual teaching and learning for
practicioner. Systemic, Cybernetics, and Informatics Volume 6 Number 4, 54-58.
Retrieved from:
https://www.researchgate.net/profile/Siti-Nur-Hasanah/publication/
339353474_21ST_CENTURY_LEARNING_FRAMEWORK_USING_CONTEXTUA
L_TEACHING_AND_LEARNING_TO_ENHANCE_STUDENT_CRITICAL_THINKI
NG_SKILLS/links/5e4d10e0299bf1cdb9358af6/21ST-CENTURY-LEARNING-
FRAMEWORK-USING-CONTEXTUAL-TEACHING-AND-LEARNING-TO-
ENHANCE-STUDENT-CRITICAL-THINKING-SKILLS.pdf
Lorbis, J. C. (2019). UTILIZATION OF CONTEXTUALIZED TEACHING AND
LEARNING (CTL) APPROACH IN GRADE TWO ARALING PANLIPUNAN.
https://files.eric.ed.gov/fulltext/ED603874.pdf
Pinoliad, Erlie. "Contextualization in Teaching Short Stories: Students’ Interest and
Comprehension." Middle Eastern Journal of Research in Education and Social
Sciences 2.1 (2021): 31-55. Retrieve from:
http://bcsdjournals.com/index.php/mejrhss/article/view/167
Polly, D., Allman, B., Casto, A., & Norwood, J. (2017). Sociocultural perspectives of
learning. Foundations of Learning and Instructional Design Technology. Retrieved
from: https://lidtfoundations.pressbooks.com/chapter/sociocultural-learning/
Swann, S. (2016). Pupil Disaffection in Schools: Bad Boys and Hard Girls. Routledge.