Ped 123

Music in the K to 12 Curriculum

Module

Shaira Jean B. Blancaflor

BPEd 3-A Student

Dr. Robilyn D. Bermil

Course Facilitator
Direction: Read a research-related studies about music education and fill in the matrix
given. Write your reflection afterwards.

Music: Research Connection

TITLE
Exploring the Impact of Music Education on the Psychological
and Academic Outcomes of Students: Mediating Role of Self-
Efficacy and Self-Esteem

YEAR PUBLISH
Published: 08 February 2022

CONCLUSION
Recent scientific studies reveal the effects of pandemic and its associated illness which
influence people’s mental health and psychological wellbeing. Music education and its
practices are recognized as a vital tool in reducing the level of stress and anxiety among
the students which has a significant impact on their personality grooming and academic
performance. The main purpose of this study is to estimate the impact of music education
on the psychological wellbeing and academic performance of students. This study also
investigates the mediating role of self-esteem and self-efficacy between this relationship.
This study adopts the theoretical lens of social cognitive, self-esteem theory, and self-
determination theory to explain the proposed model of this study. This study is quantitative
in nature and data of this study was collected from 319 students who are studying in
undergraduate and graduate institutions by using self-administered questionaries.
Convenience sampling was used in the data collection. PLS-SEM technique was used for
data analysis. The results show that music education has a significant impact on Students’
psychological wellbeing and academic performance. Self-esteem and self-efficacy
mediate the relationship between music education and psychological wellbeing. Results
of this research study contribute to the body of literature on music education and
psychological wellbeing and explore new avenues for future studies. Policy-makers and
practitioners should promote music education in educational institutes to improve
Students’ psychological wellbeing and academic performance.
 DATA ANALYSIS AND RESULTS
This research study’s data was conducted using PLS
methodology and statistical software Smart-PLS was
used for data analysis. Data analysis consists of two
stages, i.e., measurement analysis and structural
analysis. In the first step, the measurement model was
used to investigate the reliability, convergence, and
validity of the construct. Finally, structural equation
modeling (SEM) was used for testing of hypotheses.

METHODOLOGY
The population of this research study are students studying in schools, colleges, and
universities in China. This study is quantitative and empirical in nature. A survey
questionnaire was designed to collect data from respondents. A total 350
questionnaires were distributed out of which only 319 questionnaires were received
back so that the response rate of this study is 91%. Out of 319 respondents, 160 were
boys/men and 159 respondents were girls/women. Similarly, 85 respondents were
below the age of 10–15 years, 95 respondents between 16 and 20, and 130
respondents between 20 and 30 as depicted in Table 1. Similarly, the qualifications
of 190 respondents were undergraduate, while 129 respondents were graduates.
The convenience sampling technique was used for data collection because it is
the easiest way to collect data from the respondents (Nawaz et al., 2019; Dar et al.,
2022). Therefore, due to limited time, this study employs a convenience sampling
technique. A total of 25 items were utilized from the literature to design a
questionnaire for this study. Music education was measured by a five-item scale
adopted from Dönmez et al. (2019). The psychological wellbeing was measured by
a five-item scale adopted from Diener et al. (2009). Furthermore, self-esteem was
measured by a four-item scale adopted from Rosenberg (1989). Similarly, self-
efficacy was assessed by a five-item scale from Schwarzer and Jerusalem (1995).
Students’ performance was measured by a six-item scale adopted from Rashid and
Zaman (2018). This study is quantitative and cross-sectional. The partial least square
(PLS) method was used for data analysis. A statistical software Smart-PLS used for
data analysis.

LIMITATION AND FUTURE DIRECTION

Besides the contribution of this study, there are some limitations of this study that could be
mitigated in future studies to attain better results. First, the sampling technique adopted for this
study is the convenience sampling technique, so future studies should adopt any other rigorous
sampling technique. The sample size of this study was very small due to the lockdown enforced
by the government to mitigate the COVID-19 pandemic. This study was cross-sectional in nature
so future studies should adopt time-series studies to get better results. Future researchers should
explore other factors that may assist in improving psychological wellbeing as well as other impacts
and consequences of music education. Future studies should explore other mediators and
moderators in the relationship between music education and psychological wellbeing.
REFLECTION
The pandemic brought us more than we expected; it was a brief two years in our lives,
but it was also a difficult one. We lost mostly everything that is a part of our daily lives,
such as social interaction, someone that we love, connection, and access to the
world, which in fact we can no longer feel free with. This study aims to educate us how
important music education is not just in shaping students’ capabilities and knowledge
of music and art, but also in ensuring students' healthy well-being.

Two years ago, to combat the increasing rate of illness in our community, the
government pursued plans for isolation and loneliness, travel limitations, gathering
restrictions, travel quarantine, trading closures, working from home, self-isolation,
lockdowns, curfews, and university closures in order to minimize any possible scenario
of crowding that may affect the growth of these diseases. However, it also brought
up major consequences, most especially in the academic performance of the
children. Due to the difficult obstacles’ students confront in school, serious problems
with stress, anxiety, and other mental health issues develop, which have an adverse
effect on their academic performance. With the help of music education, it fosters
students' creative identities by focusing on their interests, feelings, and other non-
intellectual factors that have been proven beneficial in enriching students' well-being.

As a student who also has difficulties academically, music education has influenced
me to be more innovative and creative when it comes to expressing my feelings and
emotions through art. It keeps my mind fresh and relaxed, which in fact helps me to
regulate my mood and well-being. I can prove this study with myself, as I tend to enjoy
learning when it is accompanied by music or shooting sounds. Music gives me happy
hormones that help me think clearly, put up a positive mood, and have the energy to
do chores.
Direction: Using the curriculum guide, assess if the learning competencies from Grade1- 10
support the grade level standards. Use the template below.

Sample at least (2)

Grade Level competencies which do not Recommendation/s
support the grade level
standard
• Plays simple ostinato • Identifies the
patterns on classroom beginning, ending,
instruments and repeated parts of
8.1 sticks, drums, a recorded music
triangles, nails, sample.
coconut shells,

1 •
bamboo, empty
boxes, etc.

Identifies with body

• Performs songs with
the knowledge when
to start, stop, repeat or
end the song.
movements the
6.1 beginnings
6.2 endings
6.3 repeats of a
recorded music
example.
• Produces sounds using • Distinguishes the
voice, body, and dynamics of a song or
objects to enhance a music sample.
given story
• Follows the correct

2 • Responds to the
accurate tempo of a
song as guided by the
hand signal of the
tempo of a song
including tempo
changes.

teacher E.g. The

teacher’s slow hand
movement means
“slow”, while fast hand
movement means
“fast”.
• Sings repetitions of • Performs songs with

3 •
musical lines
independently

Responds with
accurate pitch from
beginning to end
including repetitions.

movement to tempo
changes.
 4.1 (i.e. doing
locomotor and non-
locomotor movements)
to a variety of tempo in
recorded music.
• Applies correct tempo
and tempo changes
by following basic
conducting gestures.

4
• States the meaning of • Reads different
the different rhythmic rhythmic patterns.
patterns.
• Creates simple
• places the accent (>) melodic lines.
on the notation of
recorded music.

5
• Identifies the • Describes the texture
beginning melodic of a musical piece.
contour of a musical
example

• Participates actively in
musical ensemble
7.1 choral
7.2 instrumental
• Identifies the • Distinguishes various

6 characteristics of
each instrument in
each section of the
orchestra.
musical ensembles
seen and heard in the
community.

• Uses major or minor

• Describes the distinct chords as
sound quality of the accompaniment to
different instruments of simple songs.
the orchestra.
• Creates appropriate • Identifies the musical
movements or instruments and other
gestures to sound sources from
accompany the music the lowlands of Luzon.
selections of the

7 •
Lowlands of Luzon.

Creates appropriate
movements to
• Improvises music
accompaniment in
relation to a particular
Philippine festival.
accompany music
from the Cordillera,
Mindoro, Palawan
and of the Visayas.
 • Analyzes musical • Performs music from

8 elements of selected
songs and
instrumental pieces
heard and performed. •
Southeast Asia with
own accompaniment.

Performs selection/s
from chosen Asian
• Describe how the musical theater.
musical elements
contribute to the
performance of the
musical production.
• Narrates the life and • Describes musical

9 works of classical
composers after video
and movie showing.
elements of given
Classical period
pieces.

• Narrates the life and • Describes musical

works of romantic elements of given
composers after video Romantic period
and movie showing. pieces.

10
• Dances to different • Performs music sample
selected styles of Afro- from the 20th century.
Latin American and
popular music. • Analyzes the musical
characteristics of
• Choreographs a traditional and
chosen dance music. contemporary
Philippine music.
 Reference

Sun J (2022) Exploring the Impact of Music Education on the Psychological and Academic
Outcomes of Students: Mediating Role of Self-Efficacy and Self-Esteem. Front.
Psychol. 13:841204. doi: 10.3389/fpsyg.2022.841204. Retrieve from
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.841204/full?fbclid=IwAR1cfg5U
i6OSkvwEUl53r6GmBa7CDHZuBsjqOA0c6hFWGKlql6u7CJG_OqE

Subrabas, H. (2016). K to 12 Curriculum Guide MUSIC (Grade 1 to Grade 10). Retrieve from
https://www.academia.edu/38078710/K_to_12_Curriculum_Guide_MUSIC_Grade_1_t
o_Grade_10