Grammar Checked Final Copy Logmao For Formatting

FAR EASTERN UNIVERSITY ROOSEVELT
Cainta Campus
GRADUATE SCHOOL OF EDUCATION
THE LIVED EXPERIENCES OF GRADE 10 STUDENTS ON THE

IMPLEMENTATION OF THEATER ARTS PROGRAM IN REGIONAL LEAD
SCHOOL FOR THE ARTS IN ANGONO
A Thesis
Presented to
The Faculty of the Graduate School
Roosevelt College, Inc.
Cainta, Rizal
By
Jessel S. Logmao
MAEd – Major in English
JULY 2022
APPROVAL SHEET
ABSTRACT
The integration of theater arts is an educational approach that enhances the social and
cognitive skills of students by exposing them to new and creative learning experiences. The
purpose of this study is to examine the experiences of Grade 10 students who participated in
the theater arts program at the Regional Lead School for the Arts in Angono, as recounted
through interviews. The study participants consisted of eight Grade 10 students who were
currently enrolled in the theater arts program at the school. Participants were selected using
non-probability purposive sampling. Thematic analysis was conducted to analyze the
responses of the participants. This involved data familiarization, coding, theme generation,
validation, finalization, and interpretation. The program provided a range of learning
experiences, including rehearsals, performances, workshops, and various activities. These
experiences were generally well-received by the participants, who reported that they
promoted creativity, self-expression, and discipline. Furthermore, the program helped
students develop positive characteristics such as discipline, articulateness, creativity, open-
mindedness, confidence, and sociability with their peers. The study also identified learning
difficulties that were generally experienced by students during their first year in the program,
such as lack of confidence, communication skills, acting skills, and physical limitations or
past injuries. The results from the interviews were used to design an intervention program
that focused on three important aspects of theater arts: public speaking, movement, and
acting. The program also served as an opportunity for students to develop their interpersonal
skills through socialization with their peers. The intervention program was a three-day
workshop that aimed to address the identified issues.

TABLE OF CONTENTS
APPROVAL SHEET....................................................................................................................... 2
ABSTRACT.................................................................................................................................... 3
ACKNOWLEDGEMENT............................................................................................................... 6
DEDICATION................................................................................................................................. 7
CHAPTER I: THE PROBLEM AND ITS BACKGROUND..........................................................8
Introduction.................................................................................................................................. 8
Background of the Study.............................................................................................................. 9
Statement of the Problem........................................................................................................... 10
Definition of Terms.................................................................................................................... 12
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES...................................14
Review of Related Literature..................................................................................................... 14
Synthesis.................................................................................................................................... 25
Theoretical Framework.............................................................................................................. 25
Conceptual Framework.............................................................................................................. 27
CHAPTER III: METHODOLOGY............................................................................................... 29
Research Design......................................................................................................................... 29
Locale of the Study.................................................................................................................... 30
Participants................................................................................................................................. 30
Instrument.................................................................................................................................. 31
Data Gathering Procedure.......................................................................................................... 31

Analysis of Data......................................................................................................................... 32
Ethical Considerations............................................................................................................... 33
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA...........34
Participants................................................................................................................................. 34
Results........................................................................................................................................ 35
Presentation of Themes and Discussion..................................................................................... 36
CHAPTER V: SUMMARY OF FINDING, CONCLUSION, AND RECOMMENDATION......69
Summary of Findings................................................................................................................. 69
Conclusions................................................................................................................................ 71
Recommendations...................................................................................................................... 72
REFERENCES.............................................................................................................................. 74
APPENDICES............................................................................................................................... 79
Appendix A................................................................................................................................ 79
Appendix B................................................................................................................................ 92
Appendix C................................................................................................................................ 94
Appendix D................................................................................................................................ 97
Appendix E................................................................................................................................ 98
Appendix F................................................................................................................................. 99
CURRICULUM VITAE.............................................................................................................. 100

ACKNOWLEDGEMENT
I give thanks to the Almighty God for His guidance and wisdom, for me to successfully
defend my master's thesis at FEU Roosevelt.
My gratitude to my thesis adviser, Dr. Crisanta C. Buri, her guidance, and advice which
carried me through all the stages of writing my research. I do appreciate the patience and help
in editing and polishing my manuscript by giving me specific feedback and suggestions. I
would also like to thank my panelists for making my defense an enjoyable moment and for
their brilliant suggestions and comments.
To my husband Edison L. Logmao, and my son Eliam Joaquim S. Logmao, you guys are my
inspiration through all this. Thank you for all your love, support and sacrifices.
To my mother Leila V. Salinas and in the memory of my loving father Jesus U. Salinas, I am
extremely grateful for all the prayers, love, and sacrifices, for educating me to prepare for my
future. To the rest of my family, I am grateful. I love you all.
To my friends, Karen Lirio, Joana Marie Bonifacio, Jed Scott Añis, Joan Bon and Roderick
Monreal. thank you for the constant encouragement and unwavering help.
To my colleagues, particularly my Principal, Ms. Rhenelee S. Ramos, I appreciate her
assistance and approval in conducting my humble study.
To our incredibly hardworking professors, to the Dean of FEU Roosevelt, Dr. Victor T.
Tabuzo, and to Ms. Ellen Martinez thank you for the encouragement and believing that we
can finish our study together with my batchmates.
To God be the Glory!
Jessel S. Logmao
DEDICATION
This study is wholeheartedly dedicated to my loving and ever supportive husband Edison
Logmao and to my only child Eliam Joaquim S. Logmao who made his big sacrifices at such
a young age, thank you for always understanding mom, this is all for you.
To my beloved parents Leila V. Salinas and Jesus U. Salinas, to my sister Jessica Velasco,
my nephew Errol John Velasco my brothers, niece, and nephews.
All of you have been my source of inspiration and strength thank you for providing me moral,
spiritual, emotional, and financial support.
To my loving father in heaven, I hope I made you proud again Papa. You are always in my
heart. I love you!

CHAPTER I: THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Theater arts integration is an effective method because it caters to various types of
learners and addresses the need for more personalized instruction in the classroom. It is a
pedagogical approach wherein theater arts are integrated in the academic curriculum. In this
approach, the social and cognitive skills of students are enhanced by exposing them to new
and creative learning experiences which departs them from the passivity of the traditional
approach making learning more meaningful, evocative, and profound (Dowell and Goering,
2018). Through this process, students are more motivated, engaged, and focused on their
lesson and have long-term memory. In a study done by Sanchez, et. al. (2022),” there are 4-Is
of the integration design: immersion, inquiry, co-investigation, and internal capacity building
”. These dimensions helped the study create a collection of knowledge, skills, and approaches
to integrate arts into the curriculum. Furthermore, arts integration enables instructors to
establish new methods of creating collaborative classroom-based learning.
The benefits of arts integration include increasing teaching quality, student
engagement, and a positive impact on learning habits (Miller, et.). al., 2018), improvement in
students’ socioemotional development (Holochwost, et. al. 2021), abilities related to physical
coordination, communication, interpersonal interaction, cognitive analysis, and imagination.
(Conway, 2019), theater-related knowledge and skills which extends to other academic areas,
positive mental health, and communal experiences (Goble, 2020). Additionally, Incorporating
theater arts into education creates a secure and nurturing space where students can freely
express themselves and delve into their emotions. This enables students to step out of their
comfort zones, assume new roles and perspectives, and thereby develop a stronger sense of
empathy and self-awareness.
This study aims to explore the real-life encounters of 10th grade students in Regional
Lead School for the Arts in Angono as they participate in a theater arts program. This study
also converses on how the integration of theater arts has seen to be a successful or
unsuccessful approach among students at Regional Lead School for the Arts in Angono in
different ages, skill levels, and demographics as well as developing a more effective program
in the future.
BACKGROUND OF THE STUDY
The Regional Lead School for the Arts in Angono, or RLSAA, is an integrated school
that implements the Special Program in the Arts, or SPA, in the Junior High School as well as
Arts and Design Track in the Senior High School. The school is the home of young artists in
various disciplines: Performing Arts (Theater, Dance, Music) and Applied Arts (Visual Arts,
Media Arts, and Literary Arts). RLSAA is an institution that develops the skills of the
students in the arts and promotes Filipino culture and tradition as integrated into the
implemented curriculum. The multi-awarded school performed and received recognition in
local, regional, national, and international competitions. RLSAA is supported by the local
government with the provision of folk artists who are teaching in the school. These artist
practitioners provide technical assistance and hands-on training to deepen students’
understanding in their craft. They are also a source of inspiration to young artists as they pass
on their knowledge and skills in the arts. RLSAA remains the leading school in the arts and
produces competitive, competent, passionate, and morally upright graduates both in academic
and art related courses.
However, this study still lacks enough information on the learning experiences of
theater arts students and the difficulties they face. This study examines the utilization of
Regional Lead School for the Arts in Angono's Theater Arts Program for Grade 10 theater
arts students with different skill levels and demographics. This is done by conducting
interviews with 8 10th grade students under the theater arts program in Regional Lead School
for the Arts in Angono. After that, the answers were collected and analyzed by thematic
analysis. Furthermore, the study also aims to propose an intervention program to address the
said difficulties.
STATEMENT OF THE PROBLEM
The study aims to investigate the learning experiences of Grade 10 students at the
Regional Lead School for the Arts in Angono in the utilization of the Theater Arts Program.
Specifically, it seeks to answer the following:
1. What are the learning experiences of Grade 10 students in the utilization of theater
arts program?
2. How do the Grade10 students benefit from the theater arts program?
3. What are the learning difficulties encountered by the students in the utilization of
theater arts programs?
4. What strategies are used by the participants in addressing the learning difficulties in
the utilization of the program?
5. What intervention program can be proposed based on the results of the study?
SIGNIFICANCE OF THE STUDY
The study focused on the learning experience of Grade 10 students at the Regional
Lead School for the Arts in Angono in the utilization of the Theater Arts Program. In
particular, the researcher aims to address the following people as beneficiaries:
Theatre arts Students. This study will provide them with information and practical
applications on how they can improve their theater skills. This will help serve as a guide
on how beneficial theater arts program in Regional Lead School for the Arts in Angono.
English Teachers. This study will serve as a basis and guide on how beneficial theater
arts programs in enhancing the literacy of students and how they can employ to develop
the students’ theater arts skills in the English subject.
Regional Lead School for the Arts in Angono. This study will provide data that may be
used to gauge the success of the school's theatre arts program at the Regional Lead
School for the Arts in Angono.
Theater Arts Specialist and Facilitators. This study will be used by the theater arts
facilitators to improve and create intervention programs for the theater students.
Administrator. This study will be used by the administration as the ground for decisions
about how to improve the progress of the special arts program for the learners of the
Regional Lead School for the Arts in Angono.
Future Researchers. This study will be used by future researchers when conducting a
similar study in the future. This study will serve as their reference, and they may consider
exploring more about how theater arts program becomes beneficial to the English subject.
SCOPE AND DELIMITATION OF THE STUDY
The study aims to determine the learning experience of Grade 10 theater arts students
at the Regional Lead School for the Arts in Angono in the utilization of theater arts program.
The study was limited to and covered 8 Grade 10 theatre arts students in Regional Lead
School for the Arts in Angono with no gender preferences and no specific age range who are
enrolled in the school year 2022-2023. The study was conducted starting in March and was
done physically. The study used purposive sampling technique. The study excluded the
students who were not from Regional Lead School for the Arts in Angono.
DEFINITION OF TERMS
ARTS. Refers to a form of expression frequently influenced by culture and contributes
to the cultural aspect. The internal creative impulse manifests itself physically in the arts.
The main elements of the arts consist of various forms. While it can serve as a source of
amusement for the public, it can also convey profound significance for the educated.
Additionally, it is an interdisciplinary field.

SPECIAL PROGRAM FOR THE ARTS. Refers to abbreviated SPA, The Special
Program for the Arts (SPA) is a Philippine Department of Education initiative designed to
provide gifted students with the opportunity to develop their skills in various areas. There are
seven areas of focus within SPA: Creative Writing in both English and Filipino, Visual Arts,
Theater Arts, Vocal Music, Instrumental Music, Dance, and Media Arts. The said art
disciplines are offered to the incoming Grade 7 students and must finish the program up until
Grade10. Students belonging in schools under SPA are mandated to participate in 2-hour
classes every day on their chosen specific art area from Grade 7 to Grade 10. Additionally,
Regional Lead School for the Arts in Angono also offers Arts and Design track for grade 11
to 12.
THEATRE ARTS. Refers to a cooperative form of art expressed through words,
voice, movement, and visuals to express meaning. This is done through live performance
which is aimed to elicit emotions to their audience.
THEATER ARTS STUDENTS. Refers go students studying practical theater
production in all its forms and aspects. Learners receive appropriate teaching, direction, and
tight supervision to collaborate on a play, produce, perform, direct, design, and manage its
production and presentation. Regional Lead School’s theater arts students are required to be
in two educational curriculum which are the Department of Education’s academic curriculum
and the Special Program for the Arts curriculum which are taught every afternoon after the
academic subjects in the morning.

UTILIZATION. Refers to a systematic method in processing and using of resources
to help them in their learning process. Utilization is the primary technique wherein success
and performance efficiency are determined.
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the summary of literature and studies that are relevant to the
present study. These studies enable the researcher to have deeper understanding in the field of
study. The topics include different forms of performing arts, theater arts, theater integration,
different learning experiences, and measures of academic achievement.
Theater as Part of Performing Arts
Performing Arts is a form of art which involves the artists to use their bodies or voice,
usually supplemented with other objects, to express themselves artistically (Zhou, 2018). This
is different from its counterpart, visual arts. Visual arts are a form of art where the artists
utilize canvas, a medium such as paint, to create physical or static art objects. It is
traditionally performed live as a form of entertainment. However, due to the development of
audio and video recording, the definition for performing arts became broader in the form of
films and music recordings which can be consumed privately without the presence of the
artists themselves. Just like any other art form, it is done through many disciplines. Some
forms of performative arts include theater, which is the focus of study, dance, music, and
acrobatics.
UNESCO, or United Nations Educational, Scientific and Cultural Organization,
defines performing arts as a cultural expression reflecting human creativity from diverse
cultures throughout time. As of today, forms of performing arts are under threat due to the
standardization of cultural practices. Thus, many traditional practices are abandoned
(UNESCO, n.d.). According to the organization, safeguarding measures for the traditional
performing arts should prioritize the transfer of knowledge and techniques. This includes
techniques in playing, making instruments for music, and understanding the intricacies of
different dance and theatrical interpretations.
An article by Anglia (2022) highlights the importance of performing arts. According
to the article, performance arts stimulate children’s emotions, imagination, and enables them
to develop their uniqueness. Additionally, since all performance arts have their own
discipline, these art forms immerse children’s brain, body, and emotions to further develop
their confidence by finding an outlet for self-expression. Furthermore, studies have shown
that children who participate in performing arts were able to improve their performance in
their respective academic subjects (Anglia, 2022).
Theater Arts as a Complex Art Form
While theatre arts are ever evolving and a complex art form it is about telling stories
and sharing experiences with the use of live performance which is a way for people to have a
shared experience by exploring different human conditions (Forum Theatre, 2022). This art
form comes in different forms with drama being the most associated form in it. This is a type
of performance that involves material either rehearsed or improvised by actors. It is common
in diverse cultures since it exists from religious and ceremonial activities as a form of
entertainment, storytelling, and education (Ellis, 2023).

According to Sequiña Jr. (2019), scholars with diverse academic backgrounds such as
film, literature, dance, anthropology, history, and music are responsible for the Philippine
theatre histories rather than those in theatre arts. This yielded various reference materials
whether in print or online repositories.
Another study done by Santiago (2021) titled “Endangered Theatre: A Philippine
Notebook” examined the Philippine theatre in Manila particularly on its fundamental divides
between language and privilege. Issues such as neo-coloniality, inequality, and injustice are
also discussed. While the study finds that such divides and issues indeed exist in the
Philippine theatre, positive trends are evident in the past years with the emerging production
of the younger generation of theatre artists and more complex, challenging, and controversial
plays. However, the lack of attention in these works just proves the study’s thesis which is the
existence of the divide and issues.
In a 2022 study titled "The impact of theatre on social competencies: a meta-analytic
evaluation," Lewandowska and Weziak-Bialowolska examined the effect of theatre on social
competencies. The results of the study indicate that theatre involvement led to improved
empathy, communication skills, tolerance, and effectiveness of social interactions among
participants. This suggests that theatre interventions can be advantageous for social
competencies.
Benefits from Arts Integration

Due to the limited number of studies and literature in theater integration, the benefits
of arts integration is discussed in this section which also encompasses the topic of theater
integration.
In a three-paper dissertation done by Zhang (2022), the effectiveness of using arts
integration in teaching and learning foreign language is examined. The study was able to give
insights on language performance, teaching, and learning. The first paper titled “User of Arts
Integration in Second/Foreign Language Classrooms: A Literature Review” is focused on the
Teaching Artist Project or TAP. It is a two-year K-2 arts and literacy program for 30 San
Diego Schools in neighborhoods with predominantly composed of early learners. During the
study, the students were found to be able to create various sound effects, project their voices,
and express themselves more creatively. This shows that under arts integration, students were
able to relate the materials to their personal experiences as well as to understand the meaning
of events by using their imagination to feel, see, and experience the significance of the text in
their lives (Zhang, 2022). The second paper, titled "A Case Study of One French Teacher's
Perceptions of Students' Language Performance Using Arts Integration," incorporated artistic
processes into the teaching of French. These processes included creating, presenting,
responding, and connecting. However, the study found it challenging to obtain additional
evidence on how this teaching approach helped students meet specific standards such as
analyzing, interpreting, and selecting artistic work for presentation (Zhang, 2022).
Hughes et. al. (2022) explored the use of arts integration in STEM education, as
described in their paper titled "Integrating arts with STEM and leading with STEAM to
increase science learning with equity for emerging bilingual learners in the United States."
The study aimed to assess the impact of integrating science and arts within a large-scale,
ongoing effort investigating the efficacies of Next Generation Science Standards (NGSS)-
aligned instruction. Through the use of T-tests and three-way between-groups analysis, the
researchers found that a STEAM approach yields higher science learning gains in the subjects
of life and physical science compared to traditional STEM instruction. These findings suggest
that Arts integration or STEAM can be an effective methodology for teaching science.
A study by Kang (2019) titled "A review of the effect of integrated STEM or STEAM
(science, technology, engineering, arts, and mathematics) education in South Korea" presents
another example of STEAM education. The study demonstrates that STEAM can lead to
improvements in students' cognitive and affective learning, as evidenced by several meta-
analyses. However, the meta-analysis conducted was not able to identify significant
mediating factors, indicating a need for further research regarding contextual variables in
student learning.
In a study conducted by Kisida, Goodwin, and Bowen (2020), the researchers
examined the potential of arts integration in teaching history. This study was done by
randomly designating school groups to participate in this program. From it, they were able to
establish causal relationship between in its effects. The findings support the inclusion of
theatre arts integration in educational programs as a means of promoting students' content
knowledge, historical empathy, and interest in performing arts (Kisida, Goodwin, and Bowen,
2020). Therefore, the results suggest that theatre arts integration has valuable educational
benefits to students.
Another study supported the positive impact of integrating theatre arts program in
students. According to Goble et. al. (2021), participation in theatre arts can benefit student’s
academic and non-academic outcomes by strengthening the development of their identity,

giving them sense of belongingness to their peers, improving their confidents, and giving
them an outlet for self-expression.
Learning Experiences
According to Education World's article "The Importance of Art Education in Schools"
(2022), one of the primary benefits of Art Education is that it promotes creativity and learning
in a unique way compared to more traditional teaching methods. When students engage in art,
they have the opportunity to explore their own interests and passions instead of simply
receiving information. Additionally, art can benefit students in other ways, such as improving
their motor skills. In particular, younger students can benefit from performing simple tasks.
Furthermore, learning about the arts can enhance academic performance by encouraging
students to be more creative and engaged in their studies.
According to Cornell (2023), learning experience refers to “any experience in which
they learn something and can occur both intentionally and unintentionally both in and outside
schools”. Some examples of learning experience are internships, reading, projects,
completing a certain task, inquiries, research, collaborative works, and seminars or
workshops.
According to American Speech-Language-Hearing Association, there are three types
of learning experiences namely, group, individual, and blended (American Speech-Language-
Hearing Association, n.d.). Learning experience under group includes workshops, seminars,
conferences, webinars, discussions, and traditional academic courses. On the other hand,
individual learning experiences are like self-study activities such as reading journals and
newsletters, as well as listening to audio recordings and watching video recordings. Lastly,
blended learning experiences is a combination of group and individual learning experience
which can be done through online or in-person settings with prerequisite materials to be read,
watched, or listened to before the session. In addition to these three types of learning
experience, Splash Learn also added two more such as direct learning experiences and
indirect learning experiences (Splash Learn, 2023). Direct learning experience makes use of
visual instruments such as presentations, flash cards, and other educational tools, games, and
other touch-based learning mediums. This enables the students to gain knowledge regarding a
specific subject matter. Indirect learning experiences, on the other hand, includes the use of
verbal games, thought experiments, and role playing. This learning experience aims to pique
the curiosity and learning of the students by empowering their creative thinking.
Based on Patsko (n.d.), to have an effective learning experience, there are three
principles that should be done. First is to understand learners’ context by assessing their past
knowledge, present motivations, the things that they want to learn. This will help the
instructor understand their perspective or motivation on why they are learning things. Second
is to respond to their existing level of knowledge. This might mean filling in the knowledge
gap between them and the topic that the instructor wants to convey or pushing them to go past
their current knowledge. Lastly is to give learners enough time to learn the materials given.
Since everyone has their own learning curve, giving learners enough time to familiarize
themselves with the lessons and later on, understand the concept that they are being taught is
necessary.
A study conducted by Ammigan et al. (2021) investigated whether the overall
satisfaction and likelihood of recommending an institution to others was influenced by the

learners' nationality and destination country. The study analyzed the participants' evaluations
as indicators of their satisfaction with the learning experience and behavioral intentions to
recommend the experience to others. The researchers concluded that student nationality and
destination country significantly influenced their satisfaction and recommendation of the
program.
Academic Achievement
Goble et. al. (2021) categorizes student learning outcomes into two types: academic
and non-academic. Academic outcomes pertain to the acquisition of knowledge and skills
based on student-learning objectives and standards, graduation rates, and school-based
achievements. Meanwhile, non-academic outcomes refer to broader societal and life
outcomes that are related to self-beliefs.
In a study conducted by Chigbu et. al. (2021) entitled "High school training outcome
and academic performance of first-year tertiary institution learners - Taking 'Input-
Environment-Outcomes model' into account", the researchers examined how students' input,
output, learning environment, challenges and demographic variables are related. The sample
consisted of 122 undergraduate students. Results suggest that students' academic performance
is affected by their demographic variables, particularly their study environment. This study
emphasizes the significance of having a supportive learning environment as a key factor in
students' academic success.
In a study conducted by Almerino et al. (2020) entitled "Evaluating the Academic
Performance of K-12 Students in the Philippines: A Standardized Evaluation Approach,"

concerns were raised regarding the early adoption of the K-12 program, specifically its
implementation and coursework. The study aims to address this concern by assessing the
performance of K-12 students using a standardized approach in the form of the Scholastic
Abilities Test for Adults. The results indicate that the STEM and ABM tracks outperformed
other tracks such as HUMSS, GAS, and TVL. The paper highlights those academic
achievements, such as standardized test scores, are a means of measuring success in a
program.
The study of Yeung, et. al. (2021), examines the experience of Hong Kong students
that belong to the higher education regarding challenges they experienced during online
learning, strategies they used to address this issue, and the support they needed. This
evaluation is done with the use of an online questionnaire with open-ended questions in
relation to these three aspects. The sample size for this study 145 and were coded with the use
of thematic analysis. The results show that socio-economic factors caused most of the
difficulties in students’ online learning experience. Furthermore, they are found to be
emotionally distressed due to the quality of feedback being given and the lack of clarity in the
delivery of course arrangement. This study gives a glimpse of the possible factors that can
affect a student’s academic achievements.
Feedback
Feedback is any type of response given to a student about their performance or
behavior, whether it's verbal, written, or through gestures. The goal of feedback is to enhance
a student's performance, not discourage it. It's critical that giving feedback is a positive or, at
the very least, a neutral experience for the student. Negative feedback can demotivate
students and hinder their achievements. Teachers have a unique responsibility to encourage
student learning and provide feedback in a way that doesn't leave students feeling defeated
when they leave the classroom.
Characteristics of Effective Feedback
According to University of South Carolina, effective feedback is possess the
following characteristics:
Educative in Nature
Providing feedback involves explaining both what students are doing correctly
and incorrectly, with the emphasis on the positive aspects of their work. The most
effective feedback for a student's learning is to provide them with explanations of
what is both accurate and inaccurate in their work. One approach is to use the
"feedback sandwich" technique, which involves starting with a compliment, then
providing corrective feedback, and ending with another compliment.
Given In a Timely Manner
Providing feedback to students immediately after they demonstrate their
learning has a positive impact on their response and memory of the learning
experience. Delaying feedback can result in the student not connecting the feedback
with the learning moment.
Sensitive to the Individual Needs of the Student

When providing feedback to students, it is important to consider everyone’s
needs and abilities. In a classroom, there are diverse learners who require different
approaches. Some students may need a gentle push to achieve higher levels, while
others must be handled with care to avoid discouragement and damage to their self-
esteem.
Answers the 4 Questions
Research on effective teaching and learning has demonstrated that students desire
to know their performance level in relation to their work. Consistently addressing the
following four questions is key to providing valuable feedback to students.
 What can the student do?
 What can’t the student do?
 How does the student’s work compare with that of others?
 How can the student do better?
Provides a Model or an Example
When assessing or collecting feedback from students, it is important to explain
the purpose of the evaluation. To help students understand what is expected of them,
provide examples of an exemplary A+ paper and a lower quality C- paper. This
practice is particularly crucial in higher education.
Suggestions for Effective and Efficient Grading Feedback
Effective feedback is clear, focused, and considers factors such as motivation
and learning, rather than simply justifying a grade or focusing on copyediting. The
following strategies are recommended for providing efficient and effective feedback
to students.
 Use comments for teaching purposes rather than solely for justifying
the grade, emphasizing what you would like students to improve on in
future assignments. Connect the comments and feedback to the
objectives of the assignment.
 Provide students with early opportunities to receive feedback on their
thinking, writing, or problem-solving skills so students can avoid
common mistakes. In-class activities or group work can be useful for
giving feedback while students are learning new skills or ideas.
 avoid excessive criticism or nitpicking when providing feedback on
students' work.
Synthesis
The study aims to present the learning experiences, learning difficulties, program
benefits and the possible intervention program that can help the students in the confirmed
learning difficulties of Grade 10 theater arts students in the implementation of the theater arts
program in Regional Lead School for the Arts in Angono. The literature and studies reviewed
provide the foundation and setting for the primary teaching method and educational principle
used in this study for the execution of the theater arts program. The researcher’s aspiration to
know the status of the implementation of theater arts program for grade 10 theater arts
students in Regional Lead School for the Arts in Angono aims to come up with an appropriate
intervention program for the result of students’ learning experiences and difficulties. This
study has followed the process of pedagogical evaluation and is well-suited to expand on this
area of research. The study will help guide the school's administration in making decisions on
how to enhance the special arts program for students at the Regional Lead School for the Arts
in Angono.
THEORETICAL FRAMEWORK
This study is anchored on two theories which are Bloom’s Taxonomy and Walberg’s
(1981) Theory of Educational Productivity.
Bloom's Taxonomy, also known as the Taxonomy of Educational Objectives, is a
popular learning theory in education. It is often used by educators to create learning outcomes
that target both subject content and the level of learning they want students to achieve.
Assessments are then designed to appropriately evaluate students' progress. The theory was
created by Bloom, Engelhart, Furst, and Krathwohl in 1956, and was further developed by
Anderson and Krathwohl in 2001.
Blooms Taxonomy’s theory was applied in the study because of the six major abilities
that a theater actor must adhere in learning the program. The learning outcomes of Blooms
Taxonomy focus on improving knowledge, abilities, or attitudes. Bloom's taxonomy
addresses the improvement of one's cognitive abilities, psychomotor skills, or emotional
balance by setting these as explicit goals. The researcher anchored the Blooms Taxonomy’s
learning theory because taxonomy is best remembered in terms of the six main categories;
remember, understand, apply, analyze, evaluate, and create. All these categories were all fit to
evaluate all the significant learning experiences of the students in the program.
In this research, this theory will be used for assessing the learning experience of
Grade 10 theater arts students in the utilization of theater arts program in Regional Lead
School for the Arts in Angono.
Walberg’s (1981) Theory of Educational Productivity reveals that there are various
aspects that can affect each student's academic achievement, such as ability and
characteristics of the student environment, as well as the quality of education and skills.
Students' characteristics include their age and prior achievement. Influence from peers,
faculties, and media usage such as internet and cell phone use are all part of the environment.
Content and abilities of instruction of high quality include teaching program satisfaction and
habits of study. These components can either encourage or demotivate a student to study, and
so affect academic performance. (Gonzales 2021). Through this learning theory, considering
the abilities and characteristics of the theater arts students, the instructions being given to
them and even the environment that they are has a very big role in students’ learnings in the
program.
In this research, this theory will be used for assessing the learning experience of grade
10 theater arts students in the utilization of theater arts program in Regional Lead School for
the Arts in Angono
CONCEPTUAL FRAMEWORK
Figure 3 presents the Conceptual Framework of the study.

Figure 3: The Conceptual Framework
Based on the figure, the study aims to identify the learning experiences of the
respondents which includes the benefits and learning difficulties in being part of an arts
program. The data gathering process will be done by interviewing the respondents. The
respondents are chosen using the purposive sampling method which is a sampling technique
where the researchers choose participants based on their specific characteristics that are
relevant to the study. In this case, the respondents are all part of the theater arts program in
the Regional Lead School for the Arts in Angono, Rizal. This sampling technique is done in
order for the researchers to have a deeper understanding of the group’s general perspective in
the theater arts program as well as the theater arts program in the institution they belong to.
The analysis of data is done with the use of thematic analysis. Thematic analysis is a
qualitative research technique that involves identifying, examining, and understanding
patterns in data. This method includes systematically processing and categorizing data to
identify recurring patterns within the answers in the research questions. In this case, the
analysis will be done by categorizing, comparing, and synthesizing the experiences, benefits,
and learning difficulties of the respondents. Ultimately, the researchers will develop a
proposal for an intervention program based on the information taken from the analysis of
data. The said intervention program involves but not limited to tutorials, seminars, and
workshops.
CHAPTER III: METHODOLOGY
This chapter outlines the steps taken to collect and analyze information related to the
topic, including the research design, location of the study, selection of participants, data
collection methods, analysis of the data, and ethical considerations.
RESEARCH DESIGN
This study uses qualitative research and a phenomenological research design.
Phenomenological qualitative research aims to understand the reasons and methods behind
the phenomenon being studied. It prioritizes the personal experiences and perspectives of the
subjects. This approach is subjective and relies on written findings rather than numerical or
quantitative methods. Phenomenology is a method of naturalistic inquiry that focuses on
people's personal experiences in order to gain a better knowledge of a phenomenon. Miles et.
al. (2013) defined this type of research as an approach that investigates the significance of
human experiences and promotes the potential for change through increased consciousness
and deliberate efforts.
Qualitative research views reality as unique to each individual's perception and
interpretation, and the researcher's goal is to depict reality as experienced by the participant.
Phenomenology research aims to define human experiences and how they were perceived. A
phenomenology study can assist a researcher in characterizing the experiences of participants
in a specific phenomenon (Creswell, 2013), as noted by Iared, de Oliveira, and Payne (2016).
LOCALE OF THE STUDY
This study was conducted in Regional Lead School of the Arts which is an arts school
located in Angono, Rizal. This is an integrated school that caters special programs for the arts
in Junior and Senior high school. This school was chosen since it caters special program in
the arts in its curriculum and the home of the young artists in various disciplines such as
Performing Arts (Theater, Dance, Music) and Applied Arts (Visual Arts, Media Arts and
Literary Arts). The Department of Education in the Philippines developed the Special
Program in the Arts to provide gifted students with an opportunity to improve their skills in
various fields. As part of their curriculum, students attending SPA-recognized schools must
take specialized classes aimed at enhancing their abilities in their chosen majors for two hours
each day, starting in their first year.
PARTICIPANTS
This study employed purposive sampling, where the adequacy of the sample size was
determined by data saturation. Data saturation was reached when there was enough
information to replicate the study, when obtaining additional new information was no longer
possible, and when further coding was not feasible. Furthermore, Non-Probability Purposive
Sampling was used, where the selections should meet the following inclusion criteria:
1. He or she must be a Grade 10 theater arts student of Regional Lead School of the
Arts in Angono, Rizal
2. He or She must be enrolled in the school year 2022-2023
3. Must be under theater arts program.
INSTRUMENT
An interview protocol was used to gather the data required in the conduct of the study.
The aim of the Phenomenological Interview in this study was to apprehend the lived
experiences of the selections. The instrument was developed by determining the a priori
codes from the related literature. The interview questions were validated by the resident
theater arts specialist, a Master Teacher, and the Principal of the Regional Lead School for
the Arts in Angono. The interview protocol was a structured interview tool that promoted the
consistency of the questions, maintained the subject-related information and evaluated the
same question responses for each selection. The interview protocol served as a guide for the
conduct of the one-on-one interview. The interview was done on a face-to-face basis. An
interview was mainly an interaction where verbal questions were asked by an interviewer to
elicit verbal responses from an interviewee. This method allowed the selection to provide all
the necessary information needed for the study.
DATA GATHERING PROCEDURE
Once the problem statement was validated, the researcher requested permission from
the principal's office to conduct the study. After receiving approval, the researcher sent a
letter to the School Division Superintendent titled "Request to Conduct Study," which
included the approval letter from the principal. The Division approved the request to conduct
interviews, which were scheduled to take place in person at the Regional Lead School for the
Arts in Angono. The interviews were completed within three weeks and were conducted at a
time convenient for the respondents.
ANALYSIS OF DATA
In the Qualitative method, the interview of the respondents was transcribed, and the
data gathered were decoded which was used for thematic analysis of the data. This study
used the Braun and Clarke Thematic Analysis which has 6 steps which include,
familiarization of data, Initial coding, generating themes, validity and reliability of themes,
defining and naming themes and interpretation and reporting (Braun et.al. 2016). Thematic
analysis is a qualitative data analysis method that involves searching through a dataset to
identify, analyze, and report recurring patterns (Braun and Clarke, 2006). The thematic
analysis was validated by a thematician and the content was validated by the experts in the
field of the program: the Principal of Regional Lead School, a Master Teacher of the school,
and the Theater Arts specialist.
BRAUN AND CLARK THEMATIC ANALYSIS
STEP 1: STEP 3:
FAMILIARIZATIO STEP 2: GENERATING
N OF DATA INITIAL CODING THEMES
STEP 6: STEP 4:
STEP 5:
INTERPRETATIO VALIDITY AND
DEFINING AND
N AND RELIABILITY OF
NAMING THEMES
REPORTING THEMES
FIGURE 4. BRAUN AND CLARK THEMATIC ANALYSIS
ETHICAL CONSIDERATIONS
Prior to data selection, informed consent was obtained from the selections. They were
informed that their participation was voluntary, and they have the right to end the interview at
any time or withdraw from the study at any point. The researchers ensured the protection of
the selection’s right for anonymity and data privacy. Furthermore, the selections were well
informed about the purpose, benefit, and possible risk of the study before they agree or
decline to join. Although, there are no known risks related to the conduct of the study.
Additionally, the researcher kept all the information confidential and private by ensuring the
devices where the data were stored and encrypted and the data that was personally
identifiable were not collected by the researchers. Weeks before the interview schedule, the
researcher requested permission from the participants and their parents, supported by a letter
of approval from the participants' guardians.
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This research is entitled The Lived Experiences of Grade 10 Students on the
Implementation of Theater Arts Program in the Regional Lead School for the Arts in
Angono. The respondents shared their experiences on their meetings in Theater Arts class.
The statement of the problem (SOP), as the study's backbone, was discussed in full detail, one
after the other according to the arrangement as it appears in Chapter 1.
The framework and analysis surrounding the qualitative meanings, codes, sub-themes,
and themes discovered throughout the research process are described in this chapter. It
answers the statement of the problem through the presentation of findings. The latter was
generated by analyzing and interpreting data collected from the study participants. The
meaning units and codes of the transcript supported the emerging themes. Each participant
was indicated using alphanumeric characters P1 to P8. The complete copy of the transcript
was methodically housed in the appendices.
PARTICIPANTS
Table 1: Participant Demographic Data
Participant Gender Age

P1 F 16
P2 M 17
P3 M 16
P4 M 16
P5 F 16
P6 F 16
P7 F 16
P8 F 16
The table above shows the profile of the participants who were purposively chosen in
this study. All of the eight participants are enrolled in Regional Lead School for the Arts in
Angono (RLSAA) and the Art Discipline are all Theater Arts. There were three (3) male and
five (5) female students and all of them are in Grade 10 level. They are all 16 years old except
one which is 17.
RESULTS
Eight (8) Grade 10 participants under the theater arts program were interviewed
regarding their experiences in the said program of the Regional Lead School for Arts. Their
identities were not mentioned in the paper since all of them were minors. Furthermore, the
researcher asked for the consent of the participants and their parents prior to the interview.
The codes were taken based on the interview transcript. The interview was done in-person.
For this study, the participants were coded as P1 to P8. The transcript of the interview is
attached in Appendix A.
The interview questions have three parts and consist of four questions on the first part
and three questions on the last part. The first part is focused on the existing learning
experiences in the school’s theater arts program and the feedback of the participants. The
second part is focused on the benefits of being a student under the program. Lastly, the third
part is focused on the learning difficulties experienced by the participants as well as their
strategies in overcoming those difficulties.
PRESENTATION OF THEMES AND DISCUSSION
To identify themes within the context of each interview, the researcher manually went
through each transcript and got familiarized with the data, assigned initial codes, identified
patterns, codes, and associated themes, reviewed themes, defined themes, and descriptions,
and constructed a report (Braun & Clarke, 2006). The findings were examined and interpreted
through the specified phases of thematic analysis.
Problem 1: The learning experiences of Grade 10 students in the utilization of theater
arts program.
Theme 1: Learning Experiences

Sub theme 1: Rehearsals
Sub theme 2: Workshops
Sub theme 3: Performances
Sub theme 4: Competitions
Theme 2: Key Learnings from the program
Sub theme 1: Time Management
Sub theme 2: Discipline
Sub theme 3: Self-expression
Sub theme 4: Confidence
Theme 3: Feedback in the existing program
Sub theme 1: Encourages creativity.
Sub theme 2: Encourages self-expression and confidence.
Sub theme 3: Encourages discipline.
Sub theme 4: Lack of opportunity due to pandemic
Findings:
Theme 1: Learning Experiences
Theater arts as a strategy is effective because it deals with different kinds of students
and responses to the demand for more customized instruction in the classroom. It exposes
students to the range of theater activities both onstage and offstage. It is a pedagogical
approach wherein theater arts are integrated in the academic curriculum. In this approach, the
social and cognitive skills of students are enhanced by exposing them to new and creative
learning experiences which departs them from the passivity of the traditional approach
making learning more meaningful, evocative, and profound (Dowell and Goering, 2018).
Through this process, students are more motivated, engaged, and focused on their lesson. It
pays to know the many things a student can get from this course, and this was made possible
in this study on the experiences of students in this class. The following are the learning
experiences of the participants under study.
Sub-theme 1: Rehearsals
Rehearsals is a practice of the performance that is bound to happen soonest. It is very
vital in any scheduled presentation or production because it will finalize everything that will
happen in the act itself. In theater arts, rehearsal is a must. It will gauge the quality of the
future performance. This rehearsal appeared to be one of the sub-themes of learning
experience.
Participant 1 said,
“My significant experiences in theater arts are the overtime of rehearsals.”
Participant 2 said,
“One of the few important experiences is when we are rehearsing”.
Participant 4 said,
“The long hours spent in rehearsals have been one of my most memorable
theater experiences.”
Participant 8 said,
“My significant experiences in theater arts are us working and rehearsing for
a long period of time.”
Sub-theme 2: Workshops
Workshops are a meeting at which a group of people engage in intensive discussion
and activity on a particular subject or project. The purpose of a workshop is to create a space
in which a group of people can meet to discuss questions, brainstorm ideas, identify
problems, make decisions, and develop solutions. In other words, it is an activity prior to any
execution of a project. In the meeting of the students in Theater arts workshops teach them
knowledge and skills.
Participant 1 said,
“The workshops from our alumni and specialist are also significant for me
because we can get a lot of learnings that we can apply to have a better quality
in performances.”
Participant 4 said,
“The workshops led by our alumni are important to me as well since they
provide a wealth of knowledge that we can use to improve our performances.”
Sub-theme 3: Performances
Certainly, in Theater Arts, the aim of a teacher is to be able to tap talents for a
performance in the future. Performance is an act of staging or presenting a play, concert, or
other form of entertainment. Any mentor of a Theater Art class is a goal of a performances
which are taught and learned by the students in this class.
Participant 1 said,
“The workshops from our alumni and specialist are also significant for me
because we can get a lot of learnings that we can apply to have a better quality
in performances.”
Participant 4 said,
The workshops led by our alumni are important to me as well since they
provide a wealth of knowledge that we can use to improve our performances.”
Participant 8 said,
“Spending hours checking our performances or choreography to have a better
quality of performances.”
Sub-theme 4 : Competitions
Competition is the act or process of trying to get or win something (such as a prize or a higher
level of success) that someone else is also trying to get or win. Competition plays a crucial
role, which is also theoretically well-founded, in promoting productivity and innovation. Any
performance that is well-prepared and excellently executed can be competed if there is a
chance. The winning or losing at the end of a competition is an experience which leaves
anyone, especially students, a lesson or a learning which is to be transformed into real life
situations.
Participant 2 emphasized,
“The learning experiences that have had the most impact on me was joining
the Tanghalang Pangmamimili DTI competition last 2019 and acting on stage
was really fun and enjoyable that's why I can't forget it.””
Analysis and Interpretation
Learning experiences in the form of rehearsals, workshops, performances, and
competitions are all life-long learnings. In Theater Arts class, students learn to use their
voices and bodies and minds and hearts to make magic on stage. Clearly, though, they learn
much, much more. Few people choose to set out on a difficult, demanding four-year course of
theatre study because it will make them good candidates for employment in other fields.
Theatre in Education allows students to explore challenging social scenarios and vulnerable
emotions in a safe and supportive environment. Performances can help to develop empathy
for the experiences of others and explore diverse perspectives. Theatre in education can make
information easier for people to understand, process and retain, especially complex topics that
involve human emotions and interpersonal relationships. Theatre provides a ‘cognitive
playground’ in which students can experiment with different choices and vicariously
experience the consequences of their own and others’ behaviors in a safe environment.
This is supported by an article by Anglia (2022) highlights the importance of
performing arts. According to the article, performance arts stimulate children’s emotions,
imagination, and enables them to develop their uniqueness. Additionally, since all
performance arts have their own discipline, these art forms immerse children’s brain, body,
and emotions to further develop their confidence by finding an outlet for self-expression.
Furthermore, studies have shown that children who participate in performing arts were able to
improve their performance in their respective academic subjects.
A study titled “The impact of theatre on social competencies: a meta-analytic
evaluation” by Lewandowska and Weziak-Bialowolska (2022) evaluated the impact of
theatre interventions for social competencies. The findings of the study show that theatre
participation significantly improved the empathy, communication skills, tolerance, and
effectiveness of social interactions of the participants (Lewandowska, et. al., 2022). This
implies that theater interventions can have a beneficial effect on social competencies.
In a three-paper dissertation done by Zhang (2022), the effectiveness of using arts
integration in teaching and learning foreign language was examined. The study was able to
give insights on language performance, teaching, and learning. The first paper titled “User of
Arts Integration in Second/Foreign Language Classrooms: A Literature Review” was focused
on the Teaching Artist Project or TAP. TAP is a two-year K-2 arts and literacy program for
30 San Diego Schools in neighborhoods with predominantly composed of early learners.
During the study, the students were found to be able to create various sound effects, project
their voices, and express themselves more creatively. This shows that under arts integration,
students were able to “connect texts to their personal experiences and comprehend the
meaning of events by imaginatively touching, seeing, and experiencing the significance of the
words in the text” (Zhang, 2022).
Findings:
Theme 2: Key Learnings from the program
Theater arts provides an excellent opportunity to learn technical skills in public
speaking, acting, dancing, and singing, as well as develop soft skills. Key takeaways from
these learning experiences will help students continue to learn throughout their lives, thrive in
their chosen fields, and distinguish themselves from others. Understanding this impact is
crucial in assessing the effectiveness of the program for students.

Sub-theme 1: Time Management
Time management is the process of planning and organizing time for activities. Its
goal is to optimize productivity and achieve personal goals. Effective time management
involves identifying priorities, setting clear goals, and creating a system to track progress. It
can reduce stress, increase productivity, and lead to greater success in life. Schools often
teach time management to students, who can further hone their skills by participating in
extracurricular activities. Integrating extracurricular activities, such as theater arts, can
improve a student's overall development, which will be discussed further in this study.
Participant 1 said,
“Time management and knowing my priorities are two of the most important
lessons I've learned from theater.”
Sub-theme 2: Discipline
Discipline is the practice of training individuals to obey rules and regulations. It
teaches adolescents boundaries on what they should and should not do, shaping their behavior
to conform to the societal norms. Having a sense of discipline at the organizational level
creates a structured environment, allowing individuals to focus on their goals and ultimately
achieve them. Overall, discipline is a vital aspect of individual and societal growth, providing
a clear sense of right and wrong.
Participant 2 stated,
“The key learnings were self-control and being respectful to others.”
Sub-theme 3: Self-expression
Self-expression is a vital aspect of an individual's life. It allows one to connect with
themselves and others on a deeper level, leading to a more fulfilling and satisfying life. There
are various forms of self-expression, including verbal communication, body language,
writing, singing, dancing, and even how one presents themselves to others. Each person has
their unique way of expressing themselves, making it crucial for adolescents to find their
voice during such a confusing time.
Moreover, self-expression plays a significant role in human development as it greatly
contributes to our mental health and overall well-being. Through self-expression, we can
release negative emotions and channel them into something more productive, leading to a
deeper sense of understanding and meaningful connections with others. It is important to note
that creating an environment that fosters self-expression should be free of judgment or
criticism.
Participant 4 claimed,
“[Theater arts] teaches us to be . . . expressive . . . It helps a lot of people
especially those who will pursue theater in the future.”
Participant 5 declared,
“[Theater arts taught me] to not be afraid of taking up space and voicing out
my opinions.”
Sub-theme 4: Confidence
Confidence is a complex construct that can be defined in various ways. It is typically a
personal belief in oneself, whether in their abilities or judgment. This belief can be influenced
by factors such as experiences, upbringing, personality traits, and societal norms. For
students, developing confidence is crucial as they are still in the process of becoming their
own person. By building up confidence, individuals are more likely to exhibit positive traits.
Moreover, confident individuals often communicate more effectively since they know how to
express their ideas and opinions clearly and persuasively.
Participant 5 answered,
“We are thought to be brave and be the first person to believe in ourselves.”
Based on participant responses, the key learnings from the program include time
management, discipline, self-expression, and confidence. These skills are advantageous in
both academic and personal contexts. Specifically, these students need to learn how to
balance their academic and personal lives through time management and discipline, while
also being creative and articulate in expressing themselves clearly and confidently. These
skills help to make them well-rounded individuals who are both well-organized and creative,
and are especially valuable in future career opportunities.
Goble's (2020) study highlights the impact of high school theatre arts programs on
both academic and non-academic learning experiences for students. The study shows that
theatre arts teach knowledge and skills that can be transferred to academic areas, helping
students thrive in their studies. Additionally, the theatre arts program helps students maintain
interest and motivation in their studies by creating opportunities for interaction and discussion
about academic experiences outside of class. Furthermore, lessons learned in the theatre arts
program can be carried over into their classes, such as how to present ideas through verbal or
written means.
Findings:
Theme 3: Feedback in the Existing Program
The study also considered the feedback from students in the existing program. This
will help the researcher formulate an intervention program that can sustain positive feedback
and address negative feedback. Learning from the students' perspective is crucial because
they are the ones undergoing the program. The students' receptiveness to the program is a
significant factor in its effectiveness. As expected, students will show satisfaction with the
program if it is done correctly and effectively.
Sub-theme 1: Encourages creativity.
The theater arts program provides students with a platform to showcase their
creativity. This program stands out because it seamlessly integrates multiple disciplines into
one performance. In theater, actors are expected to convincingly portray their character
through their expressions, words, and movements, which requires them to use innovative
techniques to captivate their audience. Furthermore, the field of art is constantly evolving,
demanding actors to come up with novel approaches to differentiate themselves from their
peers.
“Theater arts at our school are more than just about performing; they also
teach me to be more creative.”
“It also helped me become more creative.”
“I learned to always think outside the box and to look at things more than what
meets the eye.”
“I've discovered that I need to be more creative, particularly when it comes to
the arts.”
Sub-theme 2: Encourages self-expression and confidence.
Theater arts provide individuals with an avenue to express themselves through this art
form. Particularly in academic settings, extracurricular activities should allow students to
learn more about themselves beyond the classroom. By providing a space for self-expression
and building confidence, students can benefit emotionally and mentally, especially their
complex age. Theater arts is an excellent outlet for emotional expression, as it is crucial for
delivering a convincing performance.
“The theater arts program in our school taught me to be expressive in ways
that I can utilize to improve myself both now and in the future.
“The theater arts program taught me how to be more confident”
“This is where confidence is truly developed.”
Sub-theme 3: Encourages discipline.
Being a student-artist requires a lot of discipline. This includes understanding the art
form itself and integrating it into their lives through rehearsals. Discipline is evident in
everything they do, but it is not the same as punishment. Rather, it involves implementing a
structure in a person's life by removing unnecessary activities or habits that are
counterproductive to their goals. Being part of a theater arts program enables students to
focus on a goal which is to improve their craft. This not only benefits them in terms of their
skills, but also teaches them how to balance their personal and academic lives despite their
rehearsal schedules.
“My feedback regarding our school’s theatre arts program is that I appreciate
the teachers teaching us proper discipline, because I believe that proper
discipline can help us in the long way not just in learning but also in our life
and I learned that from their teachings.”
Participant 8 detailed,
“Theater arts program is beneficial specially to those students who will pursue
the field of arts. It is also beneficial for us to have a better discipline.”

Sub-theme 4: Lack of opportunity due to pandemic
In 2020, the COVID-19 pandemic prevented students from participating in numerous
face-to-face activities due to global lockdowns that were necessary to curb the devastating
effects of the pandemic. As a result, students missed out on many rehearsals, performances,
and in-person activities since they were confined to their homes. However, with the
reopening of schools and in-person activities, this unfortunate impact of the pandemic is
gradually disappearing. Although daily life is slowly returning to normal as lockdowns are
lifted, health protocols regarding public gatherings and the economic effects of the pandemic
on institutions still limit some opportunities in the program.
“The only problem for me in theater arts is that theater arts program on my
school lacks opportunities specially during the pandemic, all our activities
were limited and no exposures outside the competition happened during the
last 2 years.”
Receiving mixed feedback is crucial for any program. Positive feedback highlights
program strengths and shows participant satisfaction. On the other hand, negative feedback
indicates areas for improvement and suggests potential growth opportunities.
In this study, the program received predominantly positive feedback, which reflects
student satisfaction and program effectiveness. Participants praised the program for being an
effective outlet for creativity and self-expression, while teaching them discipline. This is
particularly distinctive because it encourages vulnerability in a professional environment.

However, one criticism of the program was the lack of opportunities, which was
influenced by external factors such as the global pandemic that affected the past years.
Nevertheless, this feedback is valid and can be addressed in the future as public gathering
restrictions are relaxed.
This is supported by the article posted by University of South Carolina (n.d.) that
states that “providing feedback means giving students an explanation of what they are doing
correctly AND incorrectly, with the focus of the feedback on what the students is doing right.
It is most productive to a student’s learning when they are provided with an explanation as to
what is accurate and inaccurate about their work. One technique is to use the concept of a
“feedback sandwich” to guide your feedback: Compliment, Correct, Compliment”.
Problem 2: Benefits of grade10 students from the theater arts program.
Theme 1: Benefits of the existing theatre program to the respondents

Sub theme 1: Discipline
Sub theme 2: Articulateness/Creativity
Sub theme 3: Open-mindedness
Sub theme 4: Confidence
Sub theme 5: Socialization
Findings:
Sub-theme 1: Discipline
As previously noted, discipline can assist students in establishing a positive structure
in their lives, whether it is a habit or an attitude. It also provides them with a healthy
perspective towards their responsibilities by teaching them how to act professionally,

including responsible communication with peers and mentors. This mindset encompasses
other advantageous characteristics for their personal and professional growth.
“[The theater arts program] is beneficial for us to have a better discipline.”
Sub-theme 2: Articulateness/Creativity
Theater arts can enhance students' academic performance by sharpening their writing,
communication, and critical thinking abilities. By articulating their ideas effectively, students
can produce superior results, while simultaneously fostering collaboration and productivity -
both of which are becoming increasingly important in modern classrooms. This, in turn,
builds their confidence, encouraging them to take on new challenges and emerge as leaders,
ultimately facilitating their success in their learning environments.
“It has a significant impact on our academic subjects because we learned to
express ourselves more creatively and expressively. We apply these lessons to
our academic subjects to become more creative and expressive in our
responses to schoolwork.”
“My insights went deeper in essays and my reading comprehension improved”
“Theatre arts program is very helpful in performing performance tasks in
school especially when we do public speaking and perform plays for certain
subjects.”
“Learning experiences influenced me to be a better speaker by building my
social skill.”
“When we have a report on each academic subject, our voice becomes louder
and clearer.”
“We apply [lessons from the program] to our academic subjects to have a
more expressive and creative answers in school works”
Sub-theme 3: Open-mindedness
In theater arts, students often receive constructive criticism and corrections. This
experience can help them embrace the fact that as students, they are there to improve their
craft. By adopting this mindset, they become more open to critiques, which can ultimately
help them grow and develop. This, in turn, makes them easier to instruct and opens up many
opportunities for their future.
“One of the benefits of studying theater arts is that it teaches you how to use
criticism to become a much better version of yourself.”

“Learning how to accept criticism and use it to become a much better version
of myself is one of the benefits of studying theater arts.”
“The advantages of being a theater art students is that you learn how to be . . .
open to criticism and use it to be a much better version of yourself.
Sub-theme 4: Confidence
Confidence is a quality that people often display outwardly. However, true confidence comes
from being self-assured and believing in oneself even in difficult circumstances. Participating
in a theater arts program can expose students to challenging situations that will help build
their character, making them more confident and competent individuals in the long run.
“[Theatre arts] helped me become more self-assured in everything I do.”
“Through performances I gained more and more confidence.”
“It teaches us how to be more confident.”
“Theater helped me to be more confident in front of other people.”

“Studying theater gave us the confidence to interact with others.”
Participant 8 mentioned,
‘The advantages of being a theater art student is that you learn how to be
confident.
Sub-theme 5: Socialization
In the theater arts program, students collaborate with their peers, which helps them
learn how to work effectively in a team. This collaboration extends beyond rehearsals,
fostering a sense of camaraderie and belonging among the group. These positive qualities can
also benefit students in other social situations outside of the program, making them more
empathetic, socially curious, and interesting to others.
“I learned to be more sociable in my relationships with other people”
“It helped me to be more sociable that's why I made a lot of friend”
“The experiences taught me to socialize with other people.”
“I learned to be more open when it comes to my relationships."

“When it comes to relationships with other people, I learned to be more
approachable.”
Based on the feedback from participants, the existing theater arts program has
taught them valuable skills and traits such as discipline, effective communication, open-
mindedness, confidence, and sociability. These abilities will serve them well as they continue
to grow, not only as students but also as individuals. These essential learnings have positively
impacted their academic and personal lives.
Academically, the program has enabled them to produce high-quality performances in
their assignments by confidently and effectively communicating their ideas. This is
particularly useful in subjects that require strong writing and public speaking skills.
Additionally, the discipline learned through the program is helpful in staying on top of
academic responsibilities. Furthermore, being open-minded and sociable helps them build
lasting connections with their peers and family, which is critical for their social, mental, and
emotional well-being.
There are studies supporting this claim:
Hughes et. al. (2022) applied arts integration in STEM in their paper titled “
Integrating arts with STEM and leading with STEAM to increase science learning with equity
for emerging bilingual learners in the United States”. In this study, the researchers evaluated
the “order of effects of integrating science and arts within a large-scale, ongoing effort
investigating the efficacies of Next Generation Science Standards or NGSS-aligned” (Hughes
et. al., 2022). The evaluation is done to formulate an effective methodology to teach science
through Arts integration or STEAM. The results were done using T-tests and three-way
between-groups analysis. Finding shows that STEAM to STEM approach yields higher
science learning gains in the subject of life and physical science among the two groups of
students.
Another study involving STEAM education, this time in South Korea, is presented in
a study by Kang (2019) titled “A review of the effect of integrated STEM or STEAM
(science, technology, engineering, arts, and mathematics) education in South Korea”. In the
study, many meta-analyses show the effectiveness of STEAM to students’ cognitive and
affective learning. However, the meta-analysis done was not able to identify significant
mediating factors which needs further research on does contextual variables are used in
student learning.
In a study conducted by Kisida, Goodwin, and Bowen (2020), the researchers
examined the potential of arts integration in teaching history. This study was done by
randomly designating school groups to participate in this program. From it, they were able to
establish causal relationship between in its effects. The findings support the inclusion of
theatre arts integration in educational programs as a means of promoting students' content
knowledge, historical empathy, and interest in performing arts (Kisida, Goodwin, and Bowen,
2020). Therefore, the results suggest that theatre arts integration has valuable educational
benefits to students.
Another study supported the positive impact of integrating theatre arts program in
students. According to Goble et. al. (2021), participation in theatre arts can benefit student’s
academic and non-academic outcomes by strengthening the development of their identity,
giving them sense of belongingness to their peers, improving their confidents, and giving
them an outlet for self-expression.
Problem 3: Encountered Learning difficulties by the students in the utilization of
theater arts programs.
Theme 1: Learning difficulties of students

Sub theme 1: Lack of confidence
Sub theme 2: Lack of communication skills
Sub theme 3: Physical limitations or injuries
Sub theme 4: Lack of acting skills
Findings:
Theme 1: Learning Difficulties of Students
Learning difficulties are obstacles that students encounter during their learning
experience. These difficulties can be either internal or external. While it is inevitable for
students to have learning difficulties, it is the instructor's responsibility to minimize their
impact on the students' learning experience. This enhances the effectiveness of the program
from the students' point of view. The intervention program developed in this study will be
based on these learning difficulties.
Sub-Theme 1: Lack of Confidence

Having confidence is not something that is usually innate. It is usually something that
is developed through a series of experiences and processes. This is especially true in an age
where being self-conscious is common. Adolescents need a place where they can be
themselves without fear of judgment, and theater arts programs can provide just that. As
mentioned above, these programs can help students develop confidence and overcome their
early lack of it as young actors.
“I've had challenges like not having the confidence to participate, having low
self-esteem”
“I encountered difficulties getting out my comfort zone because during the
pandemic I was inactive, and I can't really talk to my friends”
“I've had challenges like having low self-esteem, and getting insecure about
myself”
“I have faced challenges including low self-esteem, being unable to participate
due of lack of confidence”
“I have encountered difficulties like being unable to participate because of
lack of confidence, having low self-esteem.”

Sub-Theme 2: Lack of Communication Skills
Developing effective communication skills is a valuable skill that can be honed
through practice. It is equally important to provide a safe space for students to develop their
skills and build confidence. Communication skills are essential for personal and social
growth, as they foster stronger connections with peers. Furthermore, promoting greater
understanding between peers can lead to improved mental and emotional well-being. With
the assistance of this program, students were able to enhance their communication and self-
expression abilities, whether in academic or personal contexts.
“having trouble communicating with other people.”
“I've had challenges like having low self-esteem, and getting insecure about
myself.”
“communication issues with others.”
“difficulties with communication with other people.”
Sub-Theme 3: Physical Limitation or Injuries
Theater arts is a demanding physical activity, and accidents can occur, which may
result in student injuries. While the theater industry is working towards inclusivity for people
with disabilities, physical limitations can still be a hindrance to an actor's journey. That is
why it is important to acknowledge the physical demands of the craft, since students also use
their bodies to express themselves on stage.
“one was when we were practicing the prayer for our recital and it was
because of my own injuries from before that weren’t given enough medical
attention.”
Sub-Theme 4: Lack of Acting Skills
In the early stages of their education, students may not have fully developed their
acting skills yet and may feel uncertain due to their inexperience with the art form.
Fortunately, the learning experiences is designed to help them improve. However, this sense
of insecurity can sometimes impact the students, as they may feel like they are not skilled
enough in their craft.
“I think every single one of us experienced a lot of difficulties in terms of
acting. We all had a tough time especially when the pandemic came and we
had to adjust to our new set-up.”
In Theme 1, we explore the learning challenges that theater arts program participants
typically encounter, particularly during their first year. However, as we will discuss in the
following section, most of these challenges can be overcome with the aid of learning
experiences and personal intervention.
One of the initial obstacles is lack of confidence, which is common for newcomers who may
feel self-conscious around unfamiliar peers. Fortunately, through a series of rehearsals,
workshops, and performances, they can establish a rapport with one another and cultivate a
safe environment where they can be vulnerable and self-assured.
Another learning challenge is inadequate communication skills, which can be
developed through steady practice and interaction with peers and mentors.
A third challenge is insufficient experience in acting. However, the program is
designed to help participants enhance their chosen art form by providing workshops and
mentoring from teachers, advisers, and alumni.
Lastly, it is important to note the potential for physical limitations or injuries. This
learning difficulty can be minimized through proper preparation and careful monitoring of
student capabilities.
This is supported by a study done by Santiago (2021) titled “Endangered Theatre: A
Philippine Notebook” examined the Philippine theatre in Manila particularly on its
fundamental divides between language and privilege. Issues such as neo-coloniality,
inequality, and injustice are also discussed. While the study finds that such divides and issues
indeed exist in the Philippine theatre, positive trends are evident in the past years with the
emerging production of the younger generation of theatre artists and more complex,
challenging, and controversial plays. However, the lack of attention in these works just
proves the study’s thesis which is the existence of the divide and issues.
While there are benefits in students’ involving in this program, there are also
difficulties to be encountered.
Problem 4: Strategies in overcoming the learning difficulties of the students in the
utilization of theater arts program.
Theme 1: Strategies in overcoming those difficulties.

Sub theme 1: Help from other students/colleagues/co-actors.
Sub theme 2: Mentorship from teachers/advisers
Sub theme 3: Taking a break.
Sub theme 4: Proper conditioning
Sub theme 5: Self-improvement
Findings:
Theme 1: Strategies in Overcoming Those Difficulties
As with any challenge, learning difficulties can be addressed through a variety of
methods. The researcher has gathered and will carefully review these methods for use in their
intervention program. These solutions have proven effective for other participants, and with
some adaptations, they can also succeed in the program.
Sub-Theme 1: Help from other students/colleagues/co-actors.
Asking for help from peers is a useful way to overcome learning difficulties because
they can relate to each other's challenges. These shared struggles enable peers to offer
practical and relatable advice based on their own experiences. Furthermore, by discussing and
analyzing experiences, relationships among peers can be strengthened by fostering a sense of
belonging.
“I had the option to those hardships with the assistance of my co actors and
specially our teacher.”
“I was able to get through those difficulties with the help of my co-actors and
teachers. Through time I was able to overcome my insecurities and got more
comfortable and confident thanks to their help.”
“I was able to get through those difficulties with the help of my co actors and
teachers. They are open and understanding, we talk things slowly and through
time I got more comfortable and confident.”
Sub-Theme 2: Mentorship from teachers/advisers
One way to help students overcome learning difficulties is to draw from the
experiences of their mentors. By sharing their knowledge in relevant subject areas, mentors
can provide participants with lessons that can be applied in rehearsals and performances.
Mentorship can cover a range of topics, from technical advice like speaking, acting, and
movement skills, to personal guidance. The effectiveness of mentorship generally depends on
the maturity of the teachers or advisers. This maturity gives them authority among the
participants and enables them to provide sound advice.
“I had the option to those hardships with the assistance of my co actors and
specially our teacher.”
“Through my seniors and teachers in theater arts”
“I was able to get through those difficulties with the help of my co-actors and
teachers. Through time I was able to overcome my insecurities and got more
comfortable and confident thanks to their help.”
“I overcome the difficulties with the help of the theater teacher and the
specialist”
“I was able to get through those difficulties with the help of my co actors and
teachers. They are open and understanding, we talk things slowly and through
time I got more comfortable and confident.”
Sub-Theme 3: Taking a break.
Taking breaks and allowing for recovery time is vital for physically demanding
activities. These breaks enable participants to recover from injuries. Stepping back from
emotionally and mentally stressful activities also assists participants in gaining perspective
and regrouping, fostering a positive relationship with their responsibilities and avoiding
burnout. This promotes emotional and mental well-being in the long term.
“I took a break from practicing and I wasn’t able to participate in the prayer
for the recital, sadly. but I took it as a learning experience to take better care
of myself.”
Sub-Theme 4: Proper conditioning
One important aspect of theater arts is movement, so it's essential for participants to
be properly conditioned to avoid injuries. Conditioning is a crucial part of preparation for any
performance, whether in sports or other performing art forms, training the person in all the
relevant actions needed for the performance. Proper conditioning can take many forms. In
singing, vocal exercises help performers prepare their vocal cords and build confidence in
their piece through simple vocalization exercises. In dancing, physical conditioning is
important to help the body keep up with the demanding activity. Overall, the main goal of
conditioning is to prepare the person for a physically demanding activity and to avoid
unnecessary injuries.
“Do the proper warmups that they teach us inside the theatre arts program”
Sub-Theme 5: Self-improvement
It is not always necessary to seek external help for solutions. Individuals can take the
initiative to bring about change within themselves. This can involve self-study through a
variety of resources, implementing lifestyle changes to improve their skills, and adopting a
new mindset. Self-improvement can take many forms, and recognizing the need for it
demonstrates maturity on the part of those involved.
“I used my time to improve my skills and to believe in what I can do and what
I’m capable of.”
“I want to learn that despite the challenges and by facing it i need to overcome
those problems and succeed.”
Theme 2 explores intervention programs or solutions for students who struggle with
learning. Based on the responses, these solutions include asking for help from peers, seeking
mentorship from teachers and advisers, taking breaks, proper conditioning, and focusing on
self-improvement.
Asking peers for help is beneficial because they share similar experiences attending the
same classes and rehearsals. By seeking help from each other, they can share knowledge and
wisdom from their respective experiences. Similarly, seeking mentorship from teachers and
advisers involves learning from their experiences and expertise, as well as their authority as
adults in the situation, which gives their advice more credibility.
Taking breaks is essential for physical, emotional, and mental well-being. It allows
students to collect their thoughts, especially during challenging times. Proper conditioning
prepares students for more significant tasks, such as performing on a larger stage. This helps
them identify their weaknesses and improve them before presenting to the public.
Lastly, self-improvement requires initiative and self-awareness. Students must identify
areas for improvement and work on them consistently.
Based on Patsko (n.d.), to have an effective learning experience, there are three
principles that should be done. First is to understand learners’ context by assessing their past
knowledge, present motivations, the things that they want to learn. This will help the
instructor understand their perspective or motivation on why they are learning things. Second
is to respond to their existing level of knowledge. This might mean filling in the knowledge
gap between them and the topic that the instructor wants to convey or pushing them to go past
their current knowledge. Lastly is to give learners enough time to learn the materials given.
Since everyone has their own learning curve, giving learners enough time to familiarize
themselves with the lessons and later on, understand the concept that they are being taught is
necessary.
Problem 5: Proposed intervention program based on the results of the study.
To address the learning difficulties experienced by the students, an intervention
program was designed. This is a three-day workshop that aims to focus on three aspects
important in theater arts: public speaking, movements, and acting. Aside from focusing on the
technical side of each aspect, this program is also designed to serve as a place for the students
to socialize with their fellow students as well as for them to have a place to express
themselves. This is shown in Table 4.2. below.

Table 4.2. Intervention Program
Project Title: LIHOK TEATRO

Problem Statement:
Project “Lihok Teatro” is an intervention program designed to address the learning difficulties
experienced by the students in theater arts assessed in the research study of Ms. Jessel S.
Logmao. The Visayan term "lihok" means to act or continue moving. As the project's name
implies, it aims to assist theater students with their learning challenges in the theater arts
program. This is a workshop that aim to focus on the three aspects important in theater discipline:
developing oral communication skills, acting, and lastly movements and dance. Along with
emphasizing the technical side of each aspect, this program is also intended to give the young
artists a chance to interact with other young artists, have a significant opportunity to express
themselves, and be exposed to some knowledgeable and experienced mentors who will lead the
workshop.
Project Objective Statement:
1. Improve the oral communication and interaction skills of theater arts students.
2. Enhance acting tools by exploring different acting styles and basic principles.
3. Convey dramatic meaning using body, action, movements through dance and
blocking.
Root Cause:
The theater arts students are the target participants of this project. To validate
the participation of the students, below are the target result which serves as the baseline
of the researcher in the implementation of the intervention program. Listed below is the
validation on students' involvement.
a. Students who are having difficulty in oral communication or interaction skills

and has low self esteem
b. Students who are having difficulty in basic acting.
c. Students who are having difficulty dramatic movements, dance, and blocking.
Project Work Plan and Matrix
Title of Program: LIHOK TEATRO
Goal of the Program:
The goal of this 3-day program is to equip theater arts students with knowledge in speech
communication and interaction skills, acting styles and fundamentals, movements, and dance, as
well as to give them a platform for self-expression.
Objective Resou Activities People-in- Resources Time allotted Evaluation

s rce charge required
Speak
er
DAY 1: School Head Attendance
SPA sheet 7:00- 8:00 AM
Registration Coordinator Registration
, Theater Arts forms
Distribution Facilitator Materials
of materials Venue
Opening Specialist Audiovisual
program System
and
Orientation
At the end DAY 1:  Resourc  Registrati 8:00-9:30 AM  Q&A
of this Oral e on form Session 1  An
program communicat speaker  Attendan 9:30-10:00 AM evaluation
theater arts Roel ion and  Theater ce sheet BREAK TIME form
students Rocky interaction arts  Audiovis 10:00-11:30 AM will be
will be able Pepito skills Facilitat ual Resume given to
to: workshop or system 11:30-12:00NN students
UP  Theater (projecto LUNCH to answer
-improve Theater arts r, 12:00 NN- 2:00 PM
their oral Arts students micropho Session 2
communicat Senior ne and 2:30-3:00 PM
ion and Student speakers BREAK TIME
interaction for the 3:00- 4:30PM
skills of speaker). Resume
theater arts  Venue 4:30- 5:00 PM
students.  Materials CLOSING/ AWARDING
OF CERTIFICATE
-Enhance DAY 2:  Resourc  Registrati 8:00-9:30 AM  Q&A

acting tools Romeo Acting e on form Session 1  An
by Salvad Styles and speaker  Attendan 9:30-10:00 AM evaluation
exploring o Basic  Theater ce sheet BREAK TIME form
different Principles arts  Audiovis 10:00-11:30 AM will be given
acting styles UP Facilitat ual Resume to students
and basic Theater or system 11:30-12:00NN to answer
principles. Arts  Theater (projecto LUNCH
Gradua arts r, 12:00 NN- 2:00 PM
te/ students micropho Session 2
Directo ne and 2:30-3:00 PM
r speakers BREAK TIME
for the 3:00- 4:30PM
speaker). Resume
 Venue 4:30- 5:00 PM
 Materials CLOSING/ AWARDING
OF CERTIFICATE
-Convey DAY 3:  Resourc  Registrati 8:00-9:30 AM  Q&A

dramatic Yesha Dramatic e on form Session 1
meaning Micha body speaker  Attendan 9:30-10:00 AM  An
through the ela movements,  Theater ce sheet BREAK TIME evaluatio
use of body, Mejias Dance and arts  Audiovis 10:00-11:30 AM n form
action, Blocking Facilitat Resume
movements or ual 11:30-12:00NN will be
through Ballet  Theater system LUNCH given to
dance and Phil. arts (projecto 12:00 NN- 2:00 PM students
blocking.. Senior students r, Session 2 to
student micropho 2:30-3:00 PM answer
ne and BREAK TIME
speakers 3:00- 4:30PM
for the Resume
speaker). 4:30- 5:00 PM
 Venue CLOSING/ AWARDING
 Materials OF CERTIFICATE
CHAPTER V: SUMMARY OF FINDING, CONCLUSION, AND
RECOMMENDATION
This study aims to examine the utilization of Regional Lead School for the Arts in
Angono's Theater Arts Program for Grade 10 theater arts students with different skill levels
and demographics. This chapter summarized and examined the study’s findings conclusions,
and recommendations.
SUMMARY OF FINDINGS
1. The study aims to gather testimonies from students’ lived experiences under the
theater arts program of Regional Lead School for the Arts in Angono. This includes
their learning experiences, the benefits of the program to their progression as a
student-artists, the encountered learning difficulties and how they were able to cope
with those difficulties. Based on the results, the learning experiences encountered by
the students under the existing theater arts program of the school are rehearsals,
workshops, performances, and competitions. There were also key learnings from the
experiences, and these were time management, discipline, self-expression, confidence,
and lack of opportunity due to pandemic. Feed back was also useful in the experiences
encountered by the students. Feedback encouraged creativity, self-expression and
confidence, discipline but due to pandemic there was a minimal opportunity for those
experiences.
2. Students realized the benefits of the existing theater program. These were discipline,
articulateness, open-mindedness, confidence, and socialization.
3. However, there were learning difficulties that the students encountered. These
learning difficulties include lack of confidence, communication skills, acting skills,
and physical limitations for some.
4. To overcome such difficulties, participants said that the help from other students or
their co-actors and mentorship provided by teachers and advisers greatly helped them.
Additionally, taking much needed breaks, keeping their bodies properly conditioned,
and doing extra work to improve themselves also worked. The overall experiences of
students regarding their learning difficulties were unanimous. They all found it
necessary to be a fully developed student-actor.
5. Proposed training program was described in full details in the last part of Chapter 4.
From this, the strong points and weak points of the existing program are identified and
taken in consideration in formulating an intervention program. The said intervention program
is called “Lihok Teatro” Lihok is a Visayan word that means to move or keep moving.
“Lihok Teatro” is 3-day program which aims to improves theater arts students’ skills in
various area under theater. These areas include oral communication skills, acting, and lastly
movements and dance. Aside from that, the intervention program aims to serve as an avenue
for the students to improve their interaction skills among their peers and to give them a safe
space for self-expression since these are the learning difficulties encountered by the student
based on the study’s findings.
CONCLUSIONS
This study shed light on the experiences of the grade 10 theater arts in Regional Lead
School for the Arts in Angono under the Theater Arts program. This involves learning about
their learning experiences, their feedback, how it benefited them, and the difficulties they
experienced in the existing program. The following are the conclusions drawn from the study:
1. Learning experiences refers to the activities that aid learners to gain skills, knowledge,
and values. It can be in the form of educational or practical activities, formal or
informal, and can be done in classrooms, workplaces, or even online. Based on the
responses the learning experiences that they had are rehearsals, workshops,
performances, competitions, and activities within the program. The participants find
rehearsals enjoyable and memorable because of they get to spend ample time with
their co-actors, as they call each other. They also find the alumni-led workshops
informative which they were able to use in their performance, competitions, and
activities.
2. The existing theater arts program were able to instill a sense of discipline to the young
minds of the participants. It also encouraged them to have a sense of confidence by
serving as a channel of self-expression and by providing a support system for them. It
also helped them in their academics by helping them articulate their thoughts better
and use them to produce quality outputs in their class presentations and written
outputs. Additionally, being around their peers during the program’s learning
experiences improved their social skills.
3. Upon entering the program, the students were aware of their lack of confidence,
insecurities, interaction and communication skills problem, and technical skills in the
field of theater. Some of them has physical limitations due to past injury.
4. However, with the help from their co-actors and guidance from their mentors as well
as taking breaks when needed and having initiative for themselves to improve, they
were able to overcome those learning difficulties. For all of them, those learning
difficulties are necessary steps for them to be a better student-actors.
5. The intervention program called “Lihok Teatro” is a three-day workshop which helps
in improving the skills of the students in the three aspect of theater arts. The three
aspects to be improve in this program are public speaking skills, acting skills, and
movement and dance skills. This also aims to give a space and time for students to
interact with each other.
RECOMMENDATIONS
The following is the list of recommendations which can be improved from the
existing study.
1. Examine the lived experiences of the students from other art areas. Determine their
learning experiences, how they benefited from their respective program, their learning
difficulties and compare it with the results of the existing study. This will help
determine the strengths of one art area from another and can be used in helping future
student applicants in choosing the program that is fit for them based on their goals.
2. Perform a comprehensive study with regards to the effectiveness of theater arts
program in all academic subjects specially in the English class. Propose an
improvement in the learning experiences in order to improve the impact of the theater
arts program in all subjects. This aims to increase the success of students in academic
subjects and Art Area discipline.
3. Assess the effective learning styles which help the students in the theater arts succeed
in their classes. The result of the study will aim to integrate these learning styles in
their learning experiences in the theater arts program making it more effective.
4. Involve in the theater arts and encounter both the positive and negative sides because
those will serve as the lessons learned to improve the theatrical skills learned in the
whole program.
5. Develop the confidence that's essential to speaking clearly, lucidly, and thoughtfully
in acting onstage.
6. Speak in front of large audiences, and some of the theatre classes to give an additional
experience talking to groups.
7. Explore the world from multiple perspectives, while developing artistic skills and
cultivating capacities for collaboration, critical-thinking, creative problem-solving,
and effective communication in theater arts.

8. Engage in emotional and intellectual situations that may never arise in personal lives.
Theatre promotes the power to truth, to take risks and to advocate for new and diverse
voices.
REFERENCES
Almerino, P. M., Ocampo, L. A., et. al. (2020). Evaluating the Academic Performance of K-
12 Students in the Philippines: A Standardized Evaluation Approach.
https://doi.org/10.1155/2020/8877712
American Speech-Language-Hearing Association. (n.d.). Three types of learning experiences.
https://www.asha.org/ce/for-providers/admin/three-types-learning-experiences.
Ammigan, R., Dennis, J. L., and Jones, E. (2021). The Differential Impact of Learning
Experiences on International Student Satisfaction and Institutional Recommendation.
https://files.eric.ed.gov/fulltext/EJ1300443.pdf
Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for learning, teaching and assessing: A
revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Anglia, N. (2022). The Importance of Performing Arts.
https://www.nordangliaeducation.com/tbsw-warsaw/news/2021/05/07/the-
importance-of-performing-arts
Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy
of educational objectives: The classification of educational goals. Handbook I:
Cognitive domain. New York: David McKay Company.
Braun, V., Clarke, V. & Weate, P. (2016). Using thematic analysis in sport and exercise
research. In B. Smith & A. C. Sparkes (Eds.), Routledge handbook of qualitative
research in sport and exercise (pp. 191-205)
Chigbu, B. I., and Nekhwevha, F. H. (2021). High school training outcome and academic
performance of first-year tertiary institution learners - Taking 'Input-Environment-
Outcomes model' into account.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8342964/
Conway, D. (2019). Benefits of Implementing Visual Arts for Elementary Students.
https://digitalcommons.csumb.edu/caps_thes_all/666
Cornell, D. (2023). 25 Learning Experiences Examples.
https://helpfulprofessor.com/learning-experiences-examples/
Dowell, M. M. S., & Goering, C. Z. (2018). Editors’ introduction: On the promise and
possibilities of arts integration in education.
https://doi.org/10.1080/1554480X.2018.1449180
Education World (2022) The Importance of Art Education in Schools
https://www.educationworld.in/the-importance-of-art-education-in-schools/
Ellis, J. (2023). What are the Different Types of Theatre Arts?
https://www.musicalexpert.org/what-are-the-different-types-of-theater-arts.htm
Forum Theatre (2022). What is Theatre Arts Definition? https://forum-theatre.com/what-is-
theatre-arts-definition/
Goble, G. H. (2020). The Impact of a High School Theatre Arts Program on Students’
Academic and Non-Academic Learning Outcomes: A Case Study.
https://digitalcommons.du.edu/etd/1770
Goble, G. H., Ooyik, J. V., Robertson, T., and Roberts, G. J. (2021). Effects on Students’
Academic and Non-academic Outcomes and Student Participation in Theatre Arts: A
Research Synthesis ttps://files.eric.ed.gov/fulltext/EJ1329015.pdf
Holochwost, S. J., Goldstein T. R., Wolf, D. P. (2021). Delineating the Benefits of Arts
Education for Children’s Socioemotional Development.
https://doi.org/10.3389/fpsyg.2021.624712
Hughes, B. S., Corrigan, M. W., Grove, D., Andersen, S. B., and Wong, J. T. (2022).
Integrating arts with equity for emerging bilingual learners in the United States.
https://doi.org/10.1186/s40594-022-00375-7
Kang, N. (2019). A review of the effect of integrated STEM or STEAM (science, technology,
engineering, arts, and mathematics) education in South Korea.
https://doi.org/10.1186/s41029-019-0034-y
Lewandowska, K. and Weziak-Bialowolska, D. (2021). The impact of theatre on social
competencies: a meta-analytic evaluation.
https://doi.org/10.1080/17533015.2022.2130947
Miles, M., Chapman, Y., Francis, K., & Taylor, B. (2013). Exploring Heideggerian
hermeneutic phenomenology: A perfect fit for midwifery research. Women and
Birth, 26(4), 273-276.
Miller, J. A. and Bogatova, T. (2018). Arts in Education: The Impact of the Arts Integration
Program and Lessons Learned. https://doi.org/10.21977/D914128357
Patsko, L. (n.d.). What makes an effective learning experience? https://learnjam.com/what-
makes-an-effective-learning-experience/
Sanchez, S. L., Athanases, S. Z., Cahalan, O. L., and Houk, J. G. (2022). Drama integration
across subjects, grades, and learners: insights from new teachers as inquiring
reflective practitioners. https://doi.org/10.1080/10632913.2022.2053920
Santiago, K. S. (2021). Endangered Theatre: A Philippine Notebook. https://www.critical-
stages.org/24/endangered-theatre-a-philippine-notebook/
Sequiña Jr., O. T. (2019). Documenting Theatrical and Performative Philippines: Possibilities
of a Task and a Practice. https://doi.org/10.1017/S0307883319000063
Splash Learn. (2023). https://www.splashlearn.com/blog/learning-experiences-can-inspire-
educate-motivate-students-heres-how/.
UNESCO (n.d.). Performing arts (such as traditional music, dance and theatre).
https://ich.unesco.org/en/performing-arts-00054
Yeung, M. W. L., and Yau, A. H. (2021) A Thematic Analysis of Higher Education Student’s
Perceptions of Online Learning in Hong Kong Under COVID-19: Challenges,
strategies and support. https://doi.org/10.1007/s10639-021-10656-3
Zhang, Q. (2022). Arts Integration for Foreign Language Teaching and Learning: A Three
Paper Dissertation. https://scholarworks.uark.edu/etd/4464/
Zhou, M. and Brown, D. (2018). Arts Integration in Elementary Curriculum: 2nd Edition.
https://oer.galileo.usg.edu/education-textbooks/3
https://sc.edu/about/offices_and_divisions/cte/teaching_resources/
grading_assessment_toolbox/providing_meaningful_student_feedback/index.php
International Journal of Progressive Education, v15 n3 p144-155 2019

APPENDICES
APPENDIX A
Transcription
P1:
Q Answer Codes
1.1 The long hours spent in rehearsals have  Rehearsals
been one of my most memorable theater  Workshops
experiences. The workshops led by our  Performances
alumni are important to me as well since
they provide a wealth of knowledge that
we can use to improve our performances.
1.2 The theater lesson that affected me the  Cooperation
most was that good teamwork requires that  Discipline
people learn to get along with one another.  Respect
Additionally, I gained discipline and  Competitions
respect.  Activities
 Performances
1.3 Time management and knowing my  Time management
priorities are two of the most important  Having a vision
lessons I've learned from theater.  Discipline
 Leadership
 Self-expression
 Taking risks
 Confidence
 Determination
1.4 Theater arts at our school are more than  Encourages creativity.
just about performing; they also teach me  Encourages self-expression and
to be more creative and expressive in ways confidence.
that I can utilize to improve myself both  Lack of opportunity (due pandemic)
now and in the future.  Encourages discipline
2.1 Students who choose to study the arts can  Discipline
especially benefit from theater arts  Individuality
programs. Our ability to maintain better  Articulateness
discipline and individuality is also have an  Open-mindedness
advantage.  Confidence
2.2 Yes, it has a significant impact on our  Sociable
academic subjects because we learned to  Creativity
express ourselves more creatively and
expressively. We apply these lessons to our
academic subjects to become more creative
and expressive in our responses to
schoolwork.
2.3 One of the benefits of studying theater arts
is that it teaches you how to use criticism
to become a much better version of
yourself.
2.4 I learned to be more sociable in my
relationships with other people as a result,
which helped me become more self-
assured in everything I do.
3.1 Yes, I've had challenges like not having the  Lack of confidence
confidence to participate, having low self-  Lack of interaction/ communication
esteem, and having trouble communicating skills
with other people.  Physical limitations or injuries
Lack of acting skills
3.2 I had the option to those hardships with the  Help from other
assistance of my co actors and specially students/colleagues/co-actors.
our teacher. They are open and  Mentorship from teachers/advisers
understanding, we talk things gradually  Taking a break
and through time I settled in and confident.  Proper conditioning
Self-improvement
3.3 Indeed, it is a fundamental stage for me to Agree
be a better person in light of the fact that
without those difficulties and hardworks, I
can't get advices and tips from my co
actors and teachers that drove me to be a
significantly more better person.
P2:
Q Answer Codes
1.1 One of the few important experiences is  Rehearsals
when we are rehearsing. I love the fun and  Workshops
camaraderie that we share.  Performances
1.2 The learning experiences that have had the  Cooperation
most impact on me was joining the  Discipline
Tanghalang Pangmamimili DTI  Respect
competition last 2019 and acting on stage  Competitions
was really fun and enjoyable that's why I  Activities
can't forget it.  Performances
1.3 The key learnings were selfcontrol and  Time management
being respectful to others. All that we learn  Having a vision
in theater arts.  Discipline
 Leadership
 Self-expression
 Taking risks
 Confidence
 Determination
1.4 Regarding the school's theater arts  Encourages creativity.
program, theater arts program isn't bad.  Encourages self-expression and
The only problem for me in theater arts is confidence.
that theater arts program on my school  Lack of opportunity (due pandemic)
lacks opportunities specially during the  Encourages discipline
pandemic, all our activities were limited
and no exposures outside the competition
happened during the last 2 years
2.1 Yes, it has a significant impact on our  Discipline
academic subjects because we learned to  Individuality
express ourselves more creatively and  Articulateness
expressively. We apply these lessons to our  Open-mindedness
academic subjects to become more creative  Confidence
and expressive in our responses to  Sociable
schoolwork.
 Creativity
2.2 As a student in theater arts program, some
performances had influence in my
academic subjects, my insights went
deeper in essays and my reading
comprehension improved
2.3 As I said, being theater arts student can
boost up your confidence and can build up
your social skills.
2.4 It helped me build various characters to
face situations, problems and it helped me
to be more sociable that's why I made a lot
of friends
3.1 Yes, I encountered difficulties getting out  Lack of confidence
my comfort zone because during the  Lack of interaction/ communication
pandemic I was inactive and I can't really skills
talk to my friends and now were in face to  Physical limitations or injuries
face now I can talk to them more and  Lack of acting skills
theater arts is the way for me to get out of
my comfort zone.
3.2 Through my seniors and teachers in theater  Help from other
arts, they really helped me a lot. students/colleagues/co-actors.
 Mentorship from teachers/advisers
 Taking a break
 Proper conditioning
 Self-improvement
3.3 Yes, they are necessary. Experiencing  Agree
difficulties is a must for me to become a
better student, actor and a person. They say
experience is the best instructor.
P3:
Q Answer Codes
1.1 A significant experience I had with theatre  Rehearsals
arts was when i first auditioned to join  Workshops
Teatro Kalayaan. I initially thought that my  Performances
lack of confidence would hinder my
success in joining the group, but after I
thought to myself that if I keep doing
nothing to improve myself and my
confidence, my future will continue to be
uncertain. I also consider this moment as
an important learning experience. The
reason being, I opened a door to endless
improvements for myself which I am sure,
will serve as an advantage for me in the
future.
1.2 There have been many learning  Cooperation
experiences that had a very deep impact on  Discipline
me, but a theatre arts learning experience  Respect
that had the deepest and most impact on  Competitions
me was when I first lead an activity for my  Activities
fellow theatre arts students. I was afraid  Performances
that the ending results will be them not
picking up anything from the activity, but
to my surprise, they were able to pick up a
lot from the activity that I had led. They
were able to bring out the aspects that I
was expecting from them. This experience
had the most impact on me since it was my
first time after a long period of time to lead
a group and furthermore, receive great
results after.
1.3 I've experienced proper discipline, a sense  Time management
of leadership and expressing myself  Having a vision
through studying theatre arts. I believe that  Discipline
I can incorporate these key learnings to my  Leadership
future, especially for when I’m looking for  Self-expression
jobs.  Taking risks
 Confidence
 Determination
1.4 My feedback regarding our school’s theatre  Encourages creativity.
arts program is that I appreciate the  Encourages self-expression and
teachers teaching us proper discipline, confidence.
because I believe that proper discipline can  Lack of opportunity (due pandemic)
help us in the long way not just in learning  Encourages discipline
but also in our life and I learned that from
their teachings.
2.1 I believe that being in the theatre arts  Discipline
program is very beneficial because there  Individuality
are a lot that you can experience under the  Articulateness
theatre arts program that will help you in  Open-mindedness
the future.  Confidence
2.2 Yes, the learning experiences I gained  Sociable
through my school’s theatre arts program is  Creativity
very helpful in performing performance
tasks in school especially when we do
public speaking and perform plays for
certain subjects.
2.3 One advantage that I can give you is that
you gain a lot of confidence after being
under theatre arts or studying theatre arts
because we, as theatre arts students,
perform a lot and through those
performances I gained more and more
confidence.
2.4 The experiences taught me to socialize
with other people because before I joined
the theatre arts program I was very
introverted and I was also socially
awkward and after the experiences, the
performances and the activities, I learned
to socialize with other people and that there
is nothing wrong if you are also socially
awkward.
3.1 Yes I have encountered a few difficulties,  Lack of confidence
one was when we were practicing the  Lack of interaction /communication
prayer for our recital and it was because of skills
my own injuries from before that weren’t  Physical limitations or injuries
given enough medical attention. I wasn’t  Lack of acting skills
able to meet the expectations of the
program because of medical injuries.
3.2 I took a break from practicing and I wasn’t  Help from other
able to participate on the prayer for the students/colleagues/co-actors.
recital, sadly. but, I took it as a learning  Mentorship from teachers/advisers
experience to take better care of myself and  Taking a break
do the proper warmups that they teach us  Proper conditioning
inside the theatre arts program.  Self-improvement
3.3 I think, actually, that those learning  Agree
difficulties are a very necessary step for me
to be a better person because if i weren’t to
follow the rules or the lessons they teach us
inside of the program i wouldn’t be able to
do certain activities because of the injury.
P4:
Q Answer Codes
1.1 My significant experiences in theater arts is  Rehearsals
us working and rehearsing for a long  Workshops
period of time. spending hours checking  Performances
our performances or choreography to have
a better quality of performances.
1.2 The stage allows me to express myself and  Cooperation
tell my own and other people's stories. The  Discipline
fact that i need to learn how to get along  Respect
with others in order to work well was the  Competitions
aspect of theater arts education that had the  Activities
greatest impact on me.  Performances
1.3 Knowing my responsibilities as an actor is  Time management
one of the most important lessons I've  Having a vision
learned through theater arts experience.  Discipline
 Leadership
 Self-expression
 Taking risks
 Confidence
 Determination
1.4 Not only did the theater arts program teach  Encourages creativity.
me how to be more confident, but it also  Encourages self-expression and
helped me become more creative and well confidence.
disciplined.  Lack of opportunity (due pandemic)
 Encourages discipline
2.1 It teaches us how to be more confident and  Discipline
expressive, which makes it good for us. It  Individuality
helps a lot of people especially those who  Articulateness
will pursue theater in the future.  Open-mindedness
2.2 Yes, it has a significant impact on our  Confidence
academic subjects because it taught us how  Sociable
to be more creative and self-assured. We  Creativity
apply these lessons to our academic
subjects through recitation, we became
comprehensive reporters in all of our
groupings in every subject.
2.3 Learning how to accept criticism and use it
to become a much better version of myself
is one of the benefits of studying theater
arts. It also teaches you how to be more
confident about myself.
2.4 I learned how to socialize more with other
people, which helped me become more
self-assured in everything that i do.
3.1 Yes, I've had challenges like having low  Lack of confidence
self-esteem, and getting insecure about  Lack of interaction/ communication
myself and having trouble communicating skills
with other people.  Physical limitations or injuries
 Lack of acting skills
3.2 I was able to get through those difficulties  Help from other
with the help of my co-actors and teachers. students/colleagues/co-actors.
Through time I was able to overcome my  Mentorship from teachers/advisers
insecurities and got more comfortable and  Taking a break
confident thanks to their help.  Proper conditioning
3.3 Yes, it is a necessary to have difficulties  Agree
and to have a step to become a better
person because without those challenges, I
wouldn't be able to get the help of my
fellow actors and teachers, who have
helped me become a much better person.
P5:
Q Answer Codes
1.1 My significant experiences will be  Rehearsals
preparing for performances. Countless  Workshops
hours were spent here but the memories  Performances
I’ve shared with my co-actors make it all
worth it.
1.2 It will be feeling disappointed about my  Cooperation
performance. May it be acting or simply  Discipline
doing our activities. That left a big impact  Respect
on me as a student, and I used that  Competitions
disappointments to improve and be a better  Activities
actor.  Performances
1.3 I learned to take risks. To not be afraid of  Time management
taking up space and voicing out my  Having a vision
opinions, we’re thought to be brave and be  Discipline
the first person to believe in ourselves.  Leadership
 Self-expression
 Taking risks
 Confidence
 Determination
1.4 I think our school’s theater arts program  Encourages creativity.
can serve as a learning opportunity for  Encourages self-expression and
aspiring theater actors like me. I learned to confidence.
always think outside the box and to look at  Lack of opportunity (due pandemic)
things more than what meets the eye.  Encourages discipline
2.1 Through theater arts, students learn to  Discipline
express themselves. We learn to openly  Individuality
express our thoughts and emotions.  Articulateness
2.2 Yes. Theater helped me to be more  Open-mindedness
confident in front of other people. That  Confidence
confidence helps me during reporting &  Sociable
presentations that we have to do as a  Creativity
student.
2.3 Being a theater student made us open our
eyes in terms of issues that needs to be
addressed. Personally, I learned to believe
in myself and my own capabilities not just
as an actor but also as an individual.
2.4 I learned to be more open when it comes to
my relationships. I learned to express
myself more without feeling shy and
overthinking what people may say. I surely
am more confident compared to when I
first started here.
3.1 I mean, I think every single one of us  Lack of confidence
experienced a lot of difficulties in terms of  Lack of interaction/ communication
acting. We all had a tough time especially skills
when the pandemic came and we had to  Physical limitations or injuries
adjust to our new set-up.  Lack of acting skills
3.2 I used my time to improve my skills and to  Help from other
believe in what I can do and what I’m students/colleagues/co-actors.
capable of.  Mentorship from teachers/advisers
 Taking a break
3.3 It’s definitely a necessary step as it made  Agree
me grow as a person and I learned a lot
because of those difficulties. I learned to
take constructive criticism to be better at
what I do and I learned the importance of
waiting.
P6:
Q Answer Codes
1.1 My extensive theater experience has taught  Rehearsals
me the value of persistence and  Workshops
cooperation in each play that is displayed,  Performances
as well as the necessity of correct thinking
and a passion for what you do in order to
succeed in each piece.
1.2 It helps to develop my confidence that’s  Cooperation
essential to speaking clearly, lucidly and  Discipline
thoughtfully.  Respect
 Competitions
 Activities
 Performances
1.3 The key learnings are determination and  Time management
full potential on things what you love.  Having a vision
 Discipline
 Leadership
 Self-expression
 Taking risks
 Confidence
 Determination
1.4 before, i didn't enjoy being an theater  Encourages creativity.
student, but by doing workshops i decided  Encourages self-expression and
to love it and continue it. confidence.
 Lack of opportunity (due pandemic)
 Encourages discipline
2.1 The benefits of being an theater arts  Discipline
student are taking risk in class and  Individuality
performing for an audience from its  Articulateness
participants.  Open-mindedness
2.2 Yes, it is, because in other subject there's a  Confidence
thing needs to act, dance, sing and etc.  Sociable
2.3 The advantages of being a theater art  Creativity
student is being confident in every way
also being resilient to situations that we
experience everyday.
2.4 The favorable perceptions of learning
experiences influenced me to be a better
speaker by building my social skill.
3.1 Yes of course, but even so, it encourages us  Lack of confidence
to challenge ourselves intellectually and  Lack of interaction/communication
learn new things. skills
 Physical limitations or injuries
 Lack of acting skills
3.2 i want to learn that despite the challenges  Help from other
and by facing it i need to overcome those students/colleagues/co-actors.
problems and succeed  Mentorship from teachers/advisers
 Taking a break
3.3 yes, because learning difficulties in every  Agree
situation can help myself to be better and
strong in facing problems.
P7:
Q Answer Codes
1.1 my significant theater experience was our  Rehearsals
recital when were still in grade 7, which  Workshops
was significant for me since we learnt and  Performances
progress ourselves
1.2 The lesson I took from the theater arts that  Cooperation
affected me the most was that good  Discipline
teamwork requires that people learn to get  Respect
along with one another. I also gained  Competitions
discipline and respect.  Activities
 Performances
1.3 being creative when it comes to the arts,  Time management
and thinking quickly and being alert also  Having a vision
time management and knowing my  Discipline
priorities are of the most important lessons
I've learned from theater.  Leadership
 Self-expression
 Taking risks
 Confidence
 Determination
1.4 The theater arts program at the regional  Encourages creativity.
lead school for the arts in Angono is very  Encourages self-expression and
beneficial to me as well as to those who confidence.
enroll in it because this is where  Lack of opportunity (due pandemic)
confidence is truly developed. And I've  Encourages discipline
discovered that I need to be more creative,
particularly when it comes to the arts.
2.1 Studying theater gave us the confidence to  Discipline
interact with others and communicate  Individuality
effectively, which was advantage for us  Articulateness
2.2 Yes, our teachers made us act as well.  Open-mindedness
When we are requested to perform a task.  Confidence
We also performed in Filipino and ESP,  Sociable
especially English subject. We simply  Creativity
made it easier to come up with scenarios
because of our theater experience.
2.3 The advantage for us is that, particularly
when we have a report on each academic
subject, our voice becomes louder and
clearer. We found it simpler to report in
front due to our theater experience.
Another benefit is that it's simple for us to
interact with others and support them when
they're having trouble speaking in front of
an audience.
2.4 When it comes to relationships with other
people, I learnt to be more approachable,
which has allowed me to be more
confidence in whatever I do.
3.1 Yes, when I was in grade 7, I have faced  Lack of confidence
challenges including low self-esteem,  Lack of interaction/ communication
being unable to participate due of lack of skills
confidence, and communication issues with  Physical limitations or injuries
others.  Lack of acting skills
3.2 I overcome the difficulties with the help of  Help from other
the theater teacher and the specialist students/colleagues/co-actors.
 Mentorship from teachers/advisers
 Taking a break
3.3 Yes, because if I don't go through the  Agree
process, I won't be able to move forward or
be a great performer in the theater. So the
difficulties I face in the theater help me to
learn more and improve.
P8:
Q Answer Codes
1.1 My significant experiences in theater arts  Rehearsals
are the overtime of rehearsals. The  Workshops
workshops from our alumni and specialist  Performances
are also significant for me because we can
get a lot of learnings that we can apply to
have a better quality in performances.
1.2 The learning experience in theater arts that  Cooperation
had the most impact on me is that you need  Discipline
to learn how to get along with each other to  Respect
work well. I also learned how to be  Competitions
observing and be aware of myself.  Activities
 Performances
1.3 The key learnings that I have experience in  Time management
theater is having time management and  Having a vision
knowing what my priorities are.  Discipline
 Leadership
 Self-expression
 Taking risks
 Confidence
 Determination
1.4 Our school's theater arts program are not  Encourages creativity.
only just about performing, it is also about  Encourages self-expression and
being expressive and creative in things that confidence.
I can carry for life and use for being a  Lack of opportunity (due pandemic)
better version of myself.  Encourages discipline
2.1 Theater arts program is beneficial specially  Discipline
to those students who will pursue the field  Individuality
of arts. It is also beneficial for us to have a  Articulateness
better discipline and personality.  Open-mindedness
2.2 Yes, it has a great influence on our  Confidence
academic subjects because we learned how  Sociable
to be more expressive and creative. By  Creativity
these learnings, perwe apply it to our
academic subjects to have a more
expressive and creative answers in
schoolworks.
2.3 The advantages of being a theater art
students is that you learn how to be
confident and open to criticism and use it
to be a much better version of yourself.
2.4 It helped me to be more confident in
everything that I do, when it comes to
relationship with other people I learned to
be more sociable.
3.1 Yes, I have encountered difficulties like  Lack of confidence
being unable to participate because of lack  Lack of interaction/ communication
of confidence, having low self-esteem, and skills
difficulties with communication with other  Physical limitations or injuries
people.  Lack of acting skills
3.2 I was able to get through those difficulties  Help from other
with the help of my co actors and teachers. students/colleagues/co-actors.
They are open and understanding, we talk  Mentorship from teachers/advisers
things slowly and through time I got more  Taking a break
comfortable and confident.  Proper conditioning
3.3 Yes, it is a necessary step for me to be a  Agree
better person because without those
difficulties, I am unable to get advices and
tips from my co actors and teachers that led
me to be a much more better person.
APPENDIX B
Interview Questionnaire
Researcher: LOGMAO, JESSEL S.

MAEd in English Studies and Instruction
Title: The Lived Experiences of Grade 10 students on the Implementation of Theater Arts
Program in the Regional Lead school for the Arts in Angono
INTERVIEW QUESTIONS
1. What are the learning experiences of grade 10 students in utilization of theater arts
program?
 What are your significant experiences in theater arts?
 What theater arts learning experiences at your school have had the most impact on
you?
 What key learnings have you experienced that you could incorporate more into
your lifelong learning?
 What is your feedback regarding your school’s theater arts program? What did
you learn about it?

2. How do grade 10 students benefit from the theater arts program?
 How beneficial is it for students to be in theater arts program?
 Do your learning experiences in your school's theater arts program have any great
influence on your academic subjects? If yes, please be more specific.
 What are the advantages of being a theater art student?
 How have the favorable perceptions of your learning experiences influenced you
as a student and your relationships with other people?
3. What are the learning difficulties perceived by the students in the utilization of theater
arts programs?
 Have you encountered any difficulties in your learning experiences within your
school’s theater arts program?
 How were you able to get through those difficulties in learning experience?
 Do you think those learning difficulties are a necessary step for you to be a better
person? If yes, how so? If no, do you have any suggestions on how to avoid those
difficulties in the future?

APPENDIX C
Proposed Intervention Program/Activities

Table 4.2. Intervention Program
Project Title: LIHOK TEATRO

Problem Statement:
Project “Lihok Teatro” is an intervention program designed to address the learning difficulties
experienced by the students in theater arts assessed in the research study of Ms. Jessel S. Logmao. The
Visayan term "lihok" means to act or continue moving. As the project's name implies, it aims to assist
theater students with their learning challenges in the theater arts program. This is a workshop that aim to
focus on the three aspects important in theater discipline: developing oral communication skills, acting,
and lastly movements and dance. Along with emphasizing the technical side of each aspect, this program
is also intended to give the young artists a chance to interact with other young artists, have a significant
opportunity to express themselves, and be exposed to some knowledgeable and experienced mentors who
will lead the workshop.
Project Objective Statement:
6. Improve the oral communication and interaction skills of theater arts students.
7. Enhance acting tools by exploring different acting styles and basic principles.
8. Convey dramatic meaning using body, action, movements through dance and blocking.
Root Cause:
The theater arts students are the target participants of this project. To validate the
participation of the students, below are the target result which serves as the baseline of the
researcher in the implementation of the intervention program. Listed below is the validation on
students' involvement.
a. Students who are having difficulty in oral communication or interaction skills and
has low self esteem
b. Students who are having difficulty in basic acting.
c. Students who are having difficulty dramatic movements, dance, and blocking.
Project Work Plan and Matrix
Title of Program: LIHOK TEATRO
Goal of the Program:
The goal of this 3-day program is to equip theater arts students with knowledge in speech communication and
interaction skills, acting styles and fundamentals, movements, and dance, as well as to give them a platform
for self-expression.
Objectives Resou Activities People-in- Resources Time allotted Evaluation

rce charge required
Speak
er
DAY 1: School Attendance
Head sheet 7:00- 8:00 AM
Registratio SPA Registration
n, Coordinator forms
Distributio Theater Materials
n of Arts Venue
materials Facilitator Audiovisual
Opening System
program Specialist
and
Orientatio
n
At the end DAY 1:  Resour  Registra 8:00-9:30 AM  Q&A
of this Oral ce tion Session 1  An
program communic speake form 9:30-10:00 AM evaluatio
theater Roel ation and r  Attenda BREAK TIME n form
arts Rocky interaction  Theate nce 10:00-11:30 AM will be
students Pepito skills r arts sheet Resume given to
will be workshop Facilit  Audiovi 11:30-12:00NN students
able to: UP ator sual LUNCH to answer
Theate  Theate system 12:00 NN- 2:00 PM
-improve r Arts r arts (project Session 2
their oral Senior student or, 2:30-3:00 PM
communic Studen s microph BREAK TIME
ation and t one and 3:00- 4:30PM
interaction speakers Resume
skills of for the 4:30- 5:00 PM
theater arts speaker) CLOSING/ AWARDING
students. . OF CERTIFICATE
 Venue
 Material
s
-Enhance DAY 2:  Resour  Registra 8:00-9:30 AM  Q & A
acting Rome Acting ce tion Session 1  An
tools by o Styles and speake form 9:30-10:00 AM evaluatio
exploring Salva Basic r  Attenda BREAK TIME n form
different do Principles  Theate nce 10:00-11:30 AM will be
acting r arts sheet Resume given to
styles and UP Facilit  Audiovi 11:30-12:00NN students
basic Theate ator sual LUNCH to answer
principles. r Arts  Theate system 12:00 NN- 2:00 PM
Gradu r arts (project Session 2
ate/ student or, 2:30-3:00 PM
Direct s microph BREAK TIME
or one and 3:00- 4:30PM
speakers Resume
for the 4:30- 5:00 PM
speaker) CLOSING/ AWARDING
. OF CERTIFICATE
 Venue
 Material
s
-Convey DAY 3:  Resour  Registra 8:00-9:30 AM  Q&A
dramatic Yesha Dramatic ce tion Session 1
meaning Micha body speake form 9:30-10:00 AM  An
through ela movement r  Attenda BREAK TIME evaluati
the use of Mejia s, Dance  Theate nce 10:00-11:30 AM on form
body, s and r arts sheet Resume will be
action, Blocking Facilit  Audiovi 11:30-12:00NN given to
movement Ballet ator sual LUNCH students
s through Phil.  Theate system 12:00 NN- 2:00 PM to
dance and Senior r arts (project Session 2 answer
blocking.. studen student or, 2:30-3:00 PM
t s microph BREAK TIME
one and 3:00- 4:30PM
speakers Resume
for the 4:30- 5:00 PM
speaker) CLOSING/ AWARDING
. OF CERTIFICATE
 Venue
 Material
s
APPENDIX D
Documentation on Interview
APPENDIX E
Certificate of Content Validation

APPENDIX F
Letter to Conduct Study

CURRICULUM VITAE
JESSEL S. LOGMAO
09605532563
jessel.logmao@deped.gov.ph
OBJECTIVES
 To secure a challenging role as a High School English Teacher to inspire students and
help them reach their full potential.
 To build a long-term career with opportunities for career growth and to be an

impeccable one in bestowing utmost cognition towards students’ desirable progress
 To encourage creativity and higher-order thinking skills to elevate students’ over-all

performance
EDUCATION
Graduate Studies
Far Eastern University-Roosevelt
Sumulong, Highway, Cainta, Rizal
Master of Arts in Education major in English Language and Studies
2016-Present
Bachelor’s Degree
University od Rizal System Angono
Angono, Rizal
Bachelor of Secondary Education major in English
(2005-2009)
High School
Vicente Madrigal National High School
Binangonan, Rizal
(1999-2003)
Elementary
Dona Susana Madrigal Elementary School
Binangonan, Rizal
(1998-2000)
Cainta Elementary School
Cainta, Rizal
(1994-1998)
SEMINARS/TRAININGS
 Training-workshop for Online Safety for Children and Positive Discipline (POSDI)
May 19-21, 2021
 Employees Reskilling Advocacy, Initiatives, Support for Excellence and Upskilling
Program (E-RAISE UP)
October 19-22, 2021
 Capability Building for Teachers and School Leaders focused on the Development
and Utilization of I.D.E.A. Lesson Exemplar
July 7-9, 2020,
ELIGIBILITY
 Licensure Examination for Teachers
Reg. Date: Dec. 12, 2022
CHARACTER REFERENCES
1. Rhenelee R. Santos
Regional Lead School for the Arts in Angono
Principal I
2. Dennis Nino A. Ancheta

Tanay National High School
Principal IV
I hereby certify that the above information is faithful and true.
JESSEL S. LOGMAO

Grammar Checked Final Copy Logmao For Formatting

Uploaded by

Document Information

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

Grammar Checked Final Copy Logmao For Formatting

Uploaded by

Copyright:

Available Formats

FAR EASTERN UNIVERSITY ROOSEVELT

THE LIVED EXPERIENCES OF GRADE 10 STUDENTS ON THE

The Faculty of the Graduate School

Roosevelt College, Inc.

MAEd – Major in English

non-probability purposive sampling. Thematic analysis was conducted to analyze the

validation, finalization, and interpretation. The program provided a range of learning

experiences, including rehearsals, performances, workshops, and various activities. These

promoted creativity, self-expression, and discipline. Furthermore, the program helped

students develop positive characteristics such as discipline, articulateness, creativity, open-

workshop that aimed to address the identified issues.

CHAPTER I: THE PROBLEM AND ITS BACKGROUND..........................................................8

Background of the Study.............................................................................................................. 9

Statement of the Problem........................................................................................................... 10

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES...................................14

Review of Related Literature..................................................................................................... 14

CHAPTER III: METHODOLOGY............................................................................................... 29

Locale of the Study.................................................................................................................... 30

Data Gathering Procedure.......................................................................................................... 31

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA...........34

Presentation of Themes and Discussion..................................................................................... 36

CHAPTER V: SUMMARY OF FINDING, CONCLUSION, AND RECOMMENDATION......69

CURRICULUM VITAE.............................................................................................................. 100

defend my master's thesis at FEU Roosevelt.

in editing and polishing my manuscript by giving me specific feedback and suggestions. I

their brilliant suggestions and comments.

future. To the rest of my family, I am grateful. I love you all.

To my colleagues, particularly my Principal, Ms. Rhenelee S. Ramos, I appreciate her

assistance and approval in conducting my humble study.

can finish our study together with my batchmates.

To God be the Glory!

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Theater arts integration is an effective method because it caters to various types of

establish new methods of creating collaborative classroom-based learning.

The benefits of arts integration include increasing teaching quality, student

empathy and self-awareness.

BACKGROUND OF THE STUDY

implemented curriculum. The multi-awarded school performed and received recognition in

practitioners provide technical assistance and hands-on training to deepen students’

and art related courses.

STATEMENT OF THE PROBLEM

Specifically, it seeks to answer the following:

theater arts programs?

the utilization of the program?

SIGNIFICANCE OF THE STUDY

particular, the researcher aims to address the following people as beneficiaries:

the students’ theater arts skills in the English subject.

School for the Arts in Angono.

Regional Lead School for the Arts in Angono.

SCOPE AND DELIMITATION OF THE STUDY

ARTS. Refers to a form of expression frequently influenced by culture and contributes

Additionally, it is an interdisciplinary field.

THEATRE ARTS. Refers to a cooperative form of art expressed through words,

which is aimed to elicit emotions to their audience.

THEATER ARTS STUDENTS. Refers go students studying practical theater

academic subjects in the morning.

and performance efficiency are determined.

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

different learning experiences, and measures of academic achievement.

Theater as Part of Performing Arts

traditionally performed live as a form of entertainment. However, due to the development of

standardization of cultural practices. Thus, many traditional practices are abandoned

different dance and theatrical interpretations.