The Influence of Dance: The Effects of Dance on the Mental, Emotional, and Self-Confidence of ZAHS

Arts and Design Students.

The Problem

Introduction

Martha Graham (n.d) famously stated in her interview with the New York Times, “dance is the hidden
language of the soul, of the body” (Martha Graham Reflects on Dance) As for the Graham mentioned
dancing, and dance takes various forms. Gregarious dancing at parties, careful technical instruction,
watching a live dance performance, and taking part in a hip-hop dance cypher were among the
dancing forms. In an interview from 1985, Graham went on, People communicated through dancing,
adding, “and it’s partly the language that we don’t want to show.”

To use their bodies to tell tales and express feelings that might not have been spoken to verbally.
Both dancers and spectators were able to move, feel, and think. Graham hinted that maybe this was
the secret to the advantages of dancing include: feeling, genuinely feeling, and not being
constrained. Absorbing the dancing form. Dance became the body’s dominant activity. Humanizing
and therapeutic experience.

It was imperative, particularly for the future of children, that society understood the physical,
mental, and emotional benefits of dance on a personal and individual level. According to the
National Statistics Office (NSO), mental health illnesses rank as the third most common form of
morbidity among Filipinos.8 In the assessment conducted on the Philippine mental health system, a
prevalence of 16% of mental disorders among children was reported. Additionally, Philippines, if zero
or minimal measures are taken, this would mean that more than 30% of adolescents will either be
overweight or obese by 2030, or in less than eight years. The risk of getting diseases is also higher,
which will result in a huge cost in terms of healthcare and lost income and opportunities.

With the initial objective of enhancing their well-being, these studies brought vital attention to the
health and well being of young people. This study’s support of young people’s improved physical and
mental health via dance was one of its main goals. People had to dance for a while before they could
enjoy everything that dancing had to offer. Oneself in order to take on the power that dancing
evokes. Dancing, commonly referred to as a kinesthetic art form, is a key discipline, and Eric Jensen
pointed to the mental and emotional benefits of dancing when he said that “the arts enhance the
understanding and cultural exchange social skills foster harmony and unity while enhancing cognitive
and perceptual abilities.” (“Teaching With The Brain In Mind” 5).

The researcher proposed that the teenage population would benefit greatly from the powerful
effects of dance, as research indicated that young adults struggled greatly with self-confidence, social
anxiety, and body image. A National Education Association article reported that 70% of teens said
that anxiety and depression were a major problem (Flannery par. 2). Fifty seven percent of teens
reported feeling pressure to look good and fitting in socially as top stressors (Flannery par. 10).

Every young person ought to have the power of dance, and despite teenagers’ inherent sensitivity
and vulnerability, the teenage. The population needed dance’s benefits more urgently.
The purpose of this research is to investigate how dance can affect mental and emotional health and
self-confidence of grade 11 and 12 Arts and Design students of Zeferino Arroyo High School. Through
this study, the researchers intended to know what mental and emotional benefits arts students get
from dancing and how dance can improve their

Self Confidence.

Because the physical benefits of dance are better known than the less well-studied benefits to
mental and emotional health, this study concentrated on the mental and emotional benefits of
dancing. More athleticism was needed for a typical dance lesson than for any other type of dancing.
Dance students have regularly benefited from cardiovascular fitness, weight training, stretching,
improving fine and gross motor skills, rhythm, balance, and coordination. Positive mental and
emotional effects were evoked by all the physical benefits of dance. Moreover, dancing in a social
setting is a completely different experience than dancing in a classroom.

Dance has been performed in a variety of contexts, each producing potent effects: live dance classes,
religious ceremonies, dance parties, competitions, and clubs. In this study, dance was performed in
structured classes under the direction of a teacher in a specific genre, incorporating improvisation,
choreography, and technique. Every type of dance involved some level of physical exertion, both in
social and personal contexts, leading to a significant endorphin release. Movement elicits an
emotional response, which is triggered by the release of hormones in the brain. The movement in
this instance was dance(Salo, 2019, p. 3,).
Statement of the Problem

The purpose of this research was to investigate how dance can affect mental and emotional health
and self-confidence of grade 11 and 12 Arts and Design students of Zeferino Arroyo High School.
Specifically, it sought to answer the following questions:

1. What is the demographic profile of Arts and Design in terms of:

1.1 Age
1.2 Gender
1.3 Grade

2. In what ways do dance present itself as an integral art form, particularly for Arts and Design
students?

3. What are the mental and emotional benefits of studying dance among Arts and Design
student?

4. How does dance helps Arts and Design students on building their self-confidence?

Scope and Limitations

This study will be concerning with how dance affects mental, emotional health and self-
confidence of grade 11 and 12 Arts and Design students. Primarily, the researchers will deal with the
senior high school students at Zeferino Arroyo High School. The researchers will gather the
respondents who will be answering the questionnaire with regards to what are the effects of dance
to their mental, emotional health and self-confidence.
Significance of the Study

This study demonstrated how dance could improve young adults’ mental and emotional well-being
as well as their sense of self-worth. Moreover, the results of the study will be beneficial to the
following:

Respondents. The respondents will have an awareness on the importance of the dance and its role
on the improvement of their self confidence.

Teachers/Mentors: The result of the study will help the teachers/mentors provide encouragement to
think of ideas that will give proper guidance to the students/mentees. This may also increase their
competency.

Guidance Staff: The result of the study may provide on assessment of the mentoring program
whether it is effective or not. This may also encourage the guidance staff to think of other activities
that will make the students/mentees as well as their teachers/mentors enjoy the program.

Parents: The result of the study will help the parents of the respondents feel secured because of
their children that will help them to cope and adjust with the adversities of life.

Future Researchers: The findings of the study will serve as a reference material and a guide for future
researchers who wish to conduct the same experimental study or any study related to dance
education within SPA across to BCAED Program.

College Dean. This will help the Dean to think for a fantastic concept to develop student talent,
particularly in BCAEd students. College of Technological and Developmental Education (CTDE)
department where future teacher created, would benefit greatly from this research.

Camarines Sur Polytechnic Colleges (CSPC). This will lead the CSPC to encourage students to
acknowledge their talents and skills, with the help of this research our school the CSPC can able to
establish a fantastic organization that everyone student have this opportunity to recognize by their
talents and bring a honored to our school.

Commission on Higher Education (CHED). This study is helpful to the Commission on Higher
Education (CHED) in order to develop a better improvement in the style of instruction in curriculum,
particularly for the enhancement of dance courses in BCAED programs at various institutions and
universities around the nation.

Researchers. This study will lead the researchers to produce better research in dance field.
Researchers will look for more reputable studies in order to load their minds with new information
when studying theater. This research will serve as the foundation for the growth of new information
for them.

Future Researchers. This will act as their guide for any future studies they undertake, particularly
those in the dance field since it will provide them with the necessary information, ideas, and
statistics.
Definition of Terms

In order to have a better understanding and clear interpretation of the study, the following terms are
defined conceptually and operationally:

Bachelor of Culture and Arts Education (BCAED) - is a four-year degree program in the College of
Education that aims to develop highly motivated, creative, and reflexive teachers in basic education
equipped with knowledge, and values in culture and arts education. The major courses focus more
on Music, Visual Arts, Dance, and Drama/Theater Arts. It is an allied discipline of Teacher Education,
Music Education, Dance Education, Arts and Graphic Design. (Visayan State University, 2023)

Dance. Dance means the movement of the body in a rhythmic way, usually to music and within a
given space, for the purpose of expressing an idea or emotion, releasing energy, or simply taking
delight in the movement itself.

Mental Health. Mental health includes our emotional, psychological, and social well-being. It affects
how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make
choices. Mental health is important at every stage of life, from childhood and adolescence through
adulthood

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews the related literature and studies which served as the guide and frame in
constructing problems and questionnaires essential for the study. The related literature and studies
presented correspond to the study concerning to The Influence of Dance: The Effects of Dance on the
Mental, Emotional, and Self-Confidence of ZAHS Arts and Design Students.

FOREIGN LITERATURE

An educational program structured over 16 weeks, combined with

Dance therapy, seems to have a positive effect on the quality of life of obese

People (Allet et al. 2017). Dance is more than a therapy, it can offer more

Than therapeutic benefits, the researchers reaching this conclusion by

Analyzing Parkinson’s disease and applying therapeutic dance to patients

(Rocha et al., 2017). Students who practiced dance reported significantly

Greater physical, cognitive, and social benefits than novice dancers. They also

Showed signs of improving their mood. Traditional Scottish dance can have

The effect of delaying the signs of aging functional abilities in women, and

Simple physical activity can help maintain a correct posture.

Vlad Teodor GROSU, et al. | Lumen Proceedings 17 | WLC 2021

LUMEN Proceedings 17, 291-307, 2021er, 2012).

A new turn in the discussion on creativity is being brought by researchers who acknowl-edge the
processual nature of creativity (Walia, 2019; Amabile & Pratt, 2016). Considering that the creative
process is not directly observable,the classical definitions of creativity, in-

Stead of actual creativity, allow grasping the perceived creativity (Walia, 2019). The critique is
diverted towards the common denominators – novelty and originality. The perception of originality
determines the evaluation if the idea is creative. Likewise, the novelty and use-

Fulness of an idea is also judged on perception instead of actuality (Walia, 2019).After a careful
examination of creativity definitions, Kampylis and Valtanen (2010) delin-

Eated four components for understanding creativity: creativity is a key ability of individuals; creativity
presumes an intentional activity; the creative process occurs in a specific context; the creative
process entails the generation of product(s). Based on this conceptualization,
Creativity Studies, 2022, 15(2): 467–479

Walia (2019, p. 6) develops four elements of creativity, which are included in a dynamic definition of
creativity: creativity is an act arising out of a perception of the environment that acknowledges a
certain disequilibrium, resulting in productive activity that challenges patterned thought processes
and norms, and gives rise to something new in the form of a physical object or even a mental or an
emotional construct. Since the article’s focus is on the phenomenon of processual and dynamic in
nature, we employ the dynamic definition of creativity in the article.

Creativity Studies, 2022, 15(2): 467–479 https://scholar.google.com/scholar?

cites=16768790060016146247&as_sdt=2005&sciodt=0,5&hl=en#d=gs_qabs&t=1699284355818&u=
%23p%3DpUly08SY8FwJ

The principles explained thus far have focused on the experiences of dancers and them

Discoveries of different ways that movement could aid in emotional expression. And while the

Previously mentioned pioneers generally focused on those with mental illness when developing

The ideas that support DMT, there are many people outside of hospitals and rehabilitation centres

That can benefit from it, including students pursuing undergraduate degrees. The years that a

Young person spends pursuing their undergraduate degree are not only spent exploring them

Future career but their future identity. Evidence has shown that the psychological well-being of
undergraduate students can impact their academics and professional success as well as the
development of society as a whole (Liu et al., 2019). That being said, undergraduates face a variety of
stressors. Barker (2018) explains that first-year undergraduate students have a number of unique
stressors such as life events and the issues that occur day-to-day. And while these stressors are
common for all individuals, they do not impact first-year undergraduates as much as characteristics
like student status, personality, self-concept or support systems, each of which can impact an
individual differently and significantly (Barker, 2018).
Students are instead more likely to askadvice from peers which was not reported to be particularly
useful. That being said, it has been shown that increased self-esteem and self-compassion predicted
lower rates of anxiety and depression and self-efficacy predicted higher course grades, supporting
the idea that integrating a few key ideas into undergraduates’ lives may impact the outcome of their
mental health (Wasylkiw et al., 2020). Strategies that may impact the quality of students’
experiences may

Include education about stress and stress reduction as well as peer education on stress-reducing
techniques (Tollefson et al., 2018). They found that by understanding mechanisms to lower stress,
students were better able to understand their own stress as well. However, since students are not
always willing to seek out stress-reducing techniques, it is unlikely that they will willingly sign up for
such activities (Laidlaw et al., n.d.).

Kochan, Cateryna A

Pratt Institute ProQuest Dissertations Publishing, 2021. 28547385

https://www.proquest.com/openview/c568e87b444fedbcf9c25594a8fcb771/1?pq-
origsite=gscholar&cbl=18750&diss=y

Aubrey (2019) explored how important college counselling is for individuals with stress and how
coping mechanisms can be created with creative arts therapy interventions, specifically dance. She
looked at the application of Authentic Movement in a verbal counselling setting for undergraduate
students and allowed students to further their unconscious processing of emotions by applying
authentic movement. This could be especially important for those between 18 and 22 years old as
many are trying to figure out what they will do after graduation. Aubrey (2019) also outlined the
importance of finding helpful and simple ways to help undergraduates, highlighting the use of the
arts since they allow for open exploration of emotions in a constructive and potentially therapeutic
way.

Weiss (2020) was able to use choreography to re-examine her previous artistic work and better
understand how it could be used constructively in a therapeutic way. In Hess (2018) explores the
themes she discovered when she looked into the need for a witness. Such themes included
awareness, self-discovery, subjectivity, and bodily involvement. Hess (2018) saw these as essential
pieces to uncovering the ability to both witness and be witnessed and that they could apply to
dancers as well. However, it is important to understand that in the context of a dance classroom
dancers play witness to themselves and unless they are in a space where their teacher or professor is
creating safety and an open environment (including the above themes), the witnessing cannot
provide a dancer with the sense of freedom which is key to the process.

Kochan, Cateryna A Pratt Institute ProQuest Dissertations Publishing, 2021. 28547385

https://www.proquest.com/openview/c568e87b444fedbcf9c25594a8fcb771/1?pq-
origsite=gscholar&cbl=18750&diss=y

Creativity is the result of human cognitive creation, referring to the novelty and creativity of ideas
generated through the collision of thoughts and the integration of wisdom. Dance creativity, namely
dance innovation consciousness, involves the creative thinking and ideas generated by dance
creators during the process of dance creation. Each presentation of a dance work with new ideas is a
form of dance creative expression (Gong Xiaoli, 2017). Expression is the behavior of reflecting the
results of thinking through language and other means. Creative expression is not only the pursuit of
artists and creators but also plays a crucial role in innovation and development in various fields.
Individuals often face a series of challenges when it comes to creative expression, including a lack of
creativity and inspiration, lack of confidence and courage, and difficulty in finding suitable means of
expression.

Yi Gang, & Bi Zhang. (2023). A Study on the Impact of Dance Flow on Individual Creative
Expression. Rt and ociety, 2(5), 34–38. Etrieved from
https://www.paradigmpress.org/as/article/view/806
LOCAL LITERATURE

Dance can be considered as an evolutionary gift that helps self-protection and enables wellbeing,
according to a study conducted by Judith Hanna and published in January 2017 under the title
“Dancing to resist, lessen, and escape stress.” And how dance has been used as a talisman by
humans to cope with stress. Dance is a way to fight, decrease, and escape stress because of its
cognitive direction, emotional impact, and physical activity. (Hanna, 2017, pp-1

AltaMira Press (Rowman & Littlefield Publishing Group) August 2006

https://rowman.com/Altamira
Maliwanag et al. (2019) quasi-experimental research also delved into the possible association
between calisthenics and sustained attention. Researchers conducted the study to offer students a
potential remedy for several issues caused by excessive use of electronic devices. It randomly divided
male high school students between the ages of 12 and 18 (n = 21) into two groups: the experimental
group (EG) and the control group (CG). The results suggested that calisthenics may have an impact on
sustained attention because the posttest response accuracy score of the experimental group (EG)
showed a substantial improvement, while that of the control group (CG) did not. There was no
discernible variation in either group’s processing speed.On the same note, Calisthenics workouts help
the body become stronger and more energetic, which improves general health.

Calisthenics also enhances mental health, which aids in treating conditions like depression, stress,
and anxiety. The goals are to determine the effectiveness of calisthenics and the stress level among
nursing students and to correlate the post-test stress score with their chosen demographic
characteristics (Rajakumari et al., 2020).

Rachelle S. Caspe – Gragasin1*, Dr. Erwin O. Estrella2

ISRG Journal of Arts, Humanities and Social Sciences (ISRGJAHSS)

Moreover, self-concept encompasses an individual’s self-awareness, which is shaped by their

experiences, knowledge, body image, skills, and how they perceive themselves in various
circumstances. Meanwhile, the environment is where the students interact with others and spend
most of their time. The environment is also where the students learn and gain experiences. Family,
friends, and peers are the people the students communicate with, the people with whom they share
their personal experiences, and the people they are mainly along with. Self-concept theory talks
about how people develop their personalities and manage their personalities. People attempt self-
actualization on some with more success, achievement, and victory than others. On the broadest
level, self-concept is people’s overall idea about who they are (Jerald et al., 2020).

As stressed by (McLeod, 2019), in connection to SIT, to comprehend and recognize items, we

categorize them. We categorize people—including ourselves—in a manner quite similar to this to
comprehend the social context. Social classifications are employed. Similarly, we learn something
about ourselves by understanding our belonging categories. We define proper behavior in terms of
the standards of the groups we are a part of, but you can only do this if you know who is a member
of your group. A person may be a member of numerous groups.

Influence of Group Involvement on Self-Concept among Young AdultsDaan, Kurt Adam1, Sumicad,
Rulthan P.2✉ Geraldizo-Pabriga, Maria Gemma3, Maturan, Jhonard A.4, Daragosa, Melvel Jun V.5 and
Cañete, Jhea Mae A.61College of Arts and Sciences, University of Cebu-Main, Cebu City, Philippines
It is abbreviated based from the four factors which are Attention, Relevance, Confidence and
Satisfaction, comprising the crucial elements of the ARCS motivation theory (Chang, 2021). A
systematic way to determine and deal with learning motivation. Firstly, arouse students’ learning
interest to stimulate their curiosity in order to maintain learning attention (Chang et al., 2020a).
Secondly, students’ relevant personal recognition is to be developed by the innovative learning
material (Chang et al., 2020b). Then, arouse students’ expectations of success and help them to build
positive attitudes so as to help increase their self-confidence (Chang et al., 2020c). Lastly, Students’
satisfaction can be effectively enhanced during learning by the improvement of self-learning
effectiveness (Chang et al., 2020d).

Joseph Lobo, Genesis Dimalanta, & Clarenz Bautista. (2022). Perfectionism vis-à-vis Dance Motivation
of Students in Learning the Art form in Selected Local Colleges in Pampanga, Philippines. Integrated
Journal for Research in Arts and Humanities, 2(3), 30–37. https://doi.org/10.55544/ijrah.2.3.24

Significance of the Art

In reference to the related studies, similarities and differences among past and present were relevant
to the foregoing study entitled, The Influence of Dance: The Effects of Dance on the Mental,
Emotional, and Self-Confidence of ZAHS Arts and Design Students.

A study conducted by Sabine C. Koch, Roxana F. F. Riege, Katharina Tisborn, Jacelyn Biondo, and
Andreas Beelman that was published on Aug. 19, 2019 and entitled <Effects of Dance Movement
Therapy and Dance on Health-Related Psychological Outcomes. A Meta-Analysis Update, = Dance
movement therapy (DMT) is the psychotherapeutic use of movement, based on the assumption of
the interconnection of body and mind, and the healing power of dance. The American Dance
Therapy Association (ADTA) defines it as <the psychotherapeutic use of movement to promote
emotional, social, cognitive, and physical integration of the individual, for the purpose of improving
health and well-being= (ADTA, 2018); the European Association Dance Movement Therapy adds the
<spiritual integration= to this list (EADMT, 2018). At the present state of professionalization, next to
the development of knowledge on mechanisms of DMT (Koch, 2017), and of arts-based research
methods (Hervey, 2000; Leavy, 2017), the implementation of evidence-based research is crucial for
the survival, recognition, and thriving of the clinical field of DMT in the worldwide healthcare
systems. (Wengrower and Chaiklin, 2008, Bräuninger, 2012, Dunphy, 2019)

A study of Helen Payne and Barry Costas that was published on November 03, 2020 and entitled
<Creative Dance as Experiential Learning in State Primary Education: The Potential Benefits for
Children, = exploring how creative dance can be framed within experiential learning according to the
benefits is important because it is a relatively new way of conceptualizing how and why creative
dance might be taught in primary schools, where the learners’ experiences are central and valued as
a pedagogical tool. This is different from seeking to address set-criteria to meet examination
requirements. Proposed benefits may provide a new vocabulary for articulating the importance of
creative dance playing a more fundamental part in the curriculum (Payne and Costas, 2020, par. 1).

Furthermore, L Hanna, stated on her study that Dance involves the culturally mediated body,
emotion, and mind. So do illness and pain. Dance may promote wellness by strengthening the
immune system through muscular action and physiological processes. Dance conditions an individual
to moderate, eliminate, or avoid tension, chronic fatigue, and other disabling conditions that result
from the effects of stress. Dance may help the healing process as a person gains a sense of control
through possession by the spiritual in dance, mastery of movement, escape or diversion from stress
and pain through a change in emotion, states of consciousness, and/or physical capability, and
confronting stressors to work through ways of handling their effects.

This study aimed to examine the physical, intellectual, and social impacts of dance on collegiate
life. Members of the Butler University Dance Team were surveyed, and 3 members were interviewed
in order to gain insight into how they perceived dance has impacted various aspects of their college
life. Results showed that increased physical activity levels, academic motivation from teammates and
coaching staff, as well as a positive relationship with teammates were positive aspects that dance
team participants added to their college experience. Negatively, results showed lack of time for
proper warm up, intense time commitments, and pressure to maintain a specific body image to be
negative aspects of dance team participation in college. This study thus gave insight into a multitude
of factors, both positive and negative, that come with dance participation at the collegiate level.
Reference

Hensen, J. J. (2022). The Impact of Dance on Physical, Intellectual, and Social Aspects of College Life

Research Gap

The researchers discovered that there are no studies conducted that are exactly the same about how
dance affects in ZAHS arts and design students mental, emotional health and Self-Confidence. After
reviewing various literatures, journals, studies on the internet, and reading a lot of books in the
library about the topic itself. The gap will be filled by the current research study.

Meanwhile, Figure 1 provides the visual illustration of the study’s Theoretical Paradigm. This study
adopted Dance, Mental, Emotional, Self-Confidence.

Theoretical Paradigm
The Theoretical Paradigm, as illustrated below, provides a graphical representation with narrative
essentials for the understanding of the whole study. The research paradigm, as shown by an input-
process output in Figure 2.

Type.

Conceptual Framework

The study’s inputs include their demographics Profile of ZAHS Arts and Design Students in term of:
Age, Gender, Grade each participant’s unique perspective on how dance influences arts and design
students’ mental, emotional, and self-confidence.

The process, which comes after the input, is the analysis of every piece of information from surveys
that have been completed. This involves the use of statistical techniques to determine the
significance of individual differences as well as the creation of graphs to aid in the evaluation and
interpretation of data.

Last but not least, the outputs include the participants’ overall perception—whether favorable or
negative—the substantial differences amongst their perceptions, and the implications of these
perceptions.

FEEDBACK LOOP.

It provides a framework that can be used to further develop the study and meet the goals that have
been stated. The Evidence-based program’s trajectory must be maintained. If the feedback indicates
that changes are necessary, then the entire system has to be made in order to improve efficacy and
efficiency.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the design used in conducting the study. It shows the methods and
instruments, research subject, data gathering procedure and the different instruments utilized in the
study.

Research Design

The descriptive method of research was used in this study since the researchers would like to find
out the perceptions of

Participants on the possible effects of dance on mental and emotional health and self-confidence.
This chapter discuss if the students affected the mental and emotional health and self confidence.
Descriptive method of research was a fact findibg study with adequate and accurate interpretation of
findings.

Respondents

The respondents were the main source of information in the fulfillment of this study.

Grade 11 and 12 Arts and Design students of Zeferino Arroyo High School were chosen as
respondents for this research study. The researchers will randomly select Grade 11 and 12 students
under the Arts and Design track that has a total population of 80 students in school year 2023-2024
and make them the primary participants in order to achieve the stated goal of this investigation.
Additionally, a portion of the pupils’ population was determined and is shown below as a
representative sample of the entire population.

The researchers used stratified random sampling under probability sampling in

Obtaining the number of participants. In stratified random sampling, researchers divided a

population into subgroups called strata. The members of the strata formed have similar attributes
and characteristics. For this study, the population of Arts and Design students grade level as indicated
in Table 1. In stratified random sampling, members of the population were randomly selected from
each group.

The researchers used Slovin’s formula in obtaining the sample size of the Arts and Design students
which is written as:

Where:

N = Number of samples

N = Total population; 97

E = Margin of error; 10
Total population; 97

E = Margin of error; 10%

Then;

As indicated in the results, a sample size of 49 students are needed to respond to

The online survey. Moreover, upon entrance to the portal of the survey, a brief description, and
informed consent were provided before continuing the survey. These include the purpose of the
study, voluntary participation, and ensuring the confidentiality of the participants.
Data-gathering Instruments

This study was conducted through an online survey using Google forms as the main platform in
presenting the survey. This was accessed by the participants through this link
https://forms.gle/Z72LXdv5wMnREM5c6. The participants will be sent to the survey’s entry page
after clicking the link. The researchers provided one link containing the questionnaire for grade 11
and 12 ZAHS Arts and Design students .

The participants in the study were invited through messenger and other social media apps.

The survey questionnaires consist of four parts/sections.

The survey questionnaire consists of three sections. The first section consists the

Demographic profile of the participants which are the Arts and Design students. The individuals
close-ended demographic questions which consist of age, gender and grade level. The second part
questions the ways dance present itself as an integral art form for the Arts and Design students. The
third part is about the mental and emotional benefits of studying dance. Lastly, how does dance
helps the , how does dance helps the students on building their self-confidence.

The researchers incorporated a 5-scale Likert scale in scaling all the responses from Grade 11 and 12
Arts and Design students. A Likert scale is used to measure attitudes or opinions. The Likert scale
format that the researchers used in the survey questionnaire consists of 5 points, which are (1)
Completely disagree, (2) Disagree, (3) Neutral (4) Agree, and (5) Completely agree. This scale was
made to specify their level of agreement to the statement.

Data-gathering procedure

Prior to getting the online survey questionnaire answered by the students, the researchers
forwarded a letter of permission to conduct a study in the jurisdiction of the honorable principal of
Zeferino Arroyo High School (Senior High School Department). Once approval to conduct this study
was granted, the researchers will coordinate with the class adviser of the respondents, notifying
them of the conduction of this research study and seeking their help in determining the respondents
in grade 11 and 12 ZAHS Arts and Design.

Prior to the completion of the questionnaires, the researchers will distribute the online
questionnaires to the respondents and will collect the answers thru google forms afterwards.

Data Analysis

The researchers will be using a google form to make a survey that will gather and collect all the
respondents’ thoughts and views. The survey will be distributed to the Arts & Design students for
they are the respondents of this study. The contents of the google form survey that the researchers
will provide, will question the benefits of dance, its effects in mental and emotional problems of the
Art and Design student, and why dance boosts their self-confidence.

After collecting the answers of all the respondents, descriptive statistics were used to calculate the
population, percentage, and sample size of each group. To determine the responses of each student,
an impartial web survey was used. The information was also explained and described using tables
and graphs.