SING IT LOUD, TEACH IT PROUD: THE USE OF SONG PEDAGOGY IN ENHANCING STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE IN ARALING PANLIPUNAN

EDUCATION

The purpose of this study was to determine the effectiveness of song pedagogy in enhancing student engagement and academic performance among second-year Bachelor of Elementary Education (BEED) students at Davao Oriental State University – Tarragona External Classes. A quasi-experimental design was employed involving 30 subject, equally divided into control and experimental groups. Academic performance was assessed using a 40-item multiple-choice test administered as both pretest and posttest. Student engagement was measured using a 10-item Likert-scale questionnaire adapted from Fredricks et al. (2004). The result of the study showed that the students instructed using song pedagogy demonstrated higher academic performance compared to the other group, who received traditional instruction. Moreover, the students expressed a keen interest in learning Araling Panlipunan, and their motivation heightened their participation in class. A strong, significant difference was observed in the effects of song pedagogy as an intervention. Thus, the use of song pedagogy significantly enhances both the engagement and academic performance of BEED students. It is recommended that this strategy be incorporated into the curriculum and practiced, especially by preservice teachers, to foster meaningful, learner-centered instruction in the classroom.

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