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Instructional Quality and Performance of Students in Music, Arts, Physical Education and Health (MAPEH) Subject
Abstract
Music, Arts, Physical Education, and Health (MAPEH) plays a vital role in developing well-rounded learners; however, empirical studies examining how instructional quality across its four components relates to students’ academic performance, particularly in sectarian school contexts, remain limited. This gap constrains evidence-based instructional planning and quality improvement in MAPEH education. Addressing this gap, the present study assessed the level of instructional quality in MAPEH and examined its relationship with students’ academic performance in a sectarian school in Moalboal, Cebu. Employing a descriptive-correlational design, the study evaluated instructional quality using six indicators: student engagement, curriculum alignment, instructional strategies, integration of technology, learning outcomes, and teacher professional development. Data were gathered from 186 purposively and conveniently sampled students using a 4-point Likert-scale questionnaire, while academic performance data were obtained from official school records. Statistical analyses included weighted means, frequency and percentage distributions, and chi-square tests. Results indicated a generally good level of instructional quality in student engagement (M=2.90), curriculum alignment (M=2.97), instructional strategies (M=2.87), and learning outcomes (M=2.70). In contrast, integration of technology (M=2.00) and teacher professional development (M=2.23) were rated fair. Students’ modal academic performance varied across components: Music was satisfactory (n=88), while Arts (n=81), Physical Education (n=79), and Health (n=71) were outstanding. Chi-square analysis revealed significant relationships (p=.001) between instructional quality and academic performance in Music, Arts, Physical Education, and Health. This study contributes empirical evidence linking instructional quality to component-specific academic performance in MAPEH, highlighting technology integration and professional development as critical areas for improvement. It is recommended that school administrators prioritize sustained teacher training and collaborative instructional planning to enhance instructional quality and further improve student learning outcomes in MAPEH.
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DOI: http://dx.doi.org/10.52155/ijpsat.v56.1.7885
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