Keywords
music education
Grade 3 learners
academic achievement
instructional strategies
explanatory sequential design
Philippines
How to Cite
Abstract
This research, involving 209 Grade 3 learners from public elementary schools in Magsaysay, Misamis Oriental, explored learning difficulties, academic achievement, and coping strategies in music education. Results indicated significant challenges across all learning domains, the most pronounced being visual-auditory integration, followed by difficulties understanding melodies, reading rhythm, and musical notation. Despite these difficulties, the majority of students achieved a "Satisfactory" academic performance. When analyzed by profiles, younger students faced more challenges in understanding melodies, reading rhythm, and managing visual-auditory integration. Female students experienced greater difficulties in reading musical notation compared to males, while students with blue-collar backgrounds had more trouble reading rhythm. Roman Catholic students reported higher difficulty levels in certain areas than their non-Roman Catholic peers. No significant differences in academic achievement were found when grouped by age, sex, occupation, or religion, except for a notable association between difficulties in reading rhythm and academic performance, indicating rhythm challenges impacted achievement. The study highlights the need for targeted instructional strategies and specialized teacher training to address specific challenges faced by students. Implementing differentiated, multisensory teaching methods and focused teacher development programs can better support diverse learning needs. Introducing a program like "Harmonious Pathways" is recommended to enhance teaching practices and student outcomes, ensuring comprehensive support and improved academic achievement in music.References
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