DIGITAL TEACHING MATERIALS IN TEACHING MUSIC, ARTS, PHYSICAL EDUCATION, AND HEALTH

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MIKYLA KRISTYANA B. CRUZ

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THESIS ABSTRACT Title: DITGITAL TEACHING MATERIALS IN TEACHING MUSIC, ARTS, PHYSICAL EDUCATION, AND HEALTH Researcher: Mikyla Kristyana B. Cruz Degree: Master of Arts in Education Institution: Lyceum-Northwestern University Institute of Graduate and Professional Studies Year: January 2024 Adviser: Bernadette C. Luzadas Abstract: The study aimed to assess the performance level of Grade 10 students in MAPEH after being exposed to various teaching strategies ─ Interactive Media, Sustained Silent Reading Method, and Conventional Method. The respondents of the study were the Grade 10 students of Mangaldan National High School, Mangaldan Pangasinan for the SY 2023-2024. The researcher used quantitative-quasi experimental research design by which the scholastic performances of the students during exposure to three different teaching methods were compared. Statistical analyses showed that both in the third and fourth quarters, only in the Interactive Media did students make significant increase. It could be concluded that among the three teaching strategies, the most effective one is the Interactive Media. TABLE OF CONTENTS Page TITLE PAGE i APPROVAL SHEET ii CERTIFICATION OF ADMISSION iii ACKNOWLEDGEMENT iv DEDICATION v ABSTRACT vi TABLE OF CONTENTS vii LIST OF TABLES ix LIST OF FIGURES x CHAPTER I THE PROBLEM Rationale 1 Theoretical Framework 5 Conceptual Framework 6 Statement of the Problem 8 Scope and Delimitation 8 Significance of the Study 9 Definition of Terms 10 Related Literature 11 Related Studies Foreign 18 Local 20 Contributions of the Reviewed Literature and Studies to the Present Study 22 CHAPTER II METHODOLOGY Research Design 23 Sources of Data 23 Instrumentation and Data Collection 24 Tools for Data Analysis 24 CHAPTER III PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Performance Level of the Learners (Before) 26 Performance of the Learners (After) 26 Difference in the Performance of the Learners 27 Digital Teaching Materials 30 CHAPTER IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary 42 Findings 42 Conclusions 43 Recommendations 44 BIBLIOGRAPHY 45 APPENDICES 48 A Permit to Conduct the Study 49 B Letter to the Respondents 50 C School Form 9 51 CURRICULUM VITAE 52 LIST OF TABLES Table Title Page 1 Distribution of Respondents 24 2 Performance of the Groups during The Third Quarter 26 3 Test of Difference in the Diagnostic Test Scores 26 4 Performance of the Groups during the Third Quarter 27 5 Test of Difference in the Diagnostic Test Scores and Third Quarter Grades 28 6 Performance of the Groups during the Fourth Quarter 29 7 Test of Difference in the Third Quarter and Fourth Quarter Grades 29 LIST OF FIGURE Figure Title Page 1 Paradigm of the Study 7 CHAPTER 1 THE PROBLEM Rationale The inclusion of technology in teaching is advised by various researchers and education experts. Numerous researches and studies have claimed the significant effect of using technology in the performance of students. As the learners become more adept with the use of technology, they feel bored if a classroom teacher just stands in front of the class and delivers a lecture in the traditional way. Of course in every rule there is an exemption. Teachers who volunteered or are assigned to teach in far-flung areas and could not afford to buy a projector or a laptop could not be blamed for using the traditional lecture method. But they could still use another way or method to improve their teaching style, thus benefit their students. One method that could be utilized in a classroom teaching setting is the Sustained Silent Reading (SSR). The concept of having students read silently for a predetermined amount of time has been very popular within early childhood education. This same concept of sustained silent reading though us almost laughable within secondary education for many reasons: Who has time for this? Students need to be moving on to complex text. Students should primarily be writing in order to prepare for college. How can the educator allow students to read all class period long? They aren’t doing anything! High stakes testing is priority! Reading for enjoyment is out of the question. Flores (2015) believes students, especially high school students, need to have silent sustained reading in their English class in order for them to improve academically in a variety of ways. Students who are exposed to more literature throughout the school year grow to have better writing. As Acts of Teaching by Joyce Armstrong Carroll and Edward E. Wilson points out in the preface of their book. “daily reading and writing. daily mini-teaches on various story elements, daily speaking, listening, examining, predicting in a joyfully literate classroom paid off”. Carroll discussed the value of having a “print-rich” classroom by using her observations of Sharron Chamberlin’s class structure, “[she] begins school with fifteen minutes of uninterrupted sustained silent writing and followed by fifteen minutes of uninterrupted sustained silent reading.” Chamberlin allowed her students to engage in the meaningful tasks of reading and writing without prescription or direction. Furthermore, they directed them to listen for specific vocabulary while she read a story to them. The students would listen, be intrigued, ask questions, and demonstrate their involvement. She would then send them back to their desks with a special assignment correlated with the story. By doing this daily, she was “allowing them to learn through exposure and discovery to reading and writing .... she is giving these students ample time to be actively creative, inventive and discovers.” Upon further examination for her daily classroom instruction and student samples, Carroll witnessed student growth in writing. One student “had internalized a sense of narrative and descriptive detail, at least partly due to the print-rich environment Sharon had created” while another student “had delightfully, eloquently, and clearly demonstrated that she knows the elements of a story” in her own writing. Chamberlin allowed students to creatively take risk and “because [Chamberlin] integrated reading and writing with listening speaking, viewing, thinking, and skills, learning was a cognitively appropriate and natural.” Chamberlin’s classroom may be younger than secondary education but the demonstration of reading and writing going hand-in-hand couldn’t have been better (https://www. edutopia.org/discussion/sustained-silent-reading-high-school). Silent reading has been a familiar component of most reading programs fr decades (Garan & DeVoogd, 2006). Researchers and literacy teachers once agreed that fostering students’ reading attitudes was a crucial step in creating strong readers (Yoon, 2002). In 2000, in an effort to determine if students that read a lot, the National Reading Panel (NRP) researched effects of silent reading and concluded sustained silent reading (SSR) is not effective in promoting reading growth (National, 2000). Although the panel did not determine SSR as a defective practice, a clear definition of what makes a good reader could not be made, which ultimately led to the panel’s decision and the controversy now surrounding the common school practice (Reutzel, Fawson, & Smith, 2008). Teachers facing increased pressure to meet goals of No Child Left Behind are questioning SSR and its effectiveness in classrooms. A number of teachers have begun teaching mandated reading curriculum focusing on small group instruction with leveled readers, leaving little time for reading for enjoyment. Other teachers still implementing SSR are now wondering whether doing the same would be a wiser use of instruction time (Fisher, 2004). Some educators are both alarmed and concerned about the lack of time students have for reading for enjoyment, which can instill a love for literature (Garan & DeVoogd, 2006). Furthermore, reading attitude has shown to affect reading growth, and giving students choices among texts has shown to be important in creating positive reading attitudes (Yoon, 2002). With strong opinions by the National Reading Panel that silent reading is ineffective (National, 2000) and equally strong opinions by some researchers and educators that silent reading is effective, is there any surprise that so much confusion surrounds the idea of giving students time to read silently in school? The use of Sustained Silent Reading (SSR) Method has been proven effective in teaching subjects related to language and communication such as English and Filipino. However, its usage in other fields like MAPEH has not been proven and published. The researcher conducted an initial dry-run of SSR in his class and observed its varied effect in their performance. There is a marked difference between students who are engaged in SSR and those students who are not. Moreover, it is known that MAPEH subject involves a lot of reading of facts. SSR purpose is to make reading more enjoyable to learners. Hence, using this method in MAPEH classes should be really employed and tested. Thus the researcher decided to further her research and find out the difference of interactive media and SSR methods. Theoretical Framework Sustained Silent Reading method aims to make the reading attitude among students better. There are five rules related to SSR that are developed by McCraken (as cited in Carges): Each student must read silently; the teacher also reads to set an example; each student selects a single book (or magazine or newspaper): no book changing is permitted; a timer is used; and there are absolutely no reports or records of any kind. The idea that students would initially learn by themselves is align with Constructivism. Students if asked to read silently are also given independent time for themselves to think, to understand, and to rethink about what they are reading. By SSR, they are also given the opportunity to go back to words, phrases, sentences, paragraphs and ideas which they think they have to re-read. Since it is only in the school that majority of the students find time to read, SSR is really suitable. Pressure is also less because they would not be allowed to orally read a passage in front of the whole class. For the second rule, it is based on the theory learning by modeling. At home, if parents or siblings or any influencing adults are not fond of reading or just glancing on magazines, students would be really difficult to be encourage to read. Thus it is often advised that family adults should lead the young ones, especially those who are studying at schools, to read, read, and read. Anyway, one of the basic ways to take in information is through reading. Nonetheless, due to the different circumstances each family has ─ busy working parents, and unconcerned siblings ─ there are many students do not find the adults at home as model for reading. Hence, teachers at school should follow Rule 2 so the students would do the same. It is really hard to teach if the teacher does not walk the talk. Conceptual Framework With regards to Sustained Silent Reading (SSR) program, it has been implemented in schools through the Hong Kong Extensive Reading Scheme in English, which has been initiated and developed by the Education Department for 10 years. The aim of the SSR is to help students develop a good habit of reading and improve their English proficiency in the long run. In sustained silent reading, students read silently in a designated time period every day in school They selected their own reading material and are not asked to answer comprehension questions or wrote book reports. SSR is nothing new. The term Uninterrupted Sustained Silent Reading was introduced as early as 1960. McCraken set forth some basic rules for initiating SSR. Since then, it has been implemented in reading classes at all grade levels. According to several research studies, effects of SSR on students’ reading include improvement in reading skills and vocabulary acquisition, as measured by reading test scores, developing a positive attitude towards reading and cultivating a better reading habit (http://iteslj.ord/Articles/Chow-SSR.html). DIGITAL TEACHING MATERIALS Figure 1. Paradigm of the Study Statement of the Problem This study aimed to compare the level of performance of Grade 10 students of Mangaldan National High School for the School Year 2023-2024 among the use of three teaching methods: Conventional Method, Interactive Method, and Sustained Silent Reading (SSR) Method: Specifically, it sought answers the following sub-questions: 1.What is the performance level of the learners in MAPEH before the introduction of the aforementioned teaching methods? 2.What is the performance level of the learners in MAPEH with the use of different teaching methods in the 4th quarter? 3.Is there a significant difference in the performance of the learners upon exposure to various teaching methods? 4.What teaching materials can be devised in teaching MAPEH 10 learners? Scope and Delimitation The research was limited in assessing the performance of the students with the use of 3 teaching methods in MAPEH 10: Conventional Method, Interactive Media, and Sustained Silent Reading (SSR) Method. Other grade levels of MAPEH like MAPEH 8, MAPEH 10, and MAPEH 10 were not considered nor consulted in this study. Furthermore, other core subjects in high school were not included in this study. The focus was MAPEH 10 alone since the researcher is a MAPEH 10 teacher and the time frame of the study was limited. The respondents of the research were the Grade 10 learners enrolled at Mangaldan National High School for the School Year 2023-2024. The learners’ third (3rd) and fourth (4th) quarter grades were utilized in the research. Significance of the Study The results of this study will be helpful to the following: Students. Knowing the students’ attitudes towards MAPEH, the teachers and the administrators will be informed to understand their students’ behavior and the results of this study serves as guide in creating MAPEH curriculum that will help or address the students’ attitudes toward MAPEH to create teaching activities and strategies that suits the attitudes of the students. Parents. The result of the study will provide the parents updated information about MAPEH for their children to improve in their educational endeavor. This may encourage them to assist their children in their students. Teachers. The teachers will be informed on how students learn better. Having the knowledge about the students’ attitudes toward MAPEH will help teachers improve their teaching, their teaching methods and strategies. This research will also address the need to understand students’ attitudes toward MAPEH especially in teaching MAPEH. Educators. The study seek to build upon current research and serve as a form of communication so as to support the MAPEH empowerment of students and call for the attention of MAPEH educators so that pedagogical practices can be tailored to nature more positive attitudes towards MAPEH. Future Researchers. Findings of this study will serve as a basis in planning for programs and activities such as seminars for MAPEH teachers in teaching them a pool of strategies and methods to be employed in the classroom that would address the students’ attitudes toward MAPEH. Researcher. The findings and results of this study will aid the researcher to develop professionally in an area of education relative to her specialization. Besides, such results will offer the researcher concepts that she may use to advance her teaching approaches and to revolutionize more instructional materials that are best suited to learners of MAPEH. Definition of Terms The following terms were defined operationally. Conventional Method. It refers to the old teaching strategy by which the teachers just do talk-and-chalk while the students listen. No or little interaction happens in this type of teaching. Digital Learning Method. An instructional material designed by the researcher to help the students learn their MAPEH lesson further. Grade. A level of study that is completed by a student during a particular period of quarter, it is usually denoted by a number that indicates how a student performs in a class or on a test. In this study, it refers to the third grading period (DepEd Order No. 8, 2015) the weight of the components of summative assessment for grade in Grade 8, Written works (Unit Test) ─ 20%, Performance tasks (Activities and or quizzes) ─ 60%, and Quarterly assessment (Periodical Test) ─ 20% for a total of 100% determines the third grading period. MAPEH. It stands for Music, Arts, Physical Education, and Health which are related and important in our everyday lives. In this study it refers to the MAPEH subject of the Grade 10 students. Interactive Media. It refers to the products and services on digital computer-based systems which respond to the user’s actions by presenting content such as text, moving image, animation, video, audio, and video games. Performance. It is an accomplished capability shown by the students in line with what has been learned. In this study, it refers to the grade of the students in the Third grading GPA school year 2023-2024. Sustained Silent Reading Method. It is a form of school-based recreational reading, or free voluntary reading, where students read silently in a designated time period every day in school. Related Literature Education in today’s society is becoming more difficult and requiring students to perform at even higher levels. Meeting all the state expectations is a minor issue compared to meeting all our students’ individual needs. Teachers are pushed to teach from the books and test often. The personal aspect of a classroom is slipping away very quickly. Yoon (2002) encouraged student engagement. Yoon felt that students in today’s classroom need to be engaged with what they are reading in order to learn the vital aspects of the material. Yoon discovered that allowing students to take time and simply sit down with a book for enjoyment created great character traits for students. Yoon stated, “Individual motivation and personal time to read, encourages children to become more self-determined” (p. 188). The lecture is defined loosely by Thomas M. Sutherland as “as a continuing oral presentation of information and ideas by the professor; it is presumably a synthesis of his own reading, research, and experiences, interpreted in light of his own insights. Theoretically, in the true lecture, little or no active student participation is involved. In practice of course we have much variation in how closely this format is adhered to. There is a varying degree of use of the blackboard, slide projector, assignments to be done outside of class and question and answer sessions: but all of these variants involve the lecturer as the primary agent in the instruction. The lecture is thus distinct from the other major recognized methods of instruction such as the discussion, Socratic dialogue, project method, and the laboratory. This study would also directly quotes the strengths and weaknesses of lecture method as discussed by Sutherland in his paper entitled “The Lecture Method”. It states that: Weaknesses of the Lecture “This is the lecture at its worth and it consists, according to an old adage, of transferring the notes of the teacher to the notebooks of the students without passing though the minds of either. And all too often the notes of the teacher are taken from texts to which the students have ready access, and which they can read in 20 minutes instead of hearing for 50. The assumption is that the task of the teacher is to tell the students. We must admit that many students prefer it this way - the passive listening role saves them from assuming too much responsibility for their own education: indeed they frequently urge even greater use of this kind of lecture since the instructor can capsulize all the relevant information and save them the bother of a trip to library! This represents, as we shall see, the grossest misuse of the lecture method, and the instructor who prides himself on the volume of notebook which his students have filled during his lectured is ignoring completely the evidence showing that learning has to be an active process involving considerable interaction between teacher and student. In addition, this passive role, in which any activity of the student is precluded and in which no provision is made for individual reaction by him, can be insufferably dull for both the class and the instructor: if, however, the lecturer is lively with an engaging personality and a witty style, the experience can be relatively painless for the student! However, in more cases than not the worst sin of the lecturer is committed - he bores his students! The boring lecturer is in many ways as much a menace to society as the incompetent physician. The latter leaves unsound bodies, but the former leaves stunted intellects. All too frequently the lecture method encourages the retention of facts as an end in itself, especially when “objective testing” is employed: whereas it is the ideas and principles understood and integrated which are likely to remain with the student, not facts memorized in rote fashion. And too often the lecturer doesn’t know, how much of the material is getting through to student. Thus with the lecturer capsulizing the information for his students and giving them exams based on the lecture material, the student is compelled to accept as gospel all the prejudices, unwarranted assumptions, and mistakes of his lecturer if he values a grade at all. The students submit to authority instead of pursuing truth, evidence, and logic. The teacher is the final authority, and the explanatory aspects of learning are effectively thwarted. The printing press and the duplicating machine long ago rendered obsolete this kind of lecture and lecturer. Especially is this confirmed by recent studies showing that learning from listening to a lecture! Nevertheless, we must admit that a high percentage of present day courses hold the students responsible only for the material presented in lecture - few among us 1 suspect are entirely innocent - and the student becomes a sponge, soaking up the gems of wisdom dropped by the lecturer, and when squeezed in the examination, oozes the appropriate check marks from his brain and onto the I.B.M. sheet. Sometimes I think natural selection must be favoring now student brains with six compartments in each of which is contained an instruction to check appropriate box - kind of a 6-cylinder model brain if you will. The lecture, then, often rambling and spontaneously produced without due regard to logical organization, clear exposition, and the psychological conditions necessary foe effective delivery, and assuming that all students are equally prepared or interested to hear the same thing. It is simply not adequate for teaching certain types of concepts. Attitudes, skills, and feelings are seldom learned through pure telling techniques.” Strengths of the Lecture “On this other side of the coin, it can be said that there is never a really good excuse for a bad lecture: and in this age of books. There is very little excuse for a lecture that namely imparts factual information. But a lecture many arouse, stimulate, give perspective on a subject, prepare the way for discussion, exhibit a mode of thought, present dramatically a movement of ideas in a way no other method can do. It is readily adaptable to the needs, interest, ‘and background knowledge of each particular group of students. It can serve as a model of good English expression. It is excellent for introducing a new topic, for giving perspective to the class, and for summarizing what should have been learned. It is economical of time and materials. And finally, the obvious but often omitted, it does give the professor an opportunity to profess! At its very best then, the lecture is a real display of learning. When delivered by a master, it is an experience never to be forgotten. Listen to the words of students of some of the greatest teachers we have known. Carl Becker describing Frederick Jackson Tmner, historian: “I was daily enjoying the inestimable privilege of watching an original and penetrating intelligence at work playing freely with facts and ideas, handling with discrimination the problems of history.” Irwin Edmau describing John Dewey, philosopher: “I had been listening not to the semi-theatrical repetition of a discourse many times made - a fairly accurate description of many academic lecture - I had been listening to a man actually thinking the presence of a class.” James Russell Lowell of Ralph Waldo Emerson, essayist and lecturer: “We do not go to hear than Emerson says so much as to hear Emerson.” Indeed, the traditional method has its own advantages and disadvantages. This type of method will be employed by the researcher in third quarter and will be compared analytically with the Sustained Silent Reading Method or SSR. Through SSR came with varying names throughout the years, the sole purpose of it is to make the learners better and happier readers. As Flores stated in his paper Sustained Silent Reading in High School, “Reading allows students to experience things they may never be able to do, but through the lens of novels students can go anywhere at any time. Reading also allows students to see how writing works in the real world; it is not formulaic. Students can discover what voice sounds like through reading a variety of genres. Students can rediscover the joys of reading, but for some it may be a first discovery.” This paper would also directly quote an article published by Pat Hadler of the Global Educator Institute entitled 7 Sustained Silent Reading (SSR) Strategies. It states that: Sustained Silent Reading Method is “a classroom practice that’s been around for decades and goes by many names: SSR, DIRT (daily independent reading) or DEAR (drop everything and read). Essentially it’s a block of time, such as ten to twenty minutes, taken daily or weekly, in which students can select books independently and quality read. Research on the effectiveness of SSR is a mixed bad. A report from the National Reading Panel in 2000 claimed there were not enough studies to draw any scientific conclusions that SSR benefits students. However, the panel made it clear that SSR may have a positive influence regarding fluency, vocabulary development, and reading comprehension. Many teachers have seen the positive effects in their classrooms and work SSR into the curriculum, from elementary up through high school. The Benefits of SSR Often with SSR, reading becomes enjoyable for students who follow their particular interests in selecting books, rather than having to read assigned books. Reading comprehension with SSR often improves. “Readers don’t have to pay as much attention to the pronunciation of every single word when they read silently, so they can concentrate on reading for understanding,” writes Karen LoBello, in “The Advantages of Sustained Silent Reading.” Often students can figure out unfamiliar vocabulary words when read in context and remember them now having a frame of reference. And by reading different styles of writing, their own writing skills are intuitively influenced and improved.” The article also suggested strategies to employ SSR. These are as follow: Make a commitment to SSR and stick to it. You won’t see any results if you’re inconsistent scheduling the time. Students in turn will develop more stamina, developing their reading “muscles”, says one Central Ohio teacher. They will also start to look for additional titles that interest them because they know SSR is a given. Allow your students to make their own choices with helpful guidance from you. Younger students may need to be coached on how to choose the right book for them at or slightly above their reading level, while older students might need to be directed toward more appropriate material. Books can come from your own classroom library, or home. Make sure you have a few titles on hand for students who “forget” to bring their book. You can easily incorporate writing activities with SSR. Students can journal about their reading experiences, create a log of the books they have read, or write a review of the books so their classmates know if they should pick up that book. If you have enough space, create an area for SSR that enhances the experience. Bean bag chairs, large pillows and an area rug encourages the kids to get comfy and get lost in their books. Make sure you establish clear rules about SSR behavior. Chitchat from some students can distract the entire class. Show the students good reading behavior and read your own book. “SSR time is not a time for teachers to correct papers or plan the next day’s lessons,” advises EducationWorld.com. “Teachers should be right there on the floor (or in another comfortable spot) ─ modeling a lifelong love of reading. Related Studies Foreign M. Broudo, M. White, D. Roudenburg, R. Arseneau, A. Chalmers, J. Wright, H. Mizgala, D. Lirenman of the Faculty of Medicine and the Centre for the Study of Curriculum and Instruction, University of British Columbia, Vancouver, Canada conducted a study entitled The Effectiveness of Interactive Multimedia as an Instructional Aid for Learning Basic Clinical Skills and Knowledge. The goal of the study was to test the hypothesis that students using interactive multimedia will learn to perform the measurement of a basic clinical examination skill and understand its physiology more proficiently than by using non-interactive media and text-based educational materials, as measured immediately after the treatment and 3 months later. Three groups of second year medical students were presented with identical learning content with similar instructional design elements, but were exposed to different instructional media: a) interactive multimedia on CD ROM; b) video-tape with text & still graphics study guide; c) text and still graphics study guide alone. A control group of students was later incorporated into the study which used traditional study sources. Dependent measures included an objective structured clinical examination (OSCE), objective examination (MCQ and short answer), and short essays. Students’ attitudes toward each type of instructional technology were measured using an effective instrument. The results of this study provide some evidences for the efficacy of using interactive multimedia as an instructional technology. Student treatment groupings produced similar scores on the OSCE and Objective examination. While the interactive multimedia grouping had significantly lower mean scores on the Immediate Short Essay measure, students exposed to interactive multimedia scored higher on both the delayed Objective and Short Essay measures than other groups administered 3 months later. This finding indicates less decay in the retention of information and its synthesis by the interactive multimedia group. Also, students generally preferred learning with the interactive multimedia module. Finally, mean comparisons with the control group that indicate that students’ performance on all measures improves with the exposure to any form of instruction (https//?link.springer.com/chapter/10.1007/978-94-011-4886-3 98). Local Education in the Philippines state education sector faces many challenges ─ millions of children are missing out on school because of financial, social, or physical challenges: pupil-teacher ratios exceed 40:1; many teachers do not have adequate qualifications and there is a shortage of quality teaching materials. These problems have also led to a high level of disengagement among students. Text2Teach is an initiative created in 2002 by an alliance of telecommunications and education organizations, including Globe Telecom, the Department of education, Nokian, the Ayala Foundation, Toshiba and the Pearson Foundation, to supply schools in hard-to-reach communities with high quality education audio and video materials and integrated teacher training. It is making a significant contribution towards the objectives of the Philippine ‘Education for All’ strategy, particularly: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programs and improving all aspects of the quality of education and ensuring the excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills (https://www.gsma.com/iot/wp-content/uploads/2014/03/Text2Teach-case-study-final.pdf). In another study conducted by Steve G. Zacal of Daniel R. Aguinaldo National High School, University of Southeastern Philippines Davao City, Philippines entitled Effect of Multimedia Teaching to the Achievement of Junior High School Students in Trigonometry, he said: “Modernization means advancement of technology. Since technology is now fast growing in any instance, it also affects student’s behavior in their studies. This study was conducted to determine the effect of interactive multimedia instruction on the achievement of junior-high-school students in the subject Trigonometry. Design 10, the non-equivalent control-group format was used to conduct the experiment during the fourth quarter of school year 2010-2011. The section, third-year Mayon with 35 students made up the experimental group, while that of third-year Apo with 35 students became the control group compromising of 70 third-year students of Daniel R. Aguinaldo National High School as the subjects of the study. The experimental group was evaluated based on treatment X, which used the interactive multimedia instruction. The traditional method of teaching was used by control group and isolated from the experimental intervention and was evaluated during the pre-test and post-test periods. Data were retrieved using the test made by the investigator. It came out that both groups displayed learning improvement at the end of the study, but the magnitude of an increase significantly differed. The study concluded that interactive multimedia instruction led to higher improvement of teaching trigonometry than the conventional method adapted by the control group.” Contributions of Reviewed Literature and Studies to the Present Study The aforementioned literature and studies related to this study claim that the use of interactive media in the teaching-learning process does impact the students’ learning and teachers’ performance. Also, the employment of Sustained Silent Reading (SSR) Method positively affected the learning abilities and academic performance of the students in the various studies conducted. Thus, these conclusions of the previous studies would be of great help in answering the posed questions in this study. CHAPTER 2 METHODOLOGY This chapter presents the research design, sources of data, instrumentation, and data collection tools for data analysis of the study. Research Design The study utilized quantitative-quasi experimental research design by which the scholastic performances of the students during exposure to two different teaching methods were compared. In the 3rd quarter, interactive media was utilized as a method of teaching the Music component while in the 4th quarter Sustained Silent Reading (SSR) Method was employed. Sources of Data The primary sources were the 120 randomly selected students from all the Grade 10 selections ─ A, B, C, D, E, and F. Sections A and B were exposed to Interactive Media method, Sections C and D were exposed to Sustained Silent Reading Method, and Sections E and F were exposed to Conventional Method. In identifying the student-respondents for each section, random sampling was used. Table 1. Distribution of Respondents GROUP SECTION NO. OF STUDENTS 1 A 15 B 15 2 C 15 D 15 3 E 15 F 15 TOTAL 90 Instrumentation and Data Collection There were three (3) groups formed in this study. group 1 was composed of Sections A and B and was exposed to Interactive Media during the 3rd and 4th quarter of SY 2023-2024. Group 2 comprised of sections C and D and was exposed to Sustained Silent Reading Method. Group 3 which was composed of sections E and F was exposed to Conventional Method of teaching. At the onset of the study, the researcher administered a diagnostic test to test if all the learners are of relatively the same starting level of performance. This is to ensure that the improvement or increase in their study would be attributed to the teaching strategy employed by the researcher. Consent of the proper authorities and students were also taken in to consideration before conducting the study. Tools for Data Analysis For the third and fourth quarter grades of the respondents, the tool used was Analysis of Variance (ANOVA) with level of significance set to 5%. By this procedure, the research could identify if there is no significant difference in the academic performance of the students exposed to different teaching methods. This research made use of the grading system and descriptive equivalence of the grades required by the Department of Education. DESCRIPTIVE EQUIVALENT GRADING SCALE Outstanding 90-100 Very Satisfactory 85-89 Satisfactory 80-84 Fairly Satisfactory 75-79 Did Not Meet Expectations Below 75 CHAPTER 3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This portion of the research presents the findings based on the data gathered on the course of the study, the study of which aims to assess the performance level of the students exposed to various teaching strategies. Performance Level of the Learners (Before) Table 2. Performance of the Groups during the Third Quarter Groups Diagnostic Test Mean Percentage Score Descriptive Equivalent 1 (Interactive Media) 81 Satisfactory 2 (SSR) 80 Satisfactory 3 (Conventional Method) 78 Fairly Satisfactory The diagnostic test mean percentage scores presented at Table 2 revealed that the students from all the 3 groups had almost the same academic standing before the conduct of the study. Table 3. Test of Difference in the Diagnostic Test Scores Computed F-Value Critical F-Value Decision 0.689 3.212 Not Significant Table 3 discloses that the difference among the performance level of the students were not significant before the conduct of the study. This certifies that at the outset, the students were of the same scholastic performance level. Given so, any increase or improvement in the grades of the students in the third and fourth quarters could be attributed to the teaching strategies employed to the groups. Table 4. Performance of the Groups during the Third Quarter Groups Third Quarter Mean Grade Descriptive Equivalent 1 (Interactive Media) 87 Satisfactory 2 (SSR) 84 Satisfactory 3 (Conventional Method) 79 Fairly Satisfactory In table 4, the performance levels of the groups during the third quarter were presented. It could be noted that the students who were exposed to the Interactive Media achieved a mean grade of 87 which has a descriptor “Satisfactory.” On the other hand, Group 2 students who has undergone Sustained Silent Reading Method attained a mean grade of 84 which has a descriptor of “Satisfactory.” Lastly, the mean grade of students exposed to Conventional Method of teaching reached a mean grade of 79 which has a descriptor of “Fairly Satisfactory.” From the gathered data during the third quarter, it was revealed that Group 1 had an impressive leap in their performance level. From 81, the mean grade of students became 87 in the third quarter after being exposed to Interactive Media. It could be deduced then that the use of Interactive Media as a teaching strategy is an effective one. Moreover, it was also observed that from 80, the mean grade of students from Group 2 (Sustained Silent Reading Method) became 84 in the third quarter which implies that there was a definite increase in the performance level of the students when exposed to the said method. On the other hand, the students from Group 3 who were taught using the Conventional Method registered only 1 point increase in their performance level. Table 4. Test of Difference in the Diagnostic Test Scores and Third Quarter Grades Groups Computed T-Value Critical T-Value Decision 1 (Interactive Media) 8.412 4.200 Significant 2 (SSR) 1.892 4.200 Not Significant 3 (Conventional Method) 0.010 4.200 Not Significant Table 6 shows that only in the Interactive Media did the students grades make significant increase. This suggests that his teaching strategy is effective. Although there were increases to both Sustained Silent Reading Method and Conventional Method, no significant increase in the students grades was observed. Table 6. Performance of the Groups during the Fourth Quarter Groups Fourth Quarter Mean Grade Descriptive Equivalent 1 (Interactive Media) 91 Outstanding 2 (SSR) 86 Satisfactory 3 (Conventional Method) 79 Fairly Satisfactory Table 6 re-affirmed the increase in the mean grade of students as they were exposed to various teaching strategies. It could be observed that in the fourth quarter, the increase in the grade of Group 1 became 4, and Group 2 became 2. Strikingly, the mean grade of students who were given Conventional Method did not show any increase in their mean grades. Table 7. Test of Difference in the Third Quarter and Fourth Quarter Grades Groups Computed T-Value Critical T-Value Decision 1 (Interactive Media) 5.273 4.200 Significant 2 (SSR) 2.731 4.200 Not Significant 3 (Conventional Method) 0.000 4.200 Not Significant Table 7 shows that only in the Interactive Media did the students’ performance level significantly increase in the fourth quarter. Albeit the performance levels of the students also showed increase, these were not significant according to statistical analyses. DIGITAL TEACHING MATERIALS Music Arts Physical Education Health CHAPTER 4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This chapter presents the summary of the findings, the conclusions drawn from the findings and the recommendations offered based from the findings and conclusions. Summary The study aimed to assess the performance level of Grade 10 students in MAPEH after being exposed to various teaching strategies, namely, Interactive Media, Sustained Silent Reading Method, and Conventional Method. The respondents of the study were the Grade 10 students of Mangaldan National High School, Mangaldan Pangasinan for the SY 2023-2024. The researcher used quantitative-quasi experimental research design by which the scholastic performances of the students during exposure to three different teaching methods were compared to determine which of the three the most and least effective teaching strategy was. Findings Based on the gathered and interpreted data during the course of study, the following are the findings: 1.During the third quarter, it was found out that the students who were exposed to the Interactive Media achieved a mean grade of 87 which has a descriptive equivalent “Satisfactory.” On the other hand, Group 2 students who has undergone Sustained Silent Reading Method attained a mean grade of 84 which has a descriptive equivalent “Satisfactory.” Lastly, the mean grade of students exposed to Conventional Method of teaching reached a mean grade of 79 which has a descriptor of “Fairly Satisfactory.” 2.During the fourth quarter, the increase in the mean grade of students as they were exposed to various teaching strategies was consistent to the previous quarter results. It was observed that in the fourth quarter, the increase in the grades of Group 1 became 4-point, and Group 2 became 2-point. However, the mean grade of students who were given Conventional Method did not show any increase in their mean grade. 3.Statistical analyses showed that both in the third and fourth quarters, only in the Interactive Media did the students make significant increase. It could be concluded that among the 3 teaching strategies, the most effective one is the Interactive Media. Conclusions Considering all the crucial and necessary data and information provided by the respondents and objectively and statistically analyzed and interpreted by the researcher in the course of study, the following are the conclusions hereby drawn: 1.It could be deduced from the results of the study that in the third quarter, all the grades of the learners showed increase but the highest leap of grade was observed in Group 1 where students were exposed to interactive Media, followed by Group 2 where students were exposed to Sustained Silent Reading Method, and by Group 3 where students were taught using the Conventional Method. 2.The digital teaching materials can be used by the Grade 10 MAPEH teachers specifically. 3.In the fourth quarter, Groups 1, 2, and 3 had an increase in grades of 4, 2, and 0, respectively. This showed that only in the Interactive Media and Sustained Silent Reading Method the students made increase. Recommendations The following recommendations are designed by the researcher based on the findings and conclusions of the study. 1.Digital teaching materials should be forwarded to concerned authorities for utilization of the teachers of Grade 10 MAPEH. 2.The digital teaching materials should be utilized by the MAPEH teachers to increase their performance level. 3.It is also recommended that other researchers in the field of education conduct similar research in other schools or divisions to further validate the findings of the study. BIBLIOGRAPHY

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MIKYLA KRISTYANA B. CRUZ (March-2025). DIGITAL TEACHING MATERIALS IN TEACHING MUSIC, ARTS, PHYSICAL EDUCATION, AND HEALTH. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(3), c185-c189. https://ijnrd.org/papers/IJNRD2503222.pdf

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