Authors : Analyn M. Hubilla; Rolando F. Embile

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/3kkcs4dj

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DOI : https://doi.org/10.38124/ijisrt/26feb180

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated how music is integrated into the teaching practices of twelve teachers in Siuton Elementary School, Magallanes, Sorsogon, and examined its influence on learners’ focus, motivation, and retention. Using surveys, interviews, and classroom observations, the research explored the extent of music integration, the strategies teachers employ, and the challenges they encounter. Findings revealed that teachers commonly use music as a motivational tool and incorporate it into various subjects— including language, mathematics, and science—to enhance engagement and cooperation. In language learning, teachers emphasized that melodies, rhythms, phonics songs, and lyrics significantly support vocabulary development, reading skills, and expressive abilities. Despite its benefits, challenges emerged such as learners feeling shy or preferring non-musical activities, limited musical resources, inadequate training, and time constraints in lesson preparation. The study concluded that music is a powerful and versatile tool that enriches classroom instruction, fosters motivation, and improves literacy skills when used intentionally. A compilation of practical music-integrated teaching strategies was also developed to support diverse learners. Future studies are recommended to further explore music-enhanced learning, its long-term effects, and its role in learner engagement and teacher development.

Keywords : Music Integration; Teaching Practices; Language Learning; Learner Motivation; Literacy Development; Teaching Strategies; Classroom Engagement; Elementary Education; Phonics and Rhythm; Learning Retention.

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