Music Integration for Effective Delivery of Instruction: A Phenomenological Study

Abstract

The objective of this study was to determine the teachers’ perspectives, experiences, problems, challenges, and intervention procedures used in integrating music into their classroom instruction. The study participants were delimited to elementary school teachers teaching in a private school in Imus Cavite, Philippines for the school year 2021-2022. The qualitative research strategy based on hermeneutic phenomenological research was used. A guided interview was used to collect data. Data collection and qualitative data analysis are usually done at the same time. The study came out with the following findings: The teachers need music workshops, training, and seminars to help them effectively employ music integration in their classroom for effective delivery of instruction, the teachers’ lack of supportive leadership from the school head, and the lack of resources to be used for teachers to integrate music. This conclusion points to the importance of providing workshops, training, and seminars to teachers, a need for a supportive school head and principal to motivate them to integrate music into their subject matter, and a provision of desired access to resources that would fill the needs of the teachers. Based on the above findings, the following conclusions are presented: The participants’ “lack of music training and ability” is the main reason behind the lack of an even more tremendous amount of implementation in the classroom. The participants do not have enough resources, materials, or a broad grasp of strategies and methods used for music integration. The following recommendations were drawn from the findings of this study: The school should provide desired access to resources and a source that would fill the needs of the participants. Also, the school should provide workshops, training, and seminars to the participants on integrating music in their classroom instructions in all subjects. Furthermore, Policy formulation on the adoption of integrating music into instruction may be formulated.