Enhancing Students’ Engagement in Instrumental Music Education through Innovative Teaching Strategies in the Special Program in the Arts: A Correlational Study in the Province of Albay
DOI:
https://doi.org/10.65339/ijsair.V2.I2.267Keywords:
Collaborative Learning, Gamification, Innovative Teaching Strategies, Instrumental Music Education, Music Engagement, Pocket Manual, , Special Program in the Arts, Student Engagement, Technology IntegrationAbstract
This study examined the relationship between innovative teaching strategies and student engagement in instrumental music education in the Special Program in the Arts (SPA) in the Province of Albay. Anchored on the Student-Centered Music Engagement Theory integrating Self-Determination Theory, Self-Regulation Theory, and Engagement Theory, and guided by the Input-Process-Output model, the study used a descriptive-correlational research design. Data were gathered through a validated researcher-made survey questionnaire administered through total enumeration to SPA instrumental music students and teacher-specialists in four SPA-Accredited Schools under the Schools Division Office of Albay during School Year 2025–2026. Weighted mean, Pearson r correlation, frequency, and ranking were used in the analysis. Findings showed that students manifested high levels of emotional regulation, cognitive regulation, and music engagement. Technology integration, gamification, and collaborative learning were found effective in enhancing engagement, with collaborative learning emerging as the strongest strategy. However, the relationship between innovative teaching strategies and student engagement was positive but not statistically significant. Major implementation challenges included limited access to technology, time constraints, and inadequate training in innovative strategies. The study concluded that while innovative strategies support instrumental music instruction, their effectiveness depends on sufficient resources, systematic implementation, and institutional support. A validated pocket manual was developed as a practical instructional guide, and the study recommended structured practice, stronger collaboration, improved access to digital tools and training, and sustained administrative support. The study aligns with SDG 4, SDG 3, and SDG 11 by supporting quality arts education, student well-being, and cultural preservation. Its sustainability impact lies in strengthening educational, institutional, social, and community support for instrumental music learning.
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