Effects of Happy Emotion Induced by Filipino Children’s Music on the Performance in Addition and Subtraction of Grade I Filipino Pupils
DOI:
https://doi.org/10.37134/jrpptte.vol9.no1.4.2019Keywords:
Filipino children's music, emotion-based teaching aids, happy emotion, performanceAbstract
This study sought to identify Filipino children’s music that can induce happy emotion through a survey, to develop emotion-based teaching aids utilizing the identified music and to find out if the use of the emotion-based teaching aids can improve the performance in addition and subtraction of grade 1 Filipino pupils. The results of the survey showed that nine out of the ten Filipino children’s music were able to induce happy emotion by registering an overall statistically significant difference (t (199) = 32.53, sd =.282, m = .65, p = <.001) between the antecedent and consequent emotions of pupils. These music were; 1. Jack en poy, 2. Leron, Leron Sinta, 3. Pen Pen de serapen, 4. Kumusta, Kumusta, 5. Lubi, Lubi, 6. Sitsiritsit, 7. Kung Ikaw ay Masaya, 8. Magtanim ay di biro and 9. Paru- parung bukid. While the results of the experiment failed to support the null hypothesis because the experimental group registered statistically significant improvements over the control group (t (70) = -3.50, m = -1.58, sd=3.90, p = .001). at .05 significant level. This result was strengthened by the statistically significant difference in the subjects’ periodic grade (t (70) = -4.20, m = -.92, sd=1.90, p = <.001). So, even though there were observed statistically significant improvement in the performance of the control group in addition (t (70) = -7.04, m = -1.04, sd= 1.23, p = <.001), Subtraction (t (70) = -7.47, m = -1.65, sd= 1.86, p = <.001) and periodic grades (t (40) = -8.67, m = -1.29, sd= .96, p = <.001), the overall performance of the experimental group was better than the control group. The study concluded that happy emotion induced by the identified Filipino children’s music improved the performance in addition and subtraction of grade 1 pupils. The study recommended to policy makers to formulate guidelines to effectively incorporate emotion-based teaching in the classrooms and recommended to teachers, school heads and administrators to recognize and actually employ emotions in the teaching-learning process.
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