Authors : Ginalyn L. Lopez

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/2yuvtzj9

Scribd : https://tinyurl.com/2j4muvsz

DOI : https://doi.org/10.38124/ijisrt/25oct963

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Abstract : The integration of songs in the motivational part of the lesson was utilized as an instructional strategy to enhance the learning outcomes of Grade One learners in the Mother Tongue-Based Multilingual Education (MTB-MLE) subject. A quasi- experimental design utilizing a time-series approach was employed with sixty-four (64) learners across two formative assessment trials, and data were analyzed using Mean, Mean Percentage Score (MPS), Variance, t-test for equal variances, and Pearson’s r. Findings revealed that the academic performance of students in both groups, with and without the use of songs, fell under the category of “Closely Approximating Mastery.” However, learners exposed to motivational songs achieved significantly higher performance in both trials compared to those without, with a high correlation between the first and second trials observed in the song group, and a moderate correlation noted in the non-music group. Teachers reported that while songs enhanced motivation and engagement, challenges emerged such as time required to teach unfamiliar songs, learner disinterest in music, teacher fatigue from repeated singing, and difficulty sourcing suitable materials. It is concluded that motivational songs positively influence learning outcomes and engagement in MTB-MLE. Therefore, teachers are encouraged to integrate songs into instruction, supported by in-service training and school investments in audio equipment, while also maximizing online platforms for additional resources. A follow-up study is recommended to further validate these findings.

Keywords : Motivational Songs, Instructional Strategy, Mother Tongue-Based Multilingual Education, Learning Outcomes.

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