MAPEH Competency of Grade 10 Students: An Input to Lesson Exemplar

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS ISSN(print): 2643-9840, ISSN(online): 2643-9875 Volume 08 Issue 11 November 2025 DOI: 10.47191/ijmra/v8-i11-18, Impact Factor: 8.266 Page No. 6061-6063 IJMRA, Volume 08 Issue 11 November 2025 www.ijmra.in Page 6061 MAPEH Competency of Grade 10 Students: An Input to Lesson Exemplar Val Alex S. Pagatpatan Ilocos Sur Polytechnic State College, Graduate School, Sta. Maria, Ilocos Sur, Philippines ABSTRACT: The implementation of the K–12 curriculum in the Philippines underscores the significance of Music, Arts, Physical Education, and Health (MAPEH) in promoting holistic student development. Despite its integration, persistent low competency levels have been observed among learners, notably in Ilocos Sur. This descriptive–correlational study assessed the MAPEH competencies of 379 Grade 10 students and 104 MAPEH teachers in selected public secondary schools in Ilocos Sur. Using a validated Competency Assessment Tool and Profile Questionnaire, data were analyzed through descriptive statistics, t-test, and Pearson’s r. Results revealed that students exhibited an overall "Good" competency, with Health scoring the highest and Music the lowest. No significant correlations were found between student competency and teacher-related variables such as specialization, experience, and educational attainment. However, teacher participation in Division-level training positively influenced Physical Education and Health outcomes. Additionally, parental income and education showed modest yet significant correlations with student performance. The study advocates for the use of contextualized lesson exemplars to address learning gaps, alongside continuous teacher training and localized instructional materials to support competency-based education. KEYWORDS: MAPEH Competency, Lesson Exemplar, K–12 Curriculum, Contextualized Teaching, Competency-Based Education, Holistic Development I. INTRODUCTION MAPEH plays a pivotal role in the holistic development of learners by fostering their cognitive, affective, and psychomotor domains. Despite its importance, national and regional assessments reveal competency gaps in these subjects. This study seeks to evaluate the competency levels of Grade 10 students in Ilocos Sur and to develop contextualized lesson exemplars that will enhance the teaching and learning of MAPEH. II. METHODOLOGY This research employed a descriptive–correlational design involving 379 Grade 10 students and 104 MAPEH teachers from selected secondary schools in Ilocos Sur. Instruments used include a validated MAPEH Competency Assessment Tool and Profile Questionnaire. Data were analyzed using descriptive statistics, t-tests, and Pearson’s r. The study ensured strict adherence to ethical standards. III. RESULTS AND DISCUSSION Findings indicate that the overall competency level of students in MAPEH was rated as "Good." The highest mean score was in Health (M = 15.95, Very Good), followed by Arts and Physical Education, and the lowest in Music (M = 13.17, Good). Teacherrelated factors such as specialization, experience, and educational attainment did not significantly correlate with student performance. However, participation in Division-level trainings positively impacted competencies in Physical Education and Health. Student-related variables such as parental income and educational attainment also showed modest yet significant relationships with competency levels. Table I: Mean Competency Scores of Students in MAPEH MAPEH Component Mean Score Interpretation Music 13.17 Good Arts 14.72 Good MAPEH Competency of Grade 10 Students: An Input to Lesson Exemplar IJMRA, Volume 08 Issue 11 November 2025 www.ijmra.in Page 6062 Physical Education 15.48 Very Good Health 15.95 Very Good Overall Mean 14.83 Good Table II: Frequency Distribution of Student Competency Levels Competency Level Frequency Percentage Excellent 48 12.66% Very Good 96 25.33% Good 153 40.37% Fair 68 17.94% Poor 14 3.70% Table III: Teacher Profile and Student Performance Correlation Teacher Variable r Value Interpretation Teaching Experience 0.12 Not Significant Educational Attainment 0.05 Not Significant Specialization Match 0.09 Not Significant Table IV: Participation in Training and Performance Impact Training Variable r Value Significance Level Interpretation Division-level Training (PE) 0.42 0.01 Significant Positive Division-level Training (Health) 0.39 0.01 Significant Positive Table V: Student Background Factors and Performance Student Factor r Value Significance Interpretation Parental Education 0.31 0.05 Modest Positive Household Income 0.28 0.05 Modest Positive IV. CONCLUSIONS The study concluded that the development of contextualized lesson exemplars, informed by competency assessments, is a viable strategy to improve MAPEH instruction. Moreover, continuous professional development for teachers and the incorporation of localized materials are essential to address learning disparities and enhance student outcomes. V. ACKNOWLEDGMENT The researcher extends gratitude to the Ilocos Sur Polytechnic State College, the Schools Division of Ilocos Sur, the participating teachers and students, and to Dr. Joel C. Ferrer for his guidance. REFERENCES 1) Andaya, O. J. F. (2014). Curriculum implementation and reform: The case of the K to 12 curriculum in the Philippines. International Journal of Education and Research, 2(12), 295-306. 2) Barrot, J. S. (2018). Curriculum integration in the Philippines: A research review. SAGE Open, 8(2), 1-15. https://doi.org/10.1177/2158244018772540 3) Montalbo, C. J., & Alcantara, C. J. (2022). Teacher readiness and competence in the K to 12 curriculum. SAGE Open, 12(1), 1-10. https://doi.org/10.1177/21582440211068644 MAPEH Competency of Grade 10 Students: An Input to Lesson Exemplar IJMRA, Volume 08 Issue 11 November 2025 www.ijmra.in Page 6063 4) Quijano, Y. S. (2019). Localized and contextualized teaching-learning process. Department of Education. Retrieved from https://www.deped.gov.ph 5) Tindowen, D. J. (2019). Professional development of teachers in the Philippines: The role of school heads. Asia Pacific Journal of Multidisciplinary Research, 7(1), 28-35. 6) Villena, A. G., & De Guzman, A. B. (2021). Student academic performance and teacher professional development. Philippine Journal of Education, 99(1), 14-26. 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