A Mixed-Method Study of Musicality Practices in Indigenous Peoples' Community: Curriculum Integration, Aptitude, and Study Engagement

ISSN 3028-1261
10.5281/zenodo.17308737/NIJSE.2025
A Mixed-Me hod S udy o Musicali y P ac ices in Indigenous
Peoples’ Communi y: Cu iculum In eg a ion, Ap i ude, and
S udy Engagemen
She win C. Yba˜
nez
Abs ac . This s udy examined he impac o Indigenous musicali y p ac ices and cu iculum
in eg a ion app oaches on s uden engagemen and cul u al iden i y o ma ion in Indigenous
Peoples (IP) communi ies, employing a con e gen pa allel mixed me hods design. Quan i-
a i e da a we e ga he ed h ough su ey ins umen s adminis e ed o 65 pa icipan s, while
quali a i e da a we e collec ed ia in-dep h in e iews wi h educa o s and communi y membe s.
Resul s e ealed ha he in eg a ion o musicali y p ac ices—ins umen al music, dance, and
s o y elling h ough music—was mode a ely ex ensi e, while s uden engagemen le els we e
no ably high, pa icula ly in ela ion o cul u al in e es and skills de elopmen . Cu iculum
in eg a ion h ough ex acu icula and communi y-based p og ams was also assessed as mode -
a ely ex ensi e. Al hough no s a is ically signi ican in e ac ion e ec s we e obse ed be ween
musicali y p ac ices and cu iculum in eg a ion, a mode a e e ec size indica ed p ac ical
ele ance. Quali a i e indings unde sco ed he cul u al and pedagogical alue o Indigenous
musical p ac ices, highligh ing hei ole in cul u al p ese a ion, emo ional exp ession, and
social connec ion. Teache s exp essed bo h s ong suppo and challenges, including limi ed
esou ces and aining. The indings suppo he need o con ex ualized, cul u ally g ounded
educa ion s a egies ha a i m iden i y and p omo e inclusi e lea ning in Indigenous se ings.
KEY WORDS
1. Indigenous musicali y 2. cu iculum in eg a ion 3. cul u al iden i y
4. con e gen pa allel mixed me hods 5. Indigenous educa ion
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
Musical p ac ices in Indigenous communi-
ies a e i al exp essions o iden i y, adi ion,
and collec i e memo y. These include adi-
ional songs, ins umen al music, dance, and
s o y elling, which a e essen ial in i uals, cele-
b a ions, and educa ion. They ein o ce cul u al
alues and os e social cohesion and knowledge
ansmission. Howe e , in eg a ing hese p ac-
ices in o elemen a y cu icula p esen s chal-
lenges, as many educa ional sys ems s uggle o
inco po a e Indigenous pe spec i es in a mean-
ing ul way. This disconnec hinde s s uden
engagemen and educes he ele ance o ed-
uca ion o Indigenous lea ne s. Recognizing
his need, he e is a mo emen ad oca ing o
he inclusion o Indigenous musicali y o en ich
educa ional expe iences, p omo e p ide in In-
digenous iden i y, and enhance s uden engage-
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men . Valuing hese p ac ices, schools can c e-
a e mo e inclusi e en i onmen s ha celeb a e
Indigenous cul u es. As Wes e n in luences pe -
mea e Indigenous communi ies, younge gen-
e a ions may g a i a e owa ds con empo a y
music, isking he loss o adi ional p ac ices
i al o cul u al iden i y. Musical p ac ices in
Indigenous communi ies a e signi ican , as hey
exp ess iden i y, spi i uali y, and a sense o be-
longing. They include adi ional songs, pe -
o mances, and dances oo ed in Indigenous
his o ies. These p ac ices a e c ucial in i u-
als and celeb a ions, as hey p ese e cul u al
knowledge ac oss gene a ions. Howe e , a sig-
ni ican challenge is he diminishing ansmis-
sion o hese p ac ices due o globaliza ion and
mode niza ion (Mabingo, 2022). In eg a ing In-
digenous music in educa ion a ies by coun y,
e lec ing di e en le els o espec o Indige-
nous cul u es. Some egions aim o inco po-
a e Indigenous pe spec i es in o mains eam
educa ion, he eby enhancing s uden s’ cul u al
unde s anding and os e ing a sense o p ide.
Howe e , challenges include limi ed esou ces
and inadequa e educa o aining, which can e-
sul in he mis ep esen a ion and supe icial in-
co po a ion o Indigenous elemen s in he class-
oom. This gap hinde s educa ional ou comes
and engagemen o Indigenous s uden s (Kuop-
pam
¨
aki Vilmil
¨
a, 2024). Many coun ies ec-
ognize Indigenous igh s and cul u al p ese -
a ion, bu challenges emain in p ac ical im-
plemen a ion. In e na ional amewo ks like
he Uni ed Na ions Decla a ion on he Righ s
o Indigenous Peoples suppo Indigenous cul-
u es, ye local implemen a ion a ies. A key
issue is he insu icien collabo a ion be ween
educa ional ins i u ions and Indigenous commu-
ni ies in c ea ing ele an cu icula. Wi hou
espec ul pa ne ships ha hono Indigenous
knowledge, musical p ac ices may be sidelined,
disconnec ing s uden s om hei cul u al iden-
i ies in lea ning en i onmen s (Bannan, 2020).
In he Philippines, he musical p ac ices o In-
digenous Peoples a e in eg al o hei cul u al
iden i y, ea u ing a di e se ange o adi ional
songs, dances, and ins umen s. The I ugao a e
known o hei olk songs, which celeb a e ag i-
cul u e and i uals a communal ga he ings. The
Bon oc communi y has unique o ms, such as
he ”hudhud,” an epic chan ecognized by UN-
ESCO as an In angible Cul u al He i age. How-
e e , apid u baniza ion and mains eam media
h ea en adi ional music, as younge gene a-
ions a e d awn o popula gen es and digi al
pla o ms, isking he loss o c ucial cul u al
exp essions (da Sil a Amo im, 2024). Ac oss
a ious egions, e o s o inco po a e Indige-
nous musical p ac ices in o educa ional cu ic-
ula a e e iden , bu challenges emain. In Min-
danao, o ins ance, p og ams like he Indige-
nous Peoples Educa ion (IPEd) aim o in eg a e
cul u ally ele an con en in o public schools,
p omo ing he inclusion o local musical adi-
ions in he cu iculum. Howe e , a signi ican
challenge pe sis s in Mindanao: eache s o en
lack adequa e aining and esou ces o deli e
his con en e ec i ely. Many educa o s ha e
limi ed exposu e o Indigenous musical p ac-
ices and may s uggle o each hem au hen-
ically, esul ing in an incomple e ep esen a-
ion o cul u al he i age in he class oom. This
sho coming hinde s oppo uni ies o engaging
s uden s and deepening Indigenous lea ne s’ ap-
p ecia ion o hei cul u al backg ounds (Cos a
e al., 2024). The Philippine go e nmen has
made pledges a he policy le el o ecognize
and p o ec he igh s o Indigenous Peoples,
bu he implemen a ion is o en inconsis en . In
egions like Palawan, whe e he Tagbanua and
Ba ak ibes eside, communi y-led e o s o
sa egua d hei musical adi ions ha e achie ed
some success. None heless, a signi ican chal-
lenge emains: he insu icien collabo a ion be-
ween educa ional au ho i ies and Indigenous
communi ies in c ea ing cu icula ha au hen i-
cally ep esen Indigenous iewpoin s. This gap
o en esul s in he ma ginaliza ion o adi ional
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musical p ac ices in academic se ings, dep i -
ing s uden s o a comp ehensi e unde s anding
o hei cul u al he i age. Tackling hese issues
h ough since e pa ne ships and inclusi e poli-
cies is c ucial o p ese ing Indigenous musical
p ac ices in he Philippines and inco po a ing
hem in o he educa ional sys em, he eby in-
s illing p ide and iden i y in s uden s (Edua do
Gab iel, 2024). In Ma ilog, Da ao Ci y, he
musical adi ions o he Indigenous Peoples,
especially hose o he Bagobo communi y, a e
essen ial o cul u al iden i y and social uni y.
These communi ies hono hei ich he i age
h ough adi ional songs and dances, including
he Bagobo’s ”Kapa” dance, which embodies
hei deep connec ion o na u e and spi i uali y.
Howe e , a signi ican issue in Ma ilog is he
inc easing in luence o mode n ac o s and he
dwindling pa icipa ion o younge gene a ions
in hese ime-hono ed p ac ices. As exposu e
o popula cul u e inc eases h ough media and
u ban de elopmen , he e is a g owing conce n
ha hese musical adi ions may become ob-
scu e o disappea . E o s o inco po a e hese
p ac ices in o educa ional en i onmen s a e un-
de way. S ill, a signi ican hu dle pe sis s in
e ec i ely aining educa o s o each hese cul-
u al aspec s au hen ically, ensu ing ha Indige-
nous s uden s main ain p ide and connec ion o
hei he i age. Tackling his challenge is i al
o sa egua ding he musical adi ions ha a e
c ucial o he cul u al amewo k o he Indige-
nous communi ies in Ma ilog; hus, his pape
was p esen ed.
1.1. Re iew o Signi ican Li e a u e—
1.1.1. Musicali y P ac ices in Indigenous
Communi ies—Musicali y p ac ices—including
singing, ins umen al play, dance, and s o y-
elling—a e cen al o Indigenous Peoples’ cul-
u al iden i y, social cohesion, and in e gene a-
ional knowledge ansmission. These p ac ices
ex end beyond a , se ing i al oles in i u-
als, educa ion, and daily li e (Ha ison, 2020).
In eg a ing hem in o schools os e s inclusi -
i y, engagemen , and p ide in cul u al he i age
(Cos es-Onishi Kwek, 2023).
1.1.2. Ins umen al Music—Ins umen s
such as d ums and lu es embody his o y and
alues, se ing as ools o s o y elling and uni y.
In schools, ins umen al music enhances c e-
a i i y, collabo a ion, and cul u al app ecia ion.
Howe e , challenges such as insu icien und-
ing, limi ed esou ces, and lack o cul u ally
esponsi e pedagogy emain (Fos e Causby,
2024; C onenbe g e al., 2023). Online adap-
a ions du ing he pandemic showed alue bu
highligh ed he p e e ence o ace- o- ace in-
s uc ion (Sal ado e al., 2021).
1.1.3. Dance In eg a ion—Dance comple-
men s music by ansmi ing adi ions, alues,
and communi y iden i y. I s eng hens social
bonds and can se e as a democ a ic and em-
powe ing p ac ice (Wise e al., 2020). S ud-
ies o Baima Tibe an olk songs and dances
highligh hei impo ance in cul u al p ese -
a ion and li e acy educa ion (Tang So nyai,
2023). An i- acis dance pedagogy u he em-
phasizes he need o esis dominan Wes e n
amewo ks and empowe ma ginalized com-
muni ies (Mabingo e al., 2024).
1.1.4. S o y elling h ough Music—Songs
in Indigenous cul u es p ese e o al adi ions,
mo al lessons, and his o ical na a i es. In edu-
ca ion, his p ac ice os e s c ea i i y, iden i y,
and c i ical hinking. Teache s deepen engage-
men by si ua ing music in his o ical and cul-
u al con ex s (Da is, 2022). Howe e , ba ie s
such as ableism in music educa ion highligh
ongoing inequi ies (Wa en, 2023). S o y elling
also suppo s social jus ice awa eness and ad o-
cacy (Lewis Ch is ophe sen, 2021).
1.1.5. Cu iculum In eg a ion—In eg a -
ing Indigenous p ac ices in o mains eam cu -
icula p omo es inclusi i y and holis ic lea n-
ing. In he Philippines, embedding Indigenous
Knowledge Sys ems and P ac ices (IKSP) in o
he K–12 amewo k is seen as essen ial o
cul u al sensi i i y and s uden empowe men
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(Colicol, 2024). Beyond Indigenous con ex s,
music cu icula should p io i ize expe ien ial
app oaches such as musicing o deepe engage-
men (Yi, 2022).
1.1.6. Ex acu icula Ac i i ies—Music
and a s ac i i ies beyond class ooms s eng hen
iden i y, eamwo k, and c ea i i y. They p o ide
inclusi e oppo uni ies bu o en se e limi ed
popula ions due o esou ce gaps (Ka lsen e
al., 2024). You h engagemen in music depends
on suppo i e ne wo ks and egula oppo uni-
ies (Kuoppam
¨
aki Vilmil
¨
a, 2024). Communi y-
based app oaches, as in Madagasca and New
Yo k, show how cul u al con ex and ac i ism
en ich musical engagemen (Douglass, 2024;
Tsui Williamson, 2023).
1.1.7. Communi y Engagemen P og am-
s—P og ams linking schools wi h Indigenous
communi ies p o ide au hen ic cul u al expe-
iences, alida e s uden iden i ies, and os-
e inclusi i y. E ec i e engagemen equi es
meaning ul pa ne ships and ac ions beyond
symbolic acknowledgmen s (Rushing Cumbe -
land, 2024). Collabo a i e app oaches in music
schools demons a e how e lec ion and commu-
ni y pa icipa ion imp o e lea ning ou comes
(Sal ado e al., 2024; Benjamins e al., 2022).
1.1.8. S uden Engagemen and A i udes—
Cul u ally esponsi e music p ac ices imp o e
mo i a ion, pa icipa ion, and sense o belong-
ing. Collec i e musical cogni ion— ele ance,
dialogue, and e lec ion— ans o ms pedagogy
in o a democ a ic and collabo a i e p ocess
(Pogonowski e al., 2023). S udies con i m ha
pe cussion g oups, camps, and amily pa ne -
ships enhance engagemen and academic suc-
cess (Cos a e al., 2023; Mo is Shockley, 2024;
Culp G imsby, 2024).
1.1.9. Skills De elopmen in Music Educa-
ion—Music educa ion de elops c ea i i y, c i i-
cal hinking, eamwo k, emo ional in elligence,
and cul u al p ide. P o essional de elopmen
imp o es eache con idence in musical ins uc-
ion (Nieuwmeije e al., 2023). Embedding
social-emo ional lea ning (SEL) in music u -
he suppo s well-being (Va ne , 2024). Ea ly
music expe iences also s eng hen li e acy skills
and eme gen language de elopmen (Hoope ,
2023).
1.1.10. Quali a i e Insigh s and Roles o
Musicali y—Quali a i e app oaches cap u e ed-
uca o s’ and s uden s’ li ed expe iences, empha-
sizing he emo ional, cul u al, and social dimen-
sions o music in Indigenous con ex s. Musical-
i y p ac ices ein o ce iden i y, ansmi alues,
and en ich educa ion by making lea ning cul u -
ally ele an (Hill, 2022; Bannan, 2020).
1.1.11. In eg a ion o Indigenous Musi-
cali y in Educa ion—Embedding Indigenous
music, dance, and s o y elling in o cu icula
p ese es cul u al he i age, enhances engage-
men , and os e s inclusi i y. Ye , Indigenous
knowledge o en emains unde alued in o -
mal educa ion. S udies s ess he need o in-
e cul u al dialogue, con ex ual unde s anding,
and sus ainabili y- ocused in eg a ion (Da Sil a
e al., 2024; D uke -Ib
´
a
˜
nez C
´
ace es-Jensen,
2022).
1.2. Syn hesis—The li e a u e on musical
p ac ices in Indigenous Peoples’ communi ies
e eals a ich apes y o cul u al signi icance
in e wined wi h educa ional implica ions. Re-
sea ch consis en ly unde sco es he ole o mu-
sical adi ions as a i al exp ession o cul u al
iden i y, se ing no only as a means o s o y-
elling and communi y bonding bu also as a
ehicle o passing down knowledge and al-
ues o u u e gene a ions. S udies highligh he
e ec i eness o in eg a ing hese musical p ac-
ices in o elemen a y school cu icula, empha-
sizing hei po en ial o enhance s uden engage-
men and os e a sense o belonging among
Indigenous s uden s. Howe e , challenges e-
main in he pedagogical implemen a ion o such
cul u ally esponsi e p ac ices, including he
need o eache aining and cu iculum de el-
opmen ha genuinely e lec Indigenous pe -
spec i es. Fu he mo e, empi ical e idence sug-
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ges s a posi i e co ela ion be ween musical-
i y and academic ou comes, indica ing ha s u-
den s exposed o cul u ally ele an educa ion
a e mo e likely o demons a e imp o ed pe o -
mance and engagemen in he class oom. This
body o li e a u e collec i ely unde sco es he
u gen need o u he explo a ion in o p ac i-
cal s a egies o inco po a ing Indigenous musi-
cali y p ac ices wi hin educa ional amewo ks,
he eby ad oca ing o a holis ic app oach o
eaching ha hono s. I p ese es Indigenous
cul u al he i age while p omo ing s uden suc-
cess.
1.3. Theo e ical F amewo k—The heo e -
ical amewo k o his s udy was g ounded in
cul u ally esponsi e pedagogy and social con-
s uc i ism, p o iding a dual lens h ough which
o examine he in eg a ion o musicali y p ac-
ices in Indigenous Peoples’ communi ies in o
elemen a y school cu icula. Cul u ally espon-
si e pedagogy emphasizes he impo ance o
ecognizing and aluing s uden s’ cul u al back-
g ounds, ad oca ing o eaching me hods ha
esona e wi h hei li ed expe iences and knowl-
edge sys ems (Ha ison, 2020). This app oach
aligns wi h he ecogni ion ha Indigenous mu-
sicali y was no me ely an a o m bu a i al
exp ession o cul u al iden i y and communal
alues. Simul aneously, social cons uc i ism
posi s ha lea ning was a socially si ua ed p o-
cess o co-cons uc ing knowledge h ough in-
e ac ion and collabo a ion. By applying hese
heo e ical pe spec i es, his s udy explo es how
inco po a ing musical p ac ices in o he cu icu-
lum can enhance s uden engagemen , acili-
a e mo e p o ound lea ning expe iences, and
p omo e cul u al app ecia ion among s uden s
(Majula Kuma , 2024). The amewo k em-
phasizes he impo ance o in eg a ing Indige-
nous knowledge in o educa ional con ex s and
highligh s he po en ial o c ea ing ans o ma-
i e lea ning en i onmen s ha espec and em-
powe Indigenous oices. Figu e 1 p esen s
he concep ual amewo k o he s udy. The
Con e gen Pa allel Analysis design will be in-
eg al o his mixed-me hods s udy, enabling
he simul aneous collec ion and analysis o bo h
quan i a i e and quali a i e da a o explo e he
cul u al signi icance o musical p ac ices in In-
digenous Peoples’ communi ies and hei in e-
g a ion in o elemen a y school cu icula. This
app oach aligns wi h he heo e ical amewo k,
g ounded in cul u ally esponsi e pedagogy and
social cons uc i ism, which emphasizes he im-
po ance o ecognizing s uden s’ cul u al back-
g ounds and he social con ex s in which hey
lea n. By employing quan i a i e me hods, such
as su eys measu ing s uden engagemen le -
els in luenced by di e en ypes o musicali y
p ac ices and cu iculum in eg a ion app oaches,
he s udy will quan i a i ely assess he ex en
o which hese a iables a ec educa ional ou -
comes. Concu en ly, quali a i e me hods, in-
cluding in e iews and ocus g oups wi h s u-
den s, educa o s, and communi y membe s, will
p o ide ich, con ex ual insigh s in o he mean-
ings and alues associa ed wi h musical p ac-
ices. This dual app oach enhances he obus -
ness o he esea ch indings h ough iangu-
la ion, allowing o a deepe unde s anding o
how musical p ac ices can os e cul u al iden-
i y and engagemen in educa ion. As he s udy
p og esses, combining quan i a i e esul s wi h
quali a i e insigh s will illumina e he complex-
i ies o in eg a ing Indigenous musicali y in o
educa ional se ings, ul ima ely in o ming s a e-
gies o c ea ing cul u ally esponsi e cu icula
ha hono Indigenous he i age while p omo ing
s uden success. This applica ion o Con e gen
Pa allel Analysis, amed by he heo e ical pe -
spec i es o cul u ally esponsi e pedagogy and
social cons uc i ism, will ensu e a comp ehen-
si e explo a ion o he educa ional implica ions
o musicali y p ac ices in Indigenous commu-
ni ies. The independen a iables (IVs) include
Type o Musicali y P ac ice (IV1) and Cu icu-
lum In eg a ion App oach (IV2). The i s IV
encompasses a ious o ms o musical exp es-
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Fig. 1. Concep ual F amewo k o he S udy Using Con e gen Pa allel Analysis
sion in eg al o Indigenous cul u es, such as
adi ional songs, which con ey his o y and al-
ues; ins umen al music, u ilizing adi ional in-
s umen s o os e c ea i i y; dance in eg a ion,
explo ing emo ional engagemen h ough mo e-
men ; and s o y elling h ough music, highligh -
ing he educa ional po en ial o musical na a-
i es. The second IV examines he me hods o
inco po a ing musicali y p ac ices in o he cu -
iculum, including a ully in eg a ed cu iculum
ha p omo es in e disciplina y lea ning, a s an-
dalone music p og am o ocused ins uc ion,
ex acu icula ac i i ies ha encou age commu-
ni y in ol emen , and communi y engagemen
p og ams ha acili a e cul u al exchange and
expe ien ial lea ning. The dependen a iable
(DV), S uden Engagemen Le el, measu es he
deg ee o s uden in ol emen in lea ning e-
la ed o musicali y p ac ices and cul u al con-
en . This DV includes pa icipa ion a es in
music- ela ed ac i i ies, in e es , and a i udes
owa d cul u al subjec s, academic pe o mance
in ele an subjec s, and skills de elopmen ,
such as eamwo k and c ea i i y, esul ing om
engaging wi h musicali y p ac ices.
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Th ough explo ing he in ica e ela ion-
ships be ween hese a iables, he s udy aims o
p o ide aluable insigh s in o he educa ional
implica ions o in eg a ing Indigenous musical-
i y p ac ices in o elemen a y educa ion, amed
wi hin he heo e ical pe spec i es o cul u ally
esponsi e pedagogy and social cons uc i ism.
This comp ehensi e analysis will con ibu e o
he de elopmen o e ec i e s a egies o c e-
a ing cul u ally esponsi e cu icula ha hono
Indigenous he i age while p omo ing s uden
success.
1.4. S a emen o he P oblem—This s udy
was conduc ed o examine he musicali y p ac-
ices o Indigenous Peoples (IP) communi ies
and hei cul u al signi icance and in eg a ion
in o he elemen a y school cu iculum in se-
lec ed schools o Ma ilog Dis ic . Employing a
con e gen pa allel mixed me hods design, he
s udy aimed o analyze he ex en o musicali y
p ac ices and he le el o cu iculum in eg a ion,
as well as hei e ec s on s uden engagemen .
The s udy speci ically sough o answe he ol-
lowing esea ch ques ions:
(1) Wha is he ex en o musical p ac ices in Indigenous Peoples’ communi ies in e ms o :
(1) ins umen al music,
(2) dance in eg a ion, and
(3) s o y elling h ough music?
(2) Wha is he ex en o cu iculum in eg a ion app oaches in e ms o :
(1) ex acu icula ac i i ies, and
(2) Communi y engagemen p og ams?
(3) Wha is he le el o s uden engagemen in e ms o :
(1) in e es and a i ude owa ds cul u al subjec s, and
(2) Skills de elopmen ela ed o music educa ion?
(4) I
s he e a signi ican in e ac ion e ec be ween musicali y p ac ices and cu iculum
in eg a ion app oaches on s uden engagemen le els?
(5) D
o musicali y p ac ices and cu iculum in eg a ion app oaches signi ican ly di e based
on le els o s uden engagemen ?
(6) W
ha oles do musical p ac ices play in shaping he cul u al iden i y o Indigenous Peoples’
communi ies?
(7) H
ow do educa o s pe cei e he in eg a ion o Indigenous musicali y p ac ices in o he
elemen a y school cu iculum?
(8) I
n wha ways do Indigenous musicali y p ac ices in luence s uden engagemen and
pa icipa ion in school-based ac i i ies?
1.5. Hypo heses—To p o ide empi ical e -
idence gi en he posed heo e ical and concep-
ual amewo ks as claimed by he s udy, he
null hypo hesis was es ed a a 0.05 alpha le el
o signi icance, s a ing: To p o ide empi ical
e idence gi en he posed heo e ical and con-
cep ual amewo ks as claimed by he s udy,
null hypo heses we e es ed a a 0.05 alpha le el
o signi icance, s a ing: Null Hypo hesis 1 (H0):
The e is no signi ican in e ac ion e ec be-
ween musicali y p ac ices and cu iculum in e-
g a ion app oach on s uden engagemen le els;
Null Hypo hesis 2 (H0): Musicali y p ac ices
and cu iculum in eg a ion app oaches do no
signi ican ly di e based on sus ainable p ac-
ices in schools.
Lea ne s
This s udy holds signi ican impo ance o
lea ne s, pa icula ly Indigenous s uden s, as i
enhances hei cul u al iden i y and engagemen
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in he educa ional p ocess. By in eg a ing mu-
sicali y p ac ices in o he cu iculum, s uden s
a e p o ided wi h oppo uni ies o connec wi h
hei he i age, os e ing a sense o p ide and
belonging. The s udy aims o enhance s uden
engagemen le els, which can lead o imp o ed
academic pe o mance and he de elopmen o
social skills. Engaging wi h hei cul u al p ac-
ices h ough music can also en ich hei o e all
educa ional expe ience, making lea ning mo e
ele an and meaning ul.
Teache s
Fo educa o s, his s udy o e s aluable in-
sigh s in o cul u ally esponsi e eaching s a e-
gies ha can be applied in he class oom. By un-
de s anding he signi icance o musicali y p ac-
ices, eache s can c ea e inclusi e lea ning en i-
onmen s ha espec and celeb a e Indigenous
cul u es. This esea ch can also p o ide each-
e s wi h p ac ical me hods o in eg a ing music
in o hei lesson plans, enhancing hei pedagog-
ical p ac ices, and ul ima ely imp o ing s uden
engagemen and lea ning ou comes.
School P incipal This s udy’s indings can
help school p incipals os e a mo e inclusi e
school cul u e ha alues di e si y and Indige-
nous pe spec i es. By unde s anding he im-
po ance o in eg a ing musical p ac ices, p in-
cipals can ad oca e o cu icula changes, al-
loca e esou ces o music p og ams, and sup-
po eache p o essional de elopmen . This e-
sea ch can inspi e a new gene a ion o schola s
o del e deepe in o he in e sec ion o educa-
ion and Indigenous cul u es, os e ing a mo e
inclusi e academic discou se. This s udy de-
ined he e ms o ope a ion in na u e o be e
unde s and and e e ence hem when discussing
he esul s in he p eceding chap e s.
Musicali y P ac ices
Encompass musical exp ession and cul-
u al ac i i ies i al o Indigenous communi-
ies. These adi ions se e as a is ic ou le s
and me hods o passing down his o y, cul u al
alues, and iden i y. T adi ional songs se e as
key na a i es du ing i uals and celeb a ions,
ac ing as s o y elling mediums. Ins umen al
music ea u ing adi ional ins umen s—such
as d ums and lu es—encou ages c ea i i y and
cul u al app ecia ion, allowing indi iduals o
connec wi h hei he i age. Dance o en ac-
companies music, e lec ing communi y s o ies
and alues, while os e ing emo ional bonds
and physical engagemen . S o y elling h ough
songs eaches cul u al lessons and p omo es
lea ning. Communi y e en s such as ga he -
ings and wo kshops enhance collabo a ion and
s eng hen collec i e iden i y. Ul ima ely, musi-
cal p ac ices a e essen ial o a is ic exp ession,
educa ion, and engagemen among Indigenous
Peoples, ein o cing iden i y and social ies.
The Cu iculum In eg a ion App oach
Inco po a es Indigenous musical p ac ices
in o elemen a y educa ion h ough a ious me h-
ods. One me hod is he ully in eg a ed cu icu-
lum, which embeds musical p ac ices ac oss
subjec s and os e s in e disciplina y connec-
ions o c ea e a iche educa ional expe ience.
Ano he is he s andalone music p og am, which
ocuses on speci ic musical adi ions, o e -
ing specialized knowledge and expe ise. Ex-
acu icula ac i i ies, such as clubs and pe o -
mances, encou age collabo a ion and commu-
ni y in ol emen , he eby enhancing s uden s’
sense o belonging. Addi ionally, communi y
engagemen p og ams pa ne wi h local Indige-
nous g oups o p o ide expe ien ial lea ning,
en iching s uden s’ unde s anding o musical-
i y wi hin cul u al con ex s. These app oaches
aim o c ea e an inclusi e educa ion ha hon-
o s Indigenous he i age and p omo es meaning-
ul connec ions be ween musical p ac ices and
s uden ou comes. This s udy de ines s uden
engagemen as he ex en o which s uden s ac-
i ely pa icipa e in hei lea ning, pa icula ly
ega ding he in eg a ion o Indigenous musical
p ac ices in o he cu iculum. I explo es se e al
dimensions o engagemen , including pa icipa-
ion a es, which measu e s uden s’ in ol emen
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in music ac i i ies such as class a endance and
pe o mances. Highe a es e lec g ea e in e -
es and commi men o lea ning h ough music.
I also examines s uden s’ in e es and a i udes
owa d cul u al subjec s, assessed h ough su -
eys and in e iews, o unde s and hei connec-
ion o Indigenous musicali y. Academic pe -
o mance in music and cul u ally ele an sub-
jec s se es as ano he measu e o engagemen ,
wi h imp o ed g ades indica ing he posi i e
e ec s o in eg a ing hese p ac ices. Addi ion-
ally, skills de elopmen in eamwo k, c ea i i y,
and c i ical hinking esul ing om musical en-
gagemen is c ucial o holis ic g ow h.
2. Me hodology
This s udy in es iga es he in eg a ion o Indigenous musicali y p ac ices in o elemen a y school
cu icula and hei e ec s on s uden engagemen . Using a mixed-me hods app oach, i collec s
bo h quan i a i e (su eys and assessmen s) and quali a i e da a (in e iews and ocus g oups) o
unde s and s uden expe iences. The s udy employs a Con e gen Pa allel Analysis design, which
acili a es simul aneous da a collec ion and independen analysis, ul ima ely linking musicali y
p ac ices wi h s uden engagemen . This me hodology emphasizes cul u ally esponsi e peda-
gogy and o e s insigh s o educa o s and policymake s o enhance educa ional expe iences o
Indigenous lea ne s.
2.1. Resea ch Design—This s udy em-
ployed he Con e gen Pa allel Mixed Me hods
esea ch design, as ou lined by au ho s such
as C eswell and Plano Cla k (2018), which in-
ol es he simul aneous collec ion o quan i a-
i e and quali a i e da a o p o ide a comp e-
hensi e unde s anding o a esea ch p oblem.
This s udy employs a mixed-me hods esea ch
design, speci ically u ilizing a Con e gen Pa -
allel Analysis app oach o explo e he in eg a-
ion o musicali y p ac ices om Indigenous
Peoples communi ies in o elemen a y school
cu icula and hei e ec s on s uden engage-
men le els. The esea ch aims o p o ide a
holis ic unde s anding o he subjec by com-
bining quan i a i e and quali a i e me hodolo-
gies. The quan i a i e componen will in ol e
s uc u ed su eys adminis e ed o s uden s o
ga he da a on hei engagemen le els, includ-
ing me ics such as pa icipa ion a es, academic
pe o mance, and a i udes owa d cul u al sub-
jec s. This da a will be analyzed using s a is-
ical me hods, such as wo-way ANOVA, o
iden i y ela ionships and di e ences among
a iables. Concu en ly, quali a i e da a will
be collec ed h ough semi-s uc u ed in e iews
and ocus g oups wi h s uden s, eache s, and
communi y membe s, allowing o an in-dep h
explo a ion o hei pe cep ions and expe iences
ela ed o musical p ac ices. This dual app oach
enables he s udy o cap u e he b ead h o s u-
den engagemen quan i a i ely while del ing
in o he nuanced, con ex ual ac o s ha quali a-
i ely in luence hese expe iences. Ul ima ely,
he mixed-me hods design acili a es a comp e-
hensi e analysis o how Indigenous musicali y
p ac ices can be e ec i ely in eg a ed in o ed-
uca ional con ex s, p omo ing meaning ul con-
nec ions be ween cul u al he i age and s uden
lea ning ou comes.
2.2. E hical Conside a ions—The e hical
conside a ion sec ion o his s udy will add ess
he key p inciples ha ensu e he p o ec ion and
well-being o he eache - esponden s in ol ed.
This includes adhe ing o con iden iali y, ob ain-
ing in o med consen , and ensu ing he olun-
a y na u e o pa icipa ion, he eby ensu ing
ha he esea ch is conduc ed wi h in eg i y and
espec o he igh s o all esponden s.
Social Value
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be in eg a ed du ing he in e p e a ion p ocess.
This app oach alida es quan i a i e esul s wi h
quali a i e insigh s, enhancing unde s anding o
how musical p ac ices a ec s uden engage-
men . I quan i a i e da a indica e high engage-
men among s uden s exposed o ce ain musical
p ac ices, quali a i e da a can p o ide u he
explana ion, emphasizing he cul u al ele ance
and emo ional connec ions. This amewo k
aims o p o ide a holis ic iew o he esea ch,
ensu ing ha bo h nume ical da a and pe sonal
na a i es en ich he unde s anding o he edu-
ca ional landscape ela ing o Indigenous musi-
cali y p ac ices. Da a Analysis
The s udy is pu posely conduc ed o ana-
lyze a Mixed-Me hods S udy o musicali y p ac-
ices in Indigenous peoples’ communi ies: cul-
u al signi icance and in eg a ion in o elemen-
a y School cu iculum. To answe s a emen
p oblems 1, 2, 3, and 4, he Two-Way ANOVA
will es o in e ac ion e ec s be ween musi-
cali y p ac ices and cu iculum in eg a ion ap-
p oaches on s uden engagemen le els. A wo-
way ANOVA s udy would analyze he e ec s
o musicali y p ac ices and cu iculum in eg a-
ion app oaches on s uden engagemen le els.
This app oach enables he esea che o exam-
ine he p ima y e ec s o each independen a i-
able and any po en ial in e ac ion e ec s be-
ween hem. Pos -hoc es s a e essen ial in his
s udy, pa icula ly a e conduc ing a Two-Way
ANOVA, o u he in es iga e he di e ences
among g oup means when signi ican e ec s a e
ound. Gi en ha he s udy examines he e ec
o musicali y p ac ices and he cu iculum in e-
g a ion app oaches on s uden engagemen le el,
pos -hoc es s allow o a deepe unde s anding
o how speci ic combina ions o hese indepen-
den a iables in luence ou comes. Thema ic
analysis was used o iden i y common hemes
and pa e ns in in e iew and ocus g oup da a.
Quan i ying he equency o hemes o sen-
imen s p o ided a b oade unde s anding o
he quali a i e indings, combining quan i a i e
and quali a i e da a o o e a comp ehensi e
iew. All da a p ocessing and analysis we e
pe o med using Je ey’s S a is ics Amazing
P og am (JASP) e sion 0.12.20. When esul s
we e yielded, discussions and in e p e a ions
ollowed.
3. Resul s and Discussion
This chap e p esen s he indings o he s udy on he musicali y p ac ices o Indigenous Peoples
communi ies and hei in eg a ion in o he elemen a y school cu iculum wi hin he Ma ilog
Dis ic . The esul s a e o ganized and in e p e ed in alignmen wi h he speci ic s a emen s o
he p oblem, u ilizing bo h quan i a i e and quali a i e da a. Quan i a i e esul s de i ed om
desc ip i e s a is ics and in e en ial analyses, pa icula ly Two-Way ANOVA, a e used o assess
he ex en o musicali y p ac ices, cu iculum in eg a ion app oaches, and hei in e ac ion e ec s
on s uden engagemen . Meanwhile, quali a i e da a ob ained h ough in e iews and documen
analysis a e hema ically examined o p o ide deepe insigh in o he cul u al signi icance o musi-
cal p ac ices, educa o s’ pe cep ions, and he in luence o hese p ac ices on s uden pa icipa ion.
The in eg a ion o hese da a sou ces o e s a comp ehensi e unde s anding o how Indigenous
musical adi ions can en ich educa ional expe iences and suppo cul u ally esponsi e eaching.
3.1. Ex en o Indigenous Musical P ac-
ices—Indigenous musical p ac ices encompass
he adi ional musical exp essions and cul u al
p ac ices o Indigenous communi ies, ansmi -
ed h ough gene a ions ia o al adi ions, i -
uals, and communal ac i i ies. These p ac ices
o en in ol e unique ins umen s, ocal ech-
niques, and pe o mance con ex s ha a e in e-
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g al o he communi y’s cul u al iden i y and so-
cial cohesion. Recen s udies ha e highligh ed
he signi icance o hese p ac ices in p ese ing
cul u al he i age and os e ing communi y e-
silience. Fo ins ance, a sys ema ic li e a u e
e iew by Izu (2024) emphasizes he ole o
o al adi ions in sus aining A ican Indigenous
musical cul u es, no ing ha hese adi ions a e
i al o he p ese a ion and ans o ma ion o
Indigenous musical p ac ices. In he con ex o
educa ion, in eg a ing Indigenous musical p ac-
ices in o cu icula has been shown o enhance
cul u al awa eness and inclusi i y. The In e -
na ional Socie y o Music Educa ion’s Special
In e es G oup on Decolonizing and Indigeniz-
ing Music Educa ion ad oca es o he inclu-
sion o Indigenous pe spec i es in music educa-
ion, p omo ing esea ch and pa ne ships ha
espec and inco po a e Indigenous knowledge
sys ems.
3.1.1. Ins umen al Music—Table 1
p esen s an analysis o he ex en o which
Indigenous musical p ac ices, speci ically in-
s umen al music, a e in eg a ed in o class oom
ins uc ion. The da a, collec ed om 65 pa -
icipan s, indica e a ”Mode a ely Ex ensi e”
in eg a ion ac oss all i e e alua ed i ems, wi h
mean sco es anging om 3.03 o 3.18. The
o e all mean sco e o 3.10 sugges s a consis en ,
albei mode a e, inco po a ion o ins umen al
music in educa ional se ings. The highes - a ed
i em, ”S uden s who pa icipa e in ins umen-
al music ac i i ies show imp o ed ocus and
concen a ion du ing lessons” (Mean = 3.18),
unde sco es he pe cei ed cogni i e bene i s o
musical engagemen .
Table 1. Ex en o Indigenous Musical P ac ices in e ms o Ins umen al Music
No Ins umen al Music n Mean Desc ip i e In e p e a ion
1
Inco po a ing ins umen al music in o lessons
signi ican ly inc eases s uden pa icipa ion du -
ing class ac i i ies.
65 3.12 Mode a ely Ex ensi e
2
S uden s demons a e a highe le el o en husi-
asm and in e es in lea ning when ins umen al
music is in eg a ed in o he cu iculum.
65 3.03 Mode a ely Ex ensi e
3
The use o adi ional ins umen s in class oom
ac i i ies os e s collabo a ion and eamwo k
among s uden s.
65 3.04 Mode a ely Ex ensi e
4
Ins umen al music helps o c ea e a mo e en-
gaging and enjoyable lea ning en i onmen o
s uden s.
65 3.13 Mode a ely Ex ensi e
5
S uden s who pa icipa e in ins umen al music
ac i i ies show imp o ed ocus and concen a-
ion du ing lessons.
65 3.18 Mode a ely Ex ensi e
Mean A e age 65 3.10 Mode a ely Ex ensi e
This aligns wi h indings by Fa uq and
Khai ul
´
Azmi (2023), who epo ed ha back-
g ound music can enhance s uden s’ a en ion
and lea ning ou comes in class oom en i on-
men s. Simila ly, he i em ”Ins umen al mu-
sic helps o c ea e a mo e engaging and enjoy-
able lea ning en i onmen o s uden s” (Mean
= 3.13) e lec s he ole o music in os e ing
a posi i e class oom a mosphe e. This is co -
obo a ed by esea ch om he Cen e o Ea ly
Childhood Educa ion, which highligh s he con-
ibu ion o music o child en’s social-emo ional
de elopmen and o e all class oom engagemen .
The i em ”The use o adi ional ins umen s in
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class oom ac i i ies os e s collabo a ion and
eamwo k among s uden s” (Mean = 3.04) em-
phasizes music’s ole in p omo ing coope a i e
lea ning. This is suppo ed by s udies indica -
ing ha collabo a i e lea ning s a egies, includ-
ing g oup musical ac i i ies, enhance s uden s’
social in e ac ions and academic pe o mance.
The consis en ”Mode a ely Ex ensi e” a ings
ac oss all i ems sugges ha while Indigenous
ins umen al music is p esen in he cu iculum,
he e is oom o deepe in eg a ion. Enhancing
he use o adi ional ins umen s and musical
ac i i ies could u he suppo s uden engage-
men , cogni i e de elopmen , and cul u al ap-
p ecia ion.
3.1.2. Dance In eg a ion—Table 2
p esen s he ex en o Indigenous musical p ac-
ices in e ms o dance in eg a ion, based on
esponses om 65 pa icipan s. The mean
sco es ange om 3.10 o 3.63, wi h an o e -
all a e age o 3.38, indica ing a ”Mode a ely
Ex ensi e” in eg a ion o dance ac i i ies in
educa ional se ings.
Table 2. Ex en o Indigenous Musical P ac ices in e ms o Dance In eg a ion
No Dance In eg a ion n Mean Desc ip i e In e p e a ion
1
In eg a ing dance ac i i ies in o lessons en-
hances s uden pa icipa ion du ing class.
65 3.10 Mode a ely Ex ensi e
2
S uden s exhibi g ea e en husiasm and mo i a-
ion when dance is inco po a ed in o he cu icu-
lum.
65 3.32 Mode a ely Ex ensi e
3
Dance in eg a ion encou ages s uden s o ex-
p ess hemsel es c ea i ely in he class oom.
65 3.60 Ex ensi e
4
Inco po a ing dance in o educa ional ac i i ies
p omo es eamwo k and coope a ion among s u-
den s.
65 3.27 Mode a ely Ex ensi e
5
S uden s who engage in dance ac i i ies demon-
s a e imp o ed ocus and a en i eness du ing
lessons.
65 3.63 Ex ensi e
Mean A e age 65 3.38 Mode a ely Ex ensi e
No ably, he highes mean sco e (3.63) co -
esponds o he s a emen : ”S uden s who en-
gage in dance ac i i ies demons a e imp o ed
ocus and a en i eness du ing lessons,” sug-
ges ing a subs an ial posi i e impac o dance
on s uden s’ concen a ion. Simila ly, he s a e-
men ”Dance in eg a ion encou ages s uden s o
exp ess hemsel es c ea i ely in he class oom”
ecei ed a high mean sco e o 3.60, highligh ing
he ole o dance in os e ing c ea i i y. These
indings align wi h ecen s udies ha empha-
size he bene i s o in eg a ing dance in educa-
ion. Fo ins ance, Pa con (2024) ound ha
inco po a ing dance in o he MAPEH cu icu-
lum in he Philippines signi ican ly enhanced
s uden engagemen and pa icipa ion. Addi-
ionally, Puspi aloka e al. (2024) epo ed ha
p ojec -based lea ning models in dance educa-
ion imp o ed s uden collabo a ion and engage-
men in Indonesian middle schools. Fu he -
mo e, a s udy by he Na ional Dance Educa ion
O ganiza ion (2025) indica ed ha in eg a ing
dance in o P eK-12 cu icula enhances s uden
engagemen and lea ning ou comes.
3.1.3. S o y elling h ough Music—Table
3 p esen s he ex en o Indigenous musical
p ac ices in e ms o s o y elling h ough mu-
sic, based on esponses om 65 pa icipan s.
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The mean sco es ange om 2.92 o 3.27, wi h
an o e all a e age o 3.08, indica ing a ”Mod-
e a ely Ex ensi e” in eg a ion o musical s o-
y elling in educa ional se ings. No ably, he
highes mean sco e (3.27) co esponds o he
s a emen : ”S uden s demons a e inc eased c e-
a i i y and imagina ion when engaged in s o-
y elling h ough music,” sugges ing a subs an-
ial posi i e impac on s uden s’ c ea i e de el-
opmen . Simila ly, he s a emen ”S o y elling
h ough music encou ages s uden s o pa ici-
pa e ac i ely in discussions and ac i i ies” e-
cei ed a mean sco e o 3.15, highligh ing he
ole o musical na a i es in os e ing s uden
engagemen .
Table 3. Ex en o Indigenous Musical P ac ices in e ms o S o y elling h ough
Music
No S o y elling h ough Music n Mean Desc ip i e In e p e a ion
1
Using s o y elling h ough music in lessons en-
hances s uden in e es and engagemen du ing
class ac i i ies.
65 2.92 Mode a ely Ex ensi e
2
S uden s a e mo e likely o emembe lessons
when s o ies a e con eyed h ough musical na -
a i es.
65 3.06 Mode a ely Ex ensi e
3
S o y elling h ough music encou ages s uden s
o pa icipa e ac i ely in discussions and ac i i-
ies.
65 3.15 Ex ensi e
4
Inco po a ing musical s o y elling in o he cu -
iculum os e s emo ional connec ions o he sub-
jec ma e .
65 2.98 Mode a ely Ex ensi e
5
S uden s demons a e inc eased c ea i i y and
imagina ion when engaged in s o y elling
h ough music.
65 3.27 Ex ensi e
Mean A e age 65 3.08 Mode a ely Ex ensi e
These indings align wi h ecen s udies em-
phasizing he bene i s o s o y elling h ough
music in educa ion. Fo ins ance, a s udy by
Ma iguddi (2024) explo ed he p o essional
li es o music educa o s h ough s o y elling,
e ealing ha na a i e app oaches can en-
hance eaching p ac ices and s uden engage-
men . Addi ionally, esea ch by Tu e i e
al. (2024) demons a ed ha in eg a ing s o-
y elling and hea ical echniques in eaching
complex physics opics imp o ed s uden in-
e es and unde s anding, sugges ing he e ec-
i eness o na a i e me hods ac oss disciplines.
Fu he mo e, he use o digi al musical s o y-
elling has been shown o enhance s uden s’ lis-
ening skills and engagemen . A s udy by Yuso
e al. (2023) ound ha inco po a ing digi al s o-
y elling in music educa ion inc eased s uden s’
in e es and pa icipa ion, suppo ing he in eg a-
ion o echnology in na a i e-based lea ning.
3.1.4. Summa y o he Ex en o Indige-
nous Musical P ac ices—Table 4 p esen s a con-
solida ed summa y o he ex en o which In-
digenous musical p ac ices a e implemen ed in
selec ed elemen a y schools in Ma ilog Dis ic ,
ocusing on h ee domains: ins umen al music,
dance in eg a ion, and s o y elling h ough mu-
sic. The da a, collec ed om 65 esponden s,
p o ide a compa a i e o e iew o how each
musical componen is pe cei ed in e ms o i s
in eg a ion in o educa ional ac i i ies.
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Table 4. Ex en o Indigenous Musical P ac ices (Summa y o A e ages)
No Ex en o Indigenous Musical P ac ices n Mean Desc ip i e In e p e a ion
1 Ins umen al Music 65 3.10 Mode a ely Ex ensi e
2 Dance In eg a ion 65 3.38 Mode a ely Ex ensi e
3 S o y elling h ough Music 65 3.08 Ex ensi e
Mean A e age 65 3.18 Mode a ely Ex ensi e
The highes mean sco e is obse ed o
Dance In eg a ion (M = 3.38), in e p e ed as
”Mode a ely Ex ensi e”, sugges ing ha dance
is he mos widely adop ed o m o Indige-
nous musical p ac ice in he class oom. This
may be a ibu ed o he in e ac i e and col-
labo a i e na u e o dance, which aligns well
wi h he physical and communal lea ning p e -
e ences o s uden s in cul u ally- ich commu-
ni ies. Ins umen al Music (M = 3.10) and
S o y elling h ough Music (M = 3.08) a e
also a ed as ”Mode a ely Ex ensi e”, hough
sligh ly lowe . Despi e being close in alue, s o-
y elling h ough music exhibi s mo e in e p e-
a i e a iabili y, possibly e lec ing di e ing
eache compe encies o he a ailabili y o e-
sou ces o acili a e music-based na a i es in
class. The o e all mean sco e o 3.18 indica es
ha Indigenous musical p ac ices a e mode -
a ely in eg a ed in o he elemen a y cu iculum.
While p omising, his sugges s po en ial a eas
o expansion, pa icula ly in de eloping s uc-
u ed lesson plans, ins uc ional ma e ials, and
p o essional de elopmen p og ams ailo ed o
Indigenous cul u al elemen s
3.2. Ex en o Cu iculum In eg a ion Ap-
p oaches—Cu iculum In eg a ion App oaches
e e o educa ional s a egies ha anscend
adi ional subjec bounda ies o c ea e mo e
cohesi e and meaning ul lea ning expe iences.
These app oaches aim o connec a ious disci-
plines, os e ing a holis ic unde s anding and
p omo ing he applica ion o knowledge in
eal-wo ld con ex s. Cu iculum in eg a ion
can ake mul iple o ms, including mul idisci-
plina y, in e disciplina y, and ansdisciplina y
app oaches. Mul idisciplina y in eg a ion in-
ol es eaching a heme ac oss di e en sub-
jec s wi hou necessa ily connec ing he dis-
ciplines. In e disciplina y in eg a ion blends
subjec s o c ea e a uni ied lea ning expe ience,
while ansdisciplina y in eg a ion anscends
adi ional subjec bounda ies, ocusing on eal-
wo ld p oblems and s uden inqui y.
3.2.1. Ex acu icula Ac i i ies—Table 5
p esen s he ex en o cu iculum in eg a ion
app oaches in e ms o ex acu icula ac i i-
ies, based on he esponses o 65 pa icipan s.
The esul s e eal ha he o e all in eg a ion
o ex acu icula ac i i ies is mode a ely ex en-
si e, wi h a compu ed mean o 3.07. Among
he i ems, he highes mean sco e was eco ded
o he s a emen , “S uden s who pa icipa e in
ex acu icula ac i i ies show imp o ed social
skills and eamwo k du ing class ac i i ies”(M
= 3.36), in e p e ed as ex ensi e. This inding
highligh s he impo ance o ex acu icula en-
gagemen in os e ing s uden s’ in e pe sonal
ela ionships and coope a i e beha io s.
Simila ly, he i em “Ex acu icula p o-
g ams p o ide s uden s wi h oppo uni ies o
apply skills lea ned in he class oom in a eal-
wo ld con ex ” (M = 3.06) was also a ed as
ex ensi e, highligh ing he expe ien ial lea ning
bene i s o co-cu icula in ol emen . On he
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Table 5. Ex en o Cu iculum In eg a ion App oaches in e ms o Ex acu icula
Ac i i ies
No Ex acu icula Ac i i ies n Mean Desc ip i e In e p e a ion
1
Pa icipa ion in ex acu icula ac i i ies en-
hances s uden mo i a ion and in e es in aca-
demic subjec s.
65 2.96 Mode a ely Ex ensi e
2
S uden s who engage in ex acu icula ac i i ies
demons a e highe le els o engagemen in he
class oom.
65 2.95 Mode a ely Ex ensi e
3
Ex acu icula p og ams p o ide s uden s wi h
oppo uni ies o apply skills lea ned in he class-
oom in a eal-wo ld con ex .
65 3.06 Ex ensi e
4
In ol emen in ex acu icula ac i i ies os e s
a sense o belonging and communi y among s u-
den s.
65 3.00 Mode a ely Ex ensi e
5
S uden s who pa icipa e in ex acu icula ac i -
i ies show imp o ed social skills and eamwo k
du ing class ac i i ies.
65 3.36 Ex ensi e
Mean A e age 65 3.07 Mode a ely Ex ensi e
o he hand, lowe bu s ill mode a ely ex ensi e
a ings we e gi en o s a emen s in ol ing mo-
i a ion (M = 2.96) and class oom engagemen
(M = 2.95), sugges ing ha while bene i s a e
e iden , s uc u ed alignmen wi h class oom
ins uc ion could s ill be imp o ed. These ind-
ings align wi h ecen empi ical s udies. Fo
ins ance, Ba kley and To es (2023) epo ed
ha ex acu icula pa icipa ion os e s social-
emo ional lea ning, con ibu ing o enhanced
class oom dynamics. Chang, Huang, and Lee
(2022) emphasized ha co-cu icula in eg a-
ion s eng hens applied lea ning and academic
engagemen . Likewise, Rizwan and Akh e
(2021) con i med ha ex acu icula ac i i ies
ha e a posi i e impac on bo h academic pe -
o mance and s uden pe sonali y de elopmen .
Toge he , hese s udies a i m ha meaning ul
in eg a ion o ex acu icula ac i i ies plays a
pi o al ole in p omo ing holis ic educa ion.
3.2.2. Communi y Engagemen P og am-
s—Table 6 p esen s he ex en o cu iculum
in eg a ion app oaches in e ms o communi y
engagemen p og ams, based on esponses om
65 pa icipan s. The o e all mean sco e is 3.08,
in e p e ed as ”Mode a ely Ex ensi e”, indica -
ing a subs an ial inco po a ion o communi y
engagemen ini ia i es wi hin he educa ional
amewo k. Among he i ems, he highes mean
sco e (M = 3.20) co esponds o he s a emen :
“In ol emen in communi y engagemen p o-
g ams os e s a sense o esponsibili y and ci ic
engagemen among s uden s,” in e p e ed as
”Ex ensi e”. This sugges s ha such p og ams
e ec i ely cul i a e s uden s’ ci ic conscious-
ness and esponsibili y. This inding aligns wi h
he s udy by Angwaomaodoko (2024), which
emphasizes he ole o s uden -led ini ia i es
in p omo ing ci ic engagemen and socie al
change.
Ano he i em wi h a high mean sco e (M =
3.10) is: “S uden s demons a e g ea e en hu-
siasm and mo i a ion in school when in ol ed
in communi y engagemen p og ams,” also in-
e p e ed as ”Ex ensi e”. This indica es ha
pa icipa ion in communi y ac i i ies enhances
s uden s’ mo i a ion and en husiasm o lea n-
ing. Li and Rahman (2024) suppo his, high-
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Table 6. Ex en o Cu iculum In eg a ion App oaches in e ms o Communi y
Engagemen P og ams
No Communi y Engagemen P og ams n Mean Desc ip i e In e p e a ion
1
Pa icipa ion in communi y engagemen p o-
g ams enhances s uden s’ in e es in lea ning
abou hei cul u al he i age.
65 3.09 Mode a ely Ex ensi e
2
Communi y engagemen ac i i ies help s uden s
eel mo e connec ed o hei local communi y
and i s adi ions.
65 3.01 Mode a ely Ex ensi e
3
S uden s demons a e g ea e en husiasm and
mo i a ion in school when in ol ed in commu-
ni y engagemen p og ams.
65 3.10 Ex ensi e
4
Communi y pa ne ships p o ide aluable eal-
wo ld expe iences ha enhance s uden s’ unde -
s anding o academic con en .
65 3.03 Mode a ely Ex ensi e
5
In ol emen in communi y engagemen p o-
g ams os e s a sense o esponsibili y and ci ic
engagemen among s uden s.
65 3.20 Ex ensi e
Mean A e age 65 3.08 Mode a ely Ex ensi e
ligh ing ha communi y in ol emen and se -
ice lea ning signi ican ly boos s uden engage-
men and lea ning wi hin local cul u al con ex s.
The emaining i ems, wi h mean sco es anging
om 3.01 o 3.09, a e in e p e ed as ”Mode -
a ely Ex ensi e”, e lec ing consis en ecogni-
ion o he bene i s o communi y engagemen in
enhancing s uden s’ connec ion o hei cul u al
he i age and local communi y. These indings
a e co obo a ed by Maples e al. (2024), who
ound ha p ese ice eache s pe cei e commu-
ni y engagemen e o s as aluable in os e ing
connec ions be ween educa ional con en and
communi y expe iences.
3.2.3. Summa y o he Ex en o Cu icu-
lum In eg a ion App oaches—Table 7 p esen s
a summa y o he ex en o which cu iculum
in eg a ion app oaches a e implemen ed in he
selec ed schools, wi h a ocus on ex acu icu-
la ac i i ies and communi y engagemen p o-
g ams. The esul s, based on he esponses o
65 pa icipan s, indica e ha bo h app oaches
a e pe cei ed o be mode a ely ex ensi e, wi h a
mean sco e o 3.07 o ex acu icula ac i i ies
and 3.08 o communi y engagemen p og ams,
esul ing in an o e all mean o 3.07. These ind-
ings sugges a consis en and s uc u ed bu no
ye ully op imized applica ion o in eg a i e
p ac ices wi hin he school cu iculum.
Table 7. Ex en o Cu iculum In eg a ion App oaches
No
Ex en o Cu iculum In eg a ion Ap-
p oaches
n Mean Desc ip i e In e p e a ion
1 Ex acu icula Ac i i ies 65 3.07 Mode a ely Ex ensi e
2 Communi y Engagemen P og am 65 3.08 Mode a ely Ex ensi e
Mean A e age 65 3.07 Mode a ely Ex ensi e
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The sligh ly highe a ing o communi y
engagemen p og ams (M = 3.08) e lec s he
g owing emphasis on connec ing class oom
lea ning wi h eal-li e cul u al and ci ic ex-
pe iences. As suppo ed by Li and Rahman
(2024), communi y engagemen os e s con ex-
ual lea ning and s eng hens s uden s’ connec-
ions o hei he i age and en i onmen . Simi-
la ly, he in eg a ion o ex acu icula ac i i ies
(M = 3.07) e lec s hei ecognized con ibu-
ion o holis ic de elopmen , suppo ing ind-
ings by Rizwan and Akh e (2021), who em-
phasized ha hese p og ams enhance no only
academic pe o mance bu also social and emo-
ional skills. O e all, he mode a e le el o cu -
iculum in eg a ion cap u ed in Table 7 implies
ha while schools acknowledge and implemen
hese app oaches, he e emains an oppo uni y
o deepen in eg a ion and align hem mo e ex-
plici ly wi h ins uc ional goals and lea ne ou -
comes. Fu u e e o s may ocus on capaci y
building o eache s, esou ce p o ision, and
cu iculum design e o ms o ensu e hese p o-
g ams ha e he mos signi ican impac .
3.3. Le el o S uden Engagemen —S u-
den engagemen is widely ecognized as a c u-
cial cons uc in educa ional esea ch and p ac-
ice, encompassing he ex en o which s uden s
a e in ol ed in hei lea ning p ocesses bo h
inside and ou side he class oom. I is a mul i-
dimensional concep ha includes beha io al,
emo ional, and cogni i e dimensions. Beha -
io al engagemen e e s o s uden s’ pa icipa-
ion in academic asks, school ac i i ies, and
class oom in e ac ions, o en e lec ed h ough
consis en a endance, a en i eness, and e o .
Emo ional engagemen in ol es s uden s’ a ec-
i e esponses o eache s, pee s, and lea ning
expe iences, such as eelings o in e es , belong-
ingness, and en husiasm. Cogni i e engagemen
pe ains o he men al e o s uden s in es in
lea ning, including hei use o me acogni i e
s a egies and desi e o mas e complex ideas.
Recen s udies ein o ce he c i ical ole o en-
gagemen in educa ional success. Ree e and
Lee (2021) emphasized he in luence o class-
oom au onomy and eache suppo on s uden
engagemen . Oga-Baldwin and F ye (2022)
iden i ied a s ong longi udinal connec ion be-
ween in insic mo i a ion and sus ained engage-
men ac oss academic yea s. Fu he mo e, Mu -
ay and He n
´
andez (2023) demons a ed ha
cul u ally esponsi e eaching p ac ices signi -
ican ly ele a e s uden engagemen in Indige-
nous class ooms by in eg a ing communi y al-
ues and adi ional knowledge in o he cu icu-
lum.
3.3.1. In e es and A i ude owa d Cul-
u al Subjec s—Table 8 p esen s he ex en o
s uden engagemen conce ning in e es and a -
i ude owa d cul u al subjec s, based on e-
sponses om 65 pa icipan s. The o e all mean
sco e is 4.20, in e p e ed as ”Mode a ely Ex en-
si e”, indica ing a subs an ial le el o engage-
men among s uden s in cul u al subjec s.
Among he i ems, he highes mean sco e
(M = 4.29) co esponds o he s a emen : “Un-
de s anding cul u al opics is conside ed impo -
an o o e all educa ion and pe sonal g ow h,”
in e p e ed as ”Ex ensi e”. This sugges s ha
s uden s ecognize he signi icance o cul u al
educa ion in hei academic and pe sonal de-
elopmen . Simila ly, he i em “Pa icipa ion
in discussions and ac i i ies ela ed o cul u al
subjec s is mo i a ed and encou aged” (M =
4.26) also ecei ed an ”Ex ensi e” a ing, high-
ligh ing ac i e s uden in ol emen in cul u al
lea ning expe iences. These indings align wi h
ecen s udies emphasizing he ole o cul u ally
esponsi e eaching in enhancing s uden en-
gagemen . Anyichie e al. (2023) demons a ed
ha in eg a ing cul u ally esponsi e eaching
p ac ices wi h sel - egula ed lea ning s a egies
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Table 8. Ex en o Le el o S uden Engagemen in e ms o In e es and A i ude
owa d Cul u al Subjec s
No
In e es and A i ude owa d Cul u al Sub-
jec s
n Mean Desc ip i e In e p e a ion
1
Cul u al subjec s a e ound o be in e es ing and
enjoyable in he class oom.
65 4.16 Ex ensi e
2
Lea ning abou di e en cul u es enhances ap-
p ecia ion o di e si y and inclusion.
65 4.15 Ex ensi e
3
Pa icipa ion in discussions and ac i i ies ela ed
o cul u al subjec s is mo i a ed and encou aged.
65 4.26 Ve y Ex ensi e
4
Cul u al subjec s inspi e explo a ion o one’s
own cul u al he i age and iden i y.
65 4.12 Ex ensi e
5
Unde s anding cul u al opics is conside ed
impo an o o e all educa ion and pe sonal
g ow h.
65 4.29 Ve y Ex ensi e
Mean A e age 65 4.20 Ve y Ex ensi e
signi ican ly boos s mo i a ion and engagemen
among cul u ally di e se lea ne s. Addi ion-
ally, esea ch by Haide e al. (2024) ound
ha s uden s’ pe cep ions o cul u ally sensi i e
cu icula a e posi i ely co ela ed wi h hei in-
e es and engagemen le els. O e all, he da a
in Table 8 unde sco e he impo ance o inco -
po a ing cul u al con en in o he cu iculum o
os e s uden in e es and engagemen . By ec-
ognizing and alida ing s uden s’ cul u al back-
g ounds, educa o s can c ea e mo e inclusi e
and mo i a ing lea ning en i onmen s.
3.3.2. Skills De elopmen Rela ed o Mu-
sic Educa ion—Table 9 p esen s he ex en o
which music educa ion con ibu es o he de-
elopmen o a ious s uden skills, based on
esponses om 65 pa icipan s. The o e all
mean sco e is 4.04, in e p e ed as ”Ex ensi e”,
indica ing a signi ican posi i e impac o music
educa ion on s uden s’ skill de elopmen . The
highes - a ed i em is: “Engagemen in music ed-
uca ion enhances c ea i i y and sel -exp ession
in s uden s” (M = 4.21), ca ego ized as ”Ve y
Ex ensi e”. This sugges s ha music educa ion
plays a i al ole in de eloping s uden s’ c e-
a i e abili ies and os e ing hei sel -exp ession.
This inding aligns wi h he s udy by Zhan
(2025), which highligh s ha music educa ion
no only cul i a es a is ic p o iciency bu also
signi ican ly enhances s uden s’ c ea i i y and
emo ional exp ession.
The i em “Music educa ion os e s c i ical
hinking and p oblem-sol ing abili ies in s u-
den s” (M = 4.06) is a ed as ”Ex ensi e”, indi-
ca ing ha music educa ion con ibu es o he de-
elopmen o highe -o de hinking skills. This
is suppo ed by esea ch om Ma ks and Sei-
del (2021), who ound ha pa icipa ion in i -
ual ensemble p ojec s du ing he COVID-19
pandemic enhanced s uden s’ adap abili y and
p oblem-sol ing skills. Addi ionally, “S uden s
demons a e inc eased con idence in hei abil-
i ies h ough pa icipa ion in music p og ams”
(M = 4.01) is also a ed as ”Ex ensi e”, sug-
ges ing ha music educa ion boos s s uden s’
sel -con idence. This is co obo a ed by Zhan’s
(2025) s udy, which epo s ha music educa-
ion helps inc ease s uden s’ sel -con idence and
empa hy, aiding hei social adap a ion. The
i ems “Music educa ion con ibu es o he de el-
opmen o eamwo k skills among s uden s” (M
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Table 9. Ex en o Le el o S uden Engagemen in e ms o Skills De elopmen
Rela ed o Music Educa ion
No
Skills De elopmen Rela ed o Music Educa-
ion
n Mean Desc ip i e In e p e a ion
1
Music educa ion con ibu es o he de elopmen
o eamwo k skills among s uden s.
65 3.98 Mode a ely Ex ensi e
2
Engagemen in music educa ion enhances c e-
a i i y and sel -exp ession in s uden s.
65 4.21 Ve y Ex ensi e
3
Pa icipa ing in music ac i i ies imp o es disci-
pline and ocus du ing lessons.
65 3.96 Mode a ely Ex ensi e
4
Music educa ion os e s c i ical hinking and
p oblem-sol ing abili ies in s uden s.
65 4.06 Ex ensi e
5
S uden s demons a e inc eased con idence in
hei abili ies h ough pa icipa ion in music p o-
g ams.
65 4.01 Ex ensi e
Mean A e age 65 4.04 Ex ensi e
= 3.98) and “Pa icipa ing in music ac i i ies
imp o es discipline and ocus du ing lessons”
(M = 3.96) a e bo h a ed as ”Mode a ely Ex en-
si e”, indica ing ha music educa ion suppo s
he de elopmen o collabo a i e skills and con-
cen a ion. These indings a e consis en wi h
he esea ch by Zhan (2025), which emphasizes
ha music educa ion enhances s uden s’ eam-
wo k and communica ion abili ies.
3.4. Signi ican in e ac ion E ec be ween
Musicali y P ac ices and Cu iculum In e-
g a ion App oaches on S uden Engagemen
Le els —Table 10 p esen s he esul s o a
Two-Way ANOVA analysis explo ing he in-
e ac ion e ec be ween musicali y p ac ices
(IV1 Ca ego y) and cu iculum in eg a ion ap-
p oaches (IV2 Ca ego y) on s uden engage-
men le els (DV: AVE). The analysis u ilized
Type III sum o squa es due o he unequal
g oup sizes and in e ac ion s uc u e.
The main e ec o musicali y p ac ices was
no s a is ically signi ican ,
F(2,56) = 1.811
,
p=.173
,
η2=.053
, indica ing ha di e ences
in he le el o musicali y p ac ices (high, mod-
e a e, low) did no independen ly esul in a
s a is ically signi ican di e ence in s uden en-
gagemen . Simila ly, he main e ec o cu icu-
lum in eg a ion app oaches was also no s a is-
ically signi ican ,
F(2,56)=0.494
,
p=.613
,
η2=.014.
In e es ingly, he in e ac ion e ec be-
ween musicali y p ac ices and cu iculum in-
eg a ion app oaches app oached signi icance,
F(4,56) = 2.050
,
p=.100
,
η2=.119
. While
his alue does no mee he con en ional alpha
h eshold (
p< .05
), he e ec size (
η2=.119
)
sugges s a mode a e in e ac ion e ec , meaning
he e is p ac ical ele ance wo h u he in es-
iga ion, pa icula ly in quali a i e ollow-ups.
The desc ip i e s a is ics indica e gene ally
high engagemen sco es ac oss all g oup combi-
na ions, wi h mean alues anging om 3.733
o 4.357. The highes s uden engagemen was
obse ed in he g oup wi h high musicali y p ac-
ices and low cu iculum in eg a ion (M = 4.357,
SD = 0.215), whe eas he lowes was in he
mode a e-mode a e g oup (M = 3.733, SD =
0.462). These indings sugges ha speci ic
combina ions, pa icula ly high musicali y p ac-
ices ega dless o in eg a ion le el, may ele a e
s uden engagemen .
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alue con ex ualized cu iculum and commu-
ni y imme sion, hey a e cons ained by limi ed
aining, esou ces, and cul u al amilia i y, in-
dica ing a gap be ween hei in en and ac ual
implemen a ion. The le el o s uden engage-
men , as in luenced by exposu e o Indigenous
musicali y, was ound o be high. In pa icu-
la , s uden in e es and a i udes owa d cul u al
subjec s ecei ed a mean o 4.20, while skills
de elopmen ela ed o music educa ion sco ed
4.04. These indings sugges ha s uden s a e
highly engaged when cul u ally ele an mu-
sical p ac ices a e in eg a ed in o hei lea n-
ing expe iences. Quali a i e da a co obo a ed
his, wi h educa o s obse ing inc eased c ea i -
i y, pa icipa ion, con idence, and collabo a ion
among lea ne s. The in e ac ion e ec be ween
Indigenous musicali y p ac ices and cu iculum
in eg a ion app oaches on s uden engagemen
le els, based on Two-Way ANOVA esul s, was
no s a is ically signi ican (p = 0.100). How-
e e , he e ec size (² = 0.119) indica ed a
mode a e p ac ical in luence, sugges ing ha
speci ic combina ions o high musicali y and
s ong cu iculum in eg a ion may s ill enhance
engagemen . This inding sugges s he po en ial
alue o simul aneous implemen a ion, e en i
de ini i e s a is ical con i ma ion is no ye a ail-
able. Musicali y p ac ices and cu iculum in e-
g a ion app oaches did no signi ican ly di e
when analyzed independen ly in e ms o hei
e ec on s uden engagemen le els, as shown
by non-signi ican main e ec s in he Two-Way
ANOVA esul s (p ¿ .05). Ne e heless, desc ip-
i e s a is ics poin ed o a ia ions in engage-
men le els ac oss di e en g oup combina ions,
highligh ing he impo ance o con ex in in e -
p e ing hese ela ionships. Educa o s and com-
muni y membe s pe cei ed musicali y p ac ices
as i al ools in shaping cul u al iden i y among
Indigenous lea ne s. Pa icipan s emphasized
hei ole in cul u al p ese a ion, communi y
cohesion, and a i ming hei iden i y. S a e-
men s like “i b ings back he ich his o y o
he IP g oup” e lec a deep sense o cul u al
con inui y suppo ed by adi ional music ed-
uca ion. Educa o s iewed he in eg a ion o
Indigenous musicali y p ac ices in o he cu icu-
lum as essen ial bu challenging, ci ing he need
o con ex ualized eaching, au hen ic commu-
ni y in ol emen , and imme sion-based lea n-
ing expe iences. Challenges included a lack
o app op ia e ins umen s, insu icien aining
in Indigenous hy hms and dialec s, as well as
limi ed exposu e o IP cul u al p ac ices. In-
digenous musicali y p ac ices we e ound o
ha e a posi i e in luence on s uden engagemen
and pa icipa ion, as s uden s demons a ed in-
c eased con idence, mo i a ion, and enjoymen
du ing musical ac i i ies. Teache s no ed im-
p o emen s in collabo a ion, communica ion,
and emo ional exp ession, which aligned wi h
he high quan i a i e sco es on engagemen mea-
su es.
4.2. Conclusions—Based on he in eg a-
ion o quan i a i e and quali a i e indings, he
ollowing conclusions a e d awn:
Mode a e Implemen a ion wi h Deep Cul-
u al Impac
Indigenous musicali y p ac ices, including
ins umen al music, dance, and s o y elling,
a e mode a ely in eg a ed in o class oom in-
s uc ion. Howe e , hei cul u al and iden i y-
o ming alue a e subs an ial, as hey sus ain
he i age, s eng hen p ide, and os e in e gen-
e a ional con inui y among Indigenous Peoples
communi ies.
Cu iculum In eg a ion is Valued bu Con-
s ained
Bo h ex acu icula and communi y en-
gagemen p og ams a e mode a ely applied in
schools. While educa o s ecognize he impo -
ance o cu iculum con ex ualiza ion and com-
muni y imme sion, hei e o s a e limi ed by
a lack o aining, esou ces, and exposu e o
Indigenous Peoples’ (IP) cul u e, which a ec s
he au hen ici y and consis ency o implemen a-
ion.
32 ISSN 3028-1261
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NIJSE (2025) -
High S uden Engagemen h ough Cul u -
ally Responsi e P ac ices
S uden engagemen le els we e ound o be
high, pa icula ly in e ms o in e es in cul u al
subjec s and skills de elopmen h ough mu-
sic. Musical p ac ices encou age pa icipa ion,
boos sel -con idence, and os e collabo a ion,
he eby alida ing he pedagogical e ec i eness
o Indigenous cul u al con en .
No Signi ican S a is ical In e ac ion, bu
P ac ical Rele ance E iden
The in e ac ion be ween musicali y p ac-
ices and cu iculum in eg a ion app oaches did
no yield a s a is ically signi ican e ec on s u-
den engagemen . Howe e , a mode a e e ec
size indica es p ac ical implica ions, sugges ing
ha when bo h p ac ices a e well-aligned, hey
may enhance lea ning expe iences mo e han
when applied in isola ion.
Educa o s and Communi y S akeholde s
Recognize The T ans o ma i e Role o Music
Indigenous musical p ac ices a e pe cei ed
no only as ins uc ional ools bu as ehicles o
cul u al su i al, emo ional exp ession, and so-
cial connec ion. Teache s, lea ne s, and elde s
a i m he ole o music in p ese ing commu-
ni y alues and mo i a ing lea ne s.
4.3. Recommenda ions—Based on he
abo e conclusions, he ollowing ecommen-
da ions a e p oposed:
Enhance Teache T aining and Cul u al
Compe ence The Depa men o Educa ion and
local school di isions may de elop and imple-
men a ge ed in-se ice aining ocused on In-
digenous musical o ms, dialec s, and cul u al
p ac ices. Collabo a ion wi h IP elde s and cul-
u al expe s should be ins i u ionalized o en-
su e au hen ici y.
P o ide Adequa e Resou ces and Ins u-
men s
Schools in Indigenous communi ies should
be p o ided wi h cul u ally app op ia e musi-
cal ins umen s, ma e ials, and documen a ion.
Pa ne ships wi h local a isans, cul u e bea e s,
and local go e nmen uni s (LGUs) can sup-
po he p oduc ion and dissemina ion o hese
esou ces. Fo malize Communi y-Based Cu -
iculum In eg a ion
Encou age schools o adop communi y im-
me sion and pa ne ship models o in eg a ing
hei cu iculum. This includes in i ing IP el-
de s in o class ooms, o ganizing cul u al music
pe o mances, and aligning school p og ams
wi h communi y cul u al calenda s.
S eng hen Resea ch on Cul u al Pedagogy
and S uden Ou comes
Fu u e s udies should in es iga e he longi-
udinal impac s o cul u al musical in eg a ion
on s uden iden i y, esilience, and academic
pe o mance. Mixed me hods and pa icipa o y
ac ion esea ch should be employed o ele a e
communi y oices and co-de elop solu ions.
Ins i u ionalize Music-Cul u e Alignmen in
Policy F amewo ks
The esul s suppo he call o mains eam
Indigenous music and cul u al p ac ices in o
he na ional cu iculum policy, ensu ing hei
sus ainabili y and ecogni ion as essen ial o in-
clusi e educa ion.
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