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Abstract
This study determined the personal profile of the 22 MAPEH teachers in public high schools in Hermosa, Bataan and the difficulties encountered by the teachers in teaching MAPEH. The researcher devised the descriptive correlation research design and employed purposive sampling design. For statistical treatment, weighted arithmetic mean, frequency and percentage distribution, and Pearson’s Product Moment Correlation were utilized.
Data revealed significant relationship between the profile of the respondents and difficulties encountered by respondents. There was significant correlation between the age of the respondents and availability of materials, instruments and facilities in Physical Education subject. There was significant correlation between the gender of the respondents and availability of materials, instruments, and facilities especially in art education and health education, and also strategies and techniques in teaching MAPEH. There was significant correlation between profile of the respondents and their area of specialization and respondents difficulties encountered in mastery of subject matter, strategies and techniques and materials, instruments and facilities in music education, arts education, and physical education. There was significant correlation between profile of the respondents according to their number of MAPEH seminars/training attended and respondents’ difficulties encountered in materials, instruments, facilities in physical education and health education, and strategies and techniques.
Keywords: difficulties, teaching, MAPEH, pedagogical action plan.

Difficulties Encountered By Public High School Teachers In Teaching
Music, Arts, Physical Education And Health:
A Basis For A Pedagogical Action Plan
Music, Arts, Physical Education and Health (MAPEH) is designed for secondary students as a means of understanding varied phases of human existence in more than practical sense. Hence, the course carries a variety of activities, new ideas and updated information that are planned, organized, and developed faithfully for an interesting and balanced MAPEH program. Every component of MAPEH is divided into units of lessons to emphasize their salient topics. Its components are taught in school curriculum because music and arts encourage brain development and physical education and health encourage one to look after their bodies through regular exercise and healthy lifestyle Wesbrook, (2010) as cited by Peña and Peña (2014).

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The Music and Arts Program seeks to expose students to and develop appreciation for Philippine, Asian, and Western music. Students do not only acquire factual and theoretical knowledge but are also introduced to applications like singing, playing Filipino and Asian instruments, listening to recordings, and reading, writing and creating music. Physical Education aims to make the students physically strong, well-poised, sound and efficient, mentally alert and active, and emotionally tempered and well-balanced. Each year level takes on a different fitness program such as sports, gymnastics, dancing, and martial arts. Health Education is designed to keep students abreast with health concerns and issues. Lessons on Health Assessment, Proper Hygiene, First Aid, Drugs and Substance Abuse, Mental Health, Communicable and Non-communicable diseases, Alternative Medicine and Nutrition and Fitness all aim to lead the students to adopt a healthy lifestyle (Abcalen, 2015).

UCL News (2016), reported that limited resources, in terms of skills and instruments, plus financial constraints – both due to school funding and family background – were found to be an issue.  In more affluent families, the parents can afford to buy instruments or pay for lessons for their children if the school cannot provide them, or if the child was deemed to need or desire extra support; but for those children from lower socio-economic backgrounds, this may be less of an option.

Hickson (2016) mentioned that quality physical education programs can promote the holistic development of students that no other school curricula can. A well-structured physical education program can enhance and improve the movement proficiency and self-concept of students, thereby promoting the chances for life-long involvement in physical activity and, ultimately, better health.
According to Gantan (2015), in the educational process, the three important factors are: the learner, the teacher and the subject matter. The subject matter is the lesson to be taught, the student being the recipient of the message is a vital factor, while the key factor is the teacher. Therefore, the key to the educational process lies in the hands of the teacher. High School teachers teach various subjects, the core subjects which are Math, English and the Sciences and the skills subjects Technology and Livelihood Education (TLE) and Music, Arts Physical Education and Health (MAPEH).

One of the most challenging subjects that a secondary school teacher instructs is, MAPEH. Besides having four components, it really does focus on the holistic development of the child. From discovering future athletes, dancers, actors and actresses, doctors and nurses, the teacher also has to discover future singers and musicians. Hence, these MAPEH teachers have to perform multifarious functions to bring out the best among the students (Gantan, 2015).

According to Okonkwo (2014), teachers who are responsible for teaching arts must be at the centre of any reform in arts education, and must be able to follow the revision of the curricula step-by-step. This is an excellent way to ensure their acceptance of the proposed educational project and their competence in the various artistic fields. Great importance must be given to the training of teachers in visual arts, dance, music, theater, etc., if the quality of art education, and thereby of school education in general, is to improve. The initial training of art teachers must not only take into account new teaching methods that emphasize the creativity and traditional know-how of the community, but also the use of electronic tools as a means of artistic production and learning and a source of knowledge that can no longer be ignored.

MAPEH teachers are affected in their performance in teaching especially in the rules and regulation of games, as well as the terms used in games, not only in P.E but also in all components of MAPEH subject. Some of these are the skills on how to use the musical instruments, how to apply first aid, and how to use materials and equipment correctly. Knowledge of the subject is not a big issue but the skills on the application and in transferring knowledge to the students greatly affect the performance of the teachers. Execution of something that one has just read and understood without proper timing and training can result to a misleading teaching performance (Pena, 2014). It is the aim of this study to propose an action plan for training and development of MAPEH teachers in public high schools in Hermosa, Bataan.

Statement of the Problem.
The study aimed to propose an action plan to improve the training and development of MAPEH teachers in public high schools in Hermosa, Bataan. Specifically it answered the following questions:
How can the profile of the respondents be determined in terms of
1.1 Age;
1.2 Gender;
1.3 Highest educational attainment;
1.4 Area of specialization;
1.5 Length of service as teacher;
1.6 length of service as MAPEH teacher; and
1.7 Number of professional seminars and training in MAPEH?
2. How can the common difficulties encountered by the respondents be determined in terms of:
2.1 Mastery of subject matter;
2.3 Facilities and equipment; and
2.3 Strategies and techniques?
3. Is there significant correlation between the profile and the common difficulties encountered by the respondents?
Hypothesis of the study
There is no significant correlation between profile of the respondents and the difficulties they encountered.

Scope and Limitation of the Study
The concentration of this research was exclusively on all teachers teaching MAPEH subject in Balsik National High School (BNHS), Hermosa National High School (HNHS), and Hermosa National High School Annex. The study included the profile of the respondents as to age, gender, highest educational attainment, area of specialization, length of service as MAPEH teachers, numbers of professional seminars and training in MAPEH, and the common problems encountered by the respondents in relation to the subject matter, facilities, equipment, strategies, and techniques in teaching MAPEH subject that were the bases for the proposed action plan .
Theoretical Framework
This study used the most significant and commonly applied theories in the field Music Education (Multiple Intelligence’s and Socialization), Art Education (Social Learning Theory, Cognitive Development Theory, Social Cultural Theory), Physical Education (Operant Conditioning, Insight Learning and Bandura’s Observational Learning) and Health Education (Health Belief Model, Relapse Prevention Therapy and Stage of Change Model).
Music Education
Howard Gardner of Harvard has identified seven distinct intelligence’s. This theory has emerged from recent cognitive research and ;documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways .; (Gardner, 1991)
One of the seven distinct intelligence’s is musical intelligence. This intelligence is an under utilized intellectual ability that can be used to enhance learning in the students. Students with musical intelligence are far more sensitive to pitch, melody, rhythm and tone. When learning involves the use of music, they are able to grasp concepts more easily and remember them well (Professional Learning Board, 2017).

Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that we learn through our interactions and communications with others. Vygotsky (1962) examined how our social environments influence the learning process. He suggested that learning takes place through the interactions students have with their peers, teachers, and other experts. Consequently, teachers can create a learning environment that maximizes the learners’ ability to interact with each other through discussion, collaboration, and feedback.

Teachers need to provide the opportunity to students for a managed discussion about their learning. It is a discussion that has a purpose with substantive comments that build on each other and there is a meaningful exchange between students that results in questions that promote deeper understanding. Discussion-based classroom using Socratic dialogue where the instructor manages the discourse can lead each student to feel like their contributions are valued resulting in increased student motivation. The teacher, or local topic expert, plays the important role of facilitator, creating the environment where directed and guided interactions can occur. Many other educational theorists adopted Vygotsky’s social process ideas and proposed strategies that foster deeper knowledge construction, facilitate Socratic student discussions, and build active learning communities through small group-based instruction (Neff, 2017).

Art Education
Social Learning Theory emphasizes the importance of modeling on behaviour. It puts forward the opinion that children learn many desirable and undesirable behaviours from observing adults and their peers. According to the latest revision of this theory, children gradually become more selective of who and what they imitate.

Although this theory has been accused of underestimating the contributions of the child on their own learning (Berk, 1999) it has an important part to play in the ways we teach and conduct ourselves as teachers.

According to Piaget’s Cognitive-Development Theory, ;Children actively construct knowledge as they manipulate and explore their world; (Berk, 1999). It indicates that development takes place in clear stages:
sensoriemotor (birth to 2 years);
preoperational (2 to 7 years);
concrete operational (7 to 11 years); and
formal operational (11 years on).

Each stage is dependent on the one before being reached to an appropriate level.

Art could play a major role in the development of children through these stages. Because it is more physical than the more traditional school work, it allows for better manipulation and exploration. The links between artwork and academic work is also important and helpful, especially in the final stage, which points to the importance of integrating art across the curriculum.

Vygotsky’s Sociocultural Theory concentrates on the importance of culture on the way a child learns and develops. The theory says that many cognitive skills and processes are transferred from adults and older peers to children, which help in the transferal of cultural ideas, beliefs and practices.

This theory also helps to explain the differences between children and their development in different cultures, as such differences are handed down from generation to generation (ehlt.flinders.edu.au).

Physical Education
According to Teach P.E (2017), Skinners Theory of Operant Conditioning involves the correct response to a situation or task being rewarded. This reinforces the correct response. This behaviour is shaped by the coach and the players need not understand why they are performing like this, just that they will be rewarded if they do it correctly. Examples in sport are situations such as football shooting practice. The coach may direct the players to strike the ball into the right of the goal. If this is done, they are rewarded. The area is then reduced to the top half of the right side, and then maybe the top right hand corner only.

According to Psychestudy (2017), Insight Learning refers to the sudden realization of the solution of any problem without repeated trials or continuous practices. This type of learning, is something in which one draws on previous experience and also seems to involve a new way of perceiving logical and cause-and-effect relationship.

Insight is an awareness of key relationships between cause and effect, which comes after assembling the relevant information and either overt or covert testing of possibilities. Learning through such insight is called Insight Learning.

An example of this would be high jumpers performing the whole skill to enable them to decide the best technique for them e.g. which foot to take off from.

According to TeachPE (2017), Bandura’s Observational Learning developed by Albert Bandura states that performers learn new skills by observing others.

Performers:
Create a mental picture of the skilled movement
Learn through demonstrations
can copy from a role model
There are four (4) stages to Bandura’s theory:
1. Attention
– Performers need to watch a suitable demonstration of the skill. This must be aimed at their ability level, performed correctly by a role model or competent peer and making sure cues are identified. Make sure it doesn’t last too long otherwise performers may get bored or miss parts of the demonstration.

2. Retention – Creating the mental picture of the skill required. Practicing the skill in your mind over and over so that the correct movements are performed in the correct order. Use of mental rehearsal.

3. Motor Production -The physical movement to perform the skill. Learners must have the ability to be able to repeat the skill either first time or through a series of progressions.

Health Education
According to Rural Health Information Hub (2017), there are several theories and models that support the practice of health promotion and disease prevention. The theories and models are used in program planning to understand and explain health behavior, and to guide the identification of strategies for health promotion and disease prevention programs.

The Health Belief Model is a conceptual framework that can be used to guide health promotion and disease prevention programs. It explains changes in health-related behavior. Key elements of the Health Belief Model focus on individual beliefs about health conditions, which predict individual health-related behaviors. The Health Belief Model can be used to design short- and long-term programs. The model’s predictive ability varies depending on the ability to gauge the presence of perceived susceptibility, perceived severity, perceived benefits of action, perceived barriers to action, cues to action, and the sense of self-efficacy among the target population.

The Relapse Prevention Therapy Model provides a strategy for anticipating barriers and other factors contributing to participant relapse. The model provides program participants with coping skills. Once program participants process the necessary knowledge to adapt and cope with challenges during and following the program, participants are less likely to return to prior negative behaviors.

The Stages of Change Model, also called the Transtheoretical Model, explains how an individual or organization integrates new behaviors, goals, and programs at various levels. At each stage, different intervention strategies will help people progress to the next stage.

Conceptual Framework
Figure 1 shows the conceptual paradigm of the study. In the input phase, the researcher needed to find out the profile of the respondents as to age, gender, highest educational attainment, area of specialization and length of service as teacher, years of service as MAPEH teachers, and number of MAPEH seminars/training attended.

All data feed in the process were gathered through questionnaire in order to strengthen the data which were tallied, tabulated and interpreted using different statistical tools like frequency, percentage, and Pearson’s Product Moment Correlation. The output show what the study intended to achieve and that is to improve the performance of teachers in teaching MAPEH in the Balsik National High School, Hermosa National High School, and Hermosa National High School Annex through the proposed pedagogical action plan.
514352374901. Profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Highest educational attainment
1.4 Area of specialization
1.5 length of service as teacher?
1.6 length of service as MAPEH teacher?
1.7 Number of MAPEH seminars/trainings attended.
2. Common difficulties encountered by the respondents that are related to:
2.1 Mastery of subject matter;
2.3 Facilities and equipment; and
2.3 Strategies and tec2niques?
3. Significant correlation between the profile of the respondents and the common difficulties they encountered.

1. Profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Highest educational attainment
1.4 Area of specialization
1.5 length of service as teacher?
1.6 length of service as MAPEH teacher?
1.7 Number of MAPEH seminars/trainings attended.
2. Common difficulties encountered by the respondents that are related to:
2.1 Mastery of subject matter;
2.3 Facilities and equipment; and
2.3 Strategies and tec2niques?
3. Significant correlation between the profile of the respondents and the common difficulties they encountered.

19812002705101.Survey
2.Data Gathering
2.1.Questionnaire 2.2. Interview
3. Data Analysis
3.1. Frequency
3.2.Percentage
3.3. Weighted Mean
3.4 Pearson’s Product Moment Correlation
4. Data Interpretation and Analysis
1.Survey
2.Data Gathering
2.1.Questionnaire 2.2. Interview
3. Data Analysis
3.1. Frequency
3.2.Percentage
3.3. Weighted Mean
3.4 Pearson’s Product Moment Correlation
4. Data Interpretation and Analysis
3918585257810Pedagogical
Action Plan
Improved Classroom
Teaching Performance of MAPEH Teachers
Pedagogical
Action Plan
Improved Classroom
Teaching Performance of MAPEH Teachers
INPUT PROCESS OUTPUT
44938953378204486275270510
16891001784353609975187960

Figure 1
Paradigm of the Study
Significance of the Study
This study will be of great help to the following:
The Principals. The results of the study can be used as basis of improving the MAPEH subject in their respective schools.

Classroom Teachers. They will be guided to be flexible in dealing and handling MAPEH class. The results of the study can help the MAPEH teachers to improve their strategies in teaching MAPEH subject.
Students. The result of this study will help students to fill their needs in learning by means of having good facilities, equipment and materials.

Future Researchers. The results of the study can be used as their reference on their future studies.

Definition of Terms
The following terms are defined operationally:
Action Plan. It is sequence of steps that must be taken, or activities that must be performed well, for a strategy to succeed.
Classroom management. It encompasses all the planned activities and interactions that occur within the classroom.

Instructional materials. This refers to motivating techniques or teaching materials or equipment used.
MAPEH. This refers to Music, Arts, Physical Education and Health.

Pedagogical Action Plan. This is a planned function or work of a teacher; teaching. The art or science of teaching; education and instructional methods.40894011623040
Public High School Teachers. This refers to the respondents of the study, particularly those teaching in the public secondary educational institution of the Department of Education.

Methods
The research design refers to the overall strategy that researcher choose to integrate the different components of the study in a coherent and logical way, thereby, ensuring that the researcher effectively addressed the research problem. Its constitutes the blueprint for the collection, measurement, and analysis of data. Note that the research problem determines the types of design that can be used, not the other way around (De Vaus 2006).
Research Design
This study determined the difficulties encountered by public high school teachers in teaching MAPEH: The descriptive –correlation method was used in this study.

According to Aggarwal (2008) as cited by Salaria (2012), descriptive research is devoted to the gathering of information about prevailing conditions or situations for the purpose of description and interpretation. This type of research method is not simply amassing and tabulating facts but includes proper analyses, interpretation, comparisons, identification of trends and relationships.

More so, Valdez (2013) as cited by Pena (2014), stated that descriptive research is concerned with the description of data and characteristics about population. The goal is acquisition of factual, accurate and systematic data that can be used in averages, frequencies and similar statistical calculation. Descriptive studies seldom involve experimentation, as they are more concerned with naturally occurring phenomena than with the observation of controlled situations.

The Respondents
The respondents of this investigation were the eight teachers of Balsik National High School, 12 teachers of Hermosa National High School and two teachers of Hermosa National High School Annex who are all teaching MAPEH during the Academic Year 2016 – 2017.

Table 1 shows the Distribution of the Respondents
Table 1
Distribution of the Respondents
Respondents Total no. Percentage
Balsik National High School 8 36.36%
Hermosa National High School 12 54.54%
Hermosa National High School (Annex) 2 9.10%
Total 22 100%

Sampling Design
This study used the purposive sampling technique in selecting the respondents from all teachers teaching music, arts, physical education and health in Hermosa, Division of Bataan.
According to Crossman (2017), a purposive sample is a non-probability sample that is selected based on characteristics of a population and the objective of the study. Purposive sampling is also known as judgmental, selective, or subjective sampling.

Research Instruments
The difficulties encountered by public high school teacher in teaching MAPEH subject were determined through a questionnaire.

The researcher used a teacher-made questionnaire adopted from the thesis of Peña and Peña (2014), entitled “Problems Encountered by non – MAPEH Teachers in Teaching MAPEH Subject in Dinalupihan District” Academic Year 2014-2015. Because the questionnaire was adopted, it did not need further validation, the permission to use the instrument was likewise sought. The said questionnaire was administered to public high school teachers in Hermosa, Bataan for Academic Year 2016-2017. The results were analyzed to ensure clarity and validity of the instruments. The need for an action plan was likewise assessed through interview.
Data Gathering Procedure
Data needed for the study were gathered by sending a letter of request to the School’s Division Superintendent of Bataan to seek the permission to administer the questionnaire to the respondents.

After the approval of the letter of the request, the researcher coordinated with the respective Principals of Balsik National High School, Hermosa National High School, and Hermosa National High School Annex for the schedule of administering the questionnaire to the respondents. Results of the test were tallied, tabulated, analyzed and interpreted with the use of appropriate statistical tools .
Statistical Design
The data and information that were gathered or collected were tabulated, encoded and treated statistically. The following statistical tool were utilized.

Frequency . This was used to determine the total number of respondents having the same responses to the given question.

Percentage. This was obtained by dividing the frequency of every condition being presented to the total number of the respondents. and then multiplied by one hundred
Weighted Arithmetic Mean. It was used to arrive at a verbal description of each of the item in all the five indicators.

Likert Scale. The scale was taken from Likert in treating the perceptions of the respondents on the difficulties in teaching Music, Arts, Physical Education and Health.

ScaleDescription
2.01 – 3.00 Strongly Agree
1.01 – 2.00 Agree
0.01 – 1.00Disagree
Person’s Product Moment Correlation. It was used to determine whether there is significant correlation between two groups. It was used to determine if there would be any significant correlation that exist on the common difficulties encountered by public high school teachers in teaching MAPEH and their personal profile.

Results
The researcher distributed questionnaire to the respondents. Data were collected and tabulated and the final survey are shown below.

Respondents’ Profile
Table 2 shows the frequency and percentage distribution of respondents according to age. The highest frequency and percentage is nine or 40.91% of the respondents were in the 30-39 years age bracket. The second highest frequency and percentage is seven or 31.82% of the respondents were in the 20-29 years age bracket. The third highest frequency and percentage is three or 13.64% of the respondents were in the 40-49 years age bracket. The fourth highest frequency and percentage is two or 9.09% of the respondents were in the 60 and above years age bracket. The lowest frequency and percentage is one or 4.55% of the respondent was in the 50-59 years age bracket. The total mean of 36.32 years of age was obtained.

Table 2
Frequency and Percentage Distribution of Respondents according to their Age
Age Frequency Percentage
60 and above 2 9.09
50 – 59 1 4.55
40 – 49 3 13.64
30 – 39 9 40.91
20 – 29 7 31.82
Total 22 100.00
Mean 36.32
Table 3 shows the frequency and percentage distribution of respondents according to their gender. As shown in the table, 16 or 72.73% of the respondents were females and six or 27.27 were males. Majority of the respondents were females.

Table 3
Frequency and Percentage Distribution of Respondents according to their Gender
Gender Frequency Percentage
Male 6 27.27
Female 16 72.73
Total 22 100.00
Table 4 shows the frequency and percentage distribution of respondents in terms of their highest educational status. The highest frequency and percentage is 11 or 50.00% of the respondents had units in Master of Arts, followed by Bachelor of Secondary Education with eight or 36.36%. While three or 13.64% of the respondents were Master’s Degree holder.
Table 4
Frequency and Percentage Distribution of Respondents
according to their Highest Educational Attainment
Education Frequency Percentage
Doctoral Degree Holder 0 0.00
with Doctoral units 0 0.00
Master of Arts Degree Holder 3 13.64
Master of Arts (with units) 11 50.00
Bachelor of Science Graduate 8 36.36
Total 22 100.00
Table 5 shows the frequency and percentage distribution of respondents according to their area of specialization. The highest frequency and percentage is nine or 40.91% of the respondents were in MAPEH specialization. The second highest frequency and percentage is four or 18.18% of the respondents were in Science (Biology, Chemistry, Physics) specialization. The third highest frequency and percentage is three or 13.64% of the respondents were in Mathematics specialization. The fourth highest frequency and percentage is two or 9.09% of the respondents were in English and Araling Panlipunan specializations respectively, The lowest frequency and percentage is one or 4.55% of the respondents was in T.L.E and Values Education specializations respectively.
Table 5
Frequency and Percentage Distribution of Respondents
according to their Area of Specialization
Specialization Frequency Percentage
English 2 9.09
Filipino 0 0.00
Mathematics 3 13.64
Araling Panlipunan 2 9.09
Science (Biology, Chemistry, Physics) 4 18.18
T. L. E. 1 4.55
Values 1 4.55
MAPEH (Music, Arts, PE) 9 40.91
Total 22 100.00
Table 6 shows the frequency and percentage distribution of respondents according to length of service as teachers. The highest frequency and percentage is 15 or 68.18% of the respondents were in the 1-9 years bracket. The second highest frequency and percentage is three or 13.64% of the respondents were in the 10-19 years bracket. The lowest frequency and percentage is two or 9.09% of the respondents were in the 20-29 and 30 years and above. The length of service had a total mean of 10.91 years.

Table 6
Frequency and Percentage Distribution of Respondents
according to their Length of Service as Teachers
Length of Service as Teachers Frequency Percentage
30 years and above 2 9.09
20 – 29 years 2 9.09
10 -19 years 3 13.64
1 – 9 years 15 68.18
Total 22 100.00
Mean 10.91
Table 7 shows the frequency and percentage distribution of respondents according to length of service as MAPEH teachers. The highest frequency and percentage is 15 or 68.18% of the respondents were in the 1-9 years bracket. The second highest frequency and percentage is four or 18.18% of the respondents were in the 10-19 years bracket. The third highest frequency and percentage is two or 9.09% of the respondents were in the 20-29 years bracket. The lowest frequency and percentage is one or 4.55% of the respondents was in the 30 years and above. The length of service had total mean of 10.00 years.
Table 7
Frequency and Percentage Distribution of Respondents
according to Length of Service as MAPEH Teachers
Length of Service as MAPEH Teacher Frequency Percentage
30 years and above 1 4.55
20 – 29 years 2 9.09
10 -19 years 4 18.18
1 – 9 years 15 68.18
Total 22 100.00
Mean 10.00
Table 8 shows the frequency and percentage distribution of respondents according to number of MAPEH seminars/training. The highest frequency and percentage is nine or 40.91% of the respondents were in the 1-5 seminars bracket. The second highest frequency and percentage is five or 22.73% of the respondents were in the 6-10 seminars bracket. The third highest frequency and percentage is four or 18.18% of the respondents were in the more than 20 seminars bracket. The fourth highest frequency and percentage is three or 13.64% of the respondents were in the 11-15 seminars bracket. The lowest frequency and percentage is one or 4.55% of the respondent had no seminars/training attended.
Table 8
Frequency and Percentage Distribution of Respondents
according to Number of MAPEH Seminars/Trainings
Number of MAPEH Seminars Frequency Percentage
None 1 4.55
1 – 5 9 40.91
6 – 10 5 22.73
11 – 15 3 13.64
More than 20 4 18.18
Total 22 100.00
Table 9 shows the difficulties encountered by public high school teachers in teaching MAPEH in terms of mastery of the subject matter with the total average mean of 1.56 or interpreted as Agree.

Table 9
Difficulties Encountered by Public High School Teachers in Teaching MAPEH
in Terms of Mastery of the Subject Matter
A. Mastery of the Subject Matter Disagree Agree Strongly Agree Mean Interpretation
1 I have enough experience to teach MAPEH subject. 12 6 4 1.64 Agree
2 I am familiar with the terminology in the field of MAPEH subject. 12 6 4 1.64 Agree
3 I can achieve the specific object in particular topic. 11 9 2 1.59 Agree
4 I have enough knowledge and skills in dancing. 14 6 2 1.45 Agree
5 I have enough knowledge and skills in coaching team sports. 13 6 3 1.55 Agree
6 I have enough knowledge and skills in officiating sport games. 12 8 2 1.55 Agree
7 I have enough knowledge and skills to train player in sports. 13 7 2 1.50 Agree
8 I have enough knowledge and skills to teach students about the musical instruments. 17 4 1 1.27 Agree
9 I have enough knowledge and skills to teach first aid. 12 7 3 1.59 Agree
10 I attend seminars/trainings in MAPEH.

9 8 5 1.82 Agree
General Mean 1.56 Agree
Table 10 shows the difficulties encountered by public high school teachers in teaching MAPEH In terms of material, instruments, facilities and equipment (music education) with the total average mean of 2.60 or interpreted as Strongly Agree.
Table 10
Difficulties Encountered by Public High School Teachers in Teaching MAPEH
in Terms of Materials, Instruments, Facilities and Equipment
(MUSIC EDUCATION)
B1. Materials, Instruments, Facilities (Music Education)
Disagree Agree Strongly Agree Mean Interpretation
1 Musical instruments are seldom available.

0 7 15 2.68 Strongly Agree
2 There is little or no knowledge in proper use of musical instruments.

0 7 15 2.68 Strongly Agree
3 There is little or no knowledge on how to play a guitar.

2 4 16 2.64 Strongly Agree
4 There is little or no knowledge on how to read different notes.

3 7 12 2.41 Strongly Agree
5 There is little or no knowledge in proper handling and cleaning musical instruments.

1 7 14 2.59 Strongly Agree
General Mean
2.60 Strongly Agree
Table 11 shows the difficulties encountered by public high school teachers in teaching MAPEH In terms of material, instruments, facilities and equipment (physical education) with the total average mean of 2.42 or interpreted as Strongly Agree.
Table 11
Difficulties Encountered by Public High School Teachers in Teaching MAPEH
in Terms of Materials, Instruments, Facilities and Equipment
(PHYSICAL EDUCATION)
B2. Materials, Instruments, Facilities (Physical Education) Disagree Agree Strongly Agree Mean Interpretation
1 There is little or no available sports equipment and facilities in school. 3 8 11 2.36 Strongly Agree
2 There is little or no knowledge and skills about sports as individual or group. 4 5 13 2.41 Strongly Agree
3 There is insufficient number of PE teachers. 3 6 13 2.45 Strongly Agree
4 There is a large number of students in one class. 1 10 11 2.45 Strongly Agree
5 There is no knowledge in proper use of sports equipment. 4 5 13 2.41 Strongly Agree
General Mean 2.42 Strongly Agree
Table 12 shows the difficulties encountered by public high school teachers in teaching MAPEH In terms of materials, instruments, facilities and equipment (art education) with the total average mean of 2.35 or interpreted as Strongly Agree.
Table 12
Difficulties Encountered by Public High School Teachers in Teaching MAPEH
in Terms of Materials, Instruments, Facilities and Equipment
(ART EDUCATION)
B3. Materials, Instruments, Facilities (Art Education) Disagree Agree Strongly Agree Mean Interpretation
1 There is little or no available Art materials. 1 7 14 2.59 Strongly Agree
2 There is little or no available book in Art. 4 8 10 2.27 Strongly Agree
3 There is little or no available room for the Art. 4 7 11 2.32 Strongly Agree
4 There is little or no knowledge about Art Education. 4 9 9 2.23 Strongly Agree
5 There is little or no knowledge in proper use of Art materials.

4 6 12 2.36 Strongly Agree
General Mean 2.35 Strongly Agree
Table 13 shows the difficulties encountered by public high school teachers in teaching MAPEH In terms of materials, instruments, facilities and equipment (health education) with the total average mean of 2.15 or interpreted as Strongly Agree.

Table 13
Difficulties Encountered by Public High School Teachers in Teaching MAPEH
in Terms of Materials, Instruments, Facilities and Equipment
(HEALTH EDUCATION)
B4. Materials, Instruments, Facilities (Health Education) Disagree Agree Strongly Agree Mean Interpretation
1 There is little or no available materials in teaching Health Education. 6 5 11 2.23 Strongly Agree
2 There is little or no knowledge and skills about proper giving of first aid. 7 6 9 2.09 Strongly Agree
3 There is little or no knowledge about drug abuse. 6 6 10 2.18 Strongly Agree
4 There is little or no knowledge about common diseases and their effects to our health. 7 5 10 2.14 Strongly Agree
5 There is little or no available books in Health education. 5 10 7 2.09 Strongly Agree
General Mean 2.15 Strongly Agree
Table 14 shows the difficulties encountered by public high school teachers in teaching MAPEH in terms of strategies and techniques with the total average mean of 2.33 or interpreted as Strongly Agree.

Table 14
Difficulties Encountered by Public High School Teachers in Teaching MAPEH
in Terms of Strategies and Techniques
C. Strategies and Techniques Disagree Agree Strongly Agree Mean Interpretation
1 I find it hard for appropriate strategies and techniques in MAPEH subject. 6 3 13 2.32 Strongly Agree
2 I find it hard to motivate the learners to arouse their interest. 4 7 11 2.32 Strongly Agree
3 I find it hard using proper instructional materials related to the topic. 4 7 11 2.32 Strongly Agree
4 I find it hard to execute the strategies and techniques properly. 4 10 8 2.18 Strongly Agree
5 I am not aware of the strategies and techniques in MAPEH subject. 6 4 12 2.27 Strongly Agree
6 Strategies and techniques are not within the capacity of the learners. 3 6 13 2.45 Strongly Agree
7 I find it hard to fit the strategy with the time allotted. 2 9 11 2.41 Strongly Agree
8 I find it hard to apply proper objective in MAPEH subject. 5 5 12 2.32 Strongly Agree
9 I find it hard to assess the learners based on the strategies that has been applied. 4 6 12 2.36 Strongly Agree
10 I find it hard to evaluate the learners based on the strategies that has been applied. 4 6 12 2.36 Strongly Agree
General Mean 2.33 Strongly Agree
Table 15 shows the possible solutions to the problem in terms of mastery of the subject matter the total average mean of 2.59 or interpreted as Strongly Agree.

Table 15
Possible Solutions to the Problem in Terms of Mastery of the Subject Matter
A. Mastery of the Subject Matter Disagree Agree Strongly Agree Mean Interpretation
1 Attend seminars/training’s intend for MAPEH.

0 7 15 2.68 Strongly Agree
2 Read books and references for additional information.

0 10 12 2.55 Strongly Agree
3 Read the lesson ahead of time.

0 10 12 2.55 Strongly Agree
General Mean 2.59 Strongly Agree
Table 16 shows the possible solutions to the problem in terms of facilities and equipment (music education) with the total average mean of 2.61 or interpreted as Strongly Agree.

Table 16
Possible Solutions to the Problem in Terms of Facilities and Equipment
(MUSIC EDUCATION)
B1. Facilities and Equipment (Music Education) Disagree Agree Strongly Agree Mean Interpretation
1 Musical instruments should be provided by the school administration.

3 5 14 2.50 Strongly Agree
2 There should be proper maintenance for musical instrument.

0 8 14 2.64 Strongly Agree
3 There should be references and books such as "user’s manual;.

0 7 15 2.68 Strongly Agree
General Mean 2.61 Strongly Agree
Table 17 shows the possible solution to the problem in terms of facilities and equipment (physical education) with the total average mean of 2.70 or interpreted as “Strongly Agree”.

Table 17
Possible Solutions to the Problem in Terms of Facilities and Equipment
(PHYSICAL EDUCATION)
B2. Facilities and Equipment (Physical Education) Disagree Agree Strongly Agree Mean Interpretation
1 There should be budget for the sports equipment and should be provided by school.

0 5 17 2.77 Strongly Agree
2 There should be rehabilitation of the sports facilities such as the covered court.

0 9 13 2.59 Strongly Agree
3 There should be additional references and books. 0 6 16 2.73 Strongly Agree
General Mean 2.70 Strongly Agree
Table 18 shows the possible solutions to the problem in terms of facilities and equipment (art education) with the total average mean of 2.68 or interpreted as Strongly Agree.

Table 18
Possible Solutions to the Problem in Terms of Facilities and Equipment
(ART EDUCATION)
B3. Facilities and Equipment
(Art Education) Disagree Agree Strongly Agree Mean Interpretation
1 The teacher should be resourceful for the art. 0 9 13 2.59 Strongly Agree
2 The teacher should be creative in using the materials. 0 6 16 2.73 Strongly Agree
3 The teacher should have additional books and references. 0 6 16 2.73 Strongly Agree
General Mean 2.68 Strongly Agree
Table 19 shows the possible solutions to the problem in terms of facilities and equipment (health education) with the total average mean of 2.73 or interpreted as Strongly Agree.

Table 19
Possible Solutions to the Problem in Terms of Facilities and Equipment
(HEALTH EDUCATION)
B4. Facilities and Equipment (Health Education) Disagree Agree Strongly Agree Mean Interpretation
1 The teacher should provide the needed materials or at least the first aid kit.

2 4 16 2.64 Strongly Agree
2 The teacher should attend seminars/trainings about Health Education.

0 5 17 2.77 Strongly Agree
3 The teacher should have additional books and references about health.

0 5 17 2.77 Strongly Agree
General Mean 2.73 Strongly Agree
Table 20 shows the correlation between respondents’ learning difficulties when grouped according to their age, . There is no significant correlation in terms of the mastery of the subject matter, material, instruments, facilities, music education, art education, health education, and strategies and techniques. While in physical education, there is a significant correlation on respondents learning difficulties.

Table 20
Correlation between Respondents’ Difficulties Encountered
when Grouped according to their Age
Learning Difficulties Correlation coefficient Interpretation
Mastery of the subject matter -0.0875 Not Significant
Materials, Instruments, Facilities 0.2482 Not Significant
Music Education 0.2230 Not Significant
Art Education 0.2744 Not Significant
Physical Education 0.3344 Significant
Health Education 0.0951 Not Significant
Strategies and Techniques 0.2356 Not Significant
? = .01, df = 18, critical correlation coefficient = .2838
Table 21 shows the correlation between respondents’ learning difficulties when grouped according to their gender, There is no significant correlation in terms of the mastery of the subject matter, music education, and physical education. While in materials, instruments, facilities, art education, health education and strategies and techniques there is a significant correlation with respondents’ learning difficulties.

Table 21
Correlation between Respondents’ Difficulties Encountered
when Grouped according to their Gender
Learning Difficulties Correlation coefficient Interpretation
Mastery of the subject matter 0.1982 Not Significant
Materials, Instruments, Facilities -0.3487 Significant
Music Education -0.1706 Not Significant
Art Education -0.3595 Significant
Physical Education -0.2103 Not Significant
Health Education -0.4756 Significant
Strategies and Techniques -0.3005 Significant
? = .01, df = 18, critical correlation coefficient = .2838
Table 22 shows the correlation between respondents’ learning difficulties when grouped according to their Highest Educational Attainment, there is no significant correlation in terms of the mastery of the subject matter, materials, instruments, facilities, music education, art education, physical education, health education, and strategies and techniques.

Table 22
Correlation between Respondents’ Difficulties Encountered
when Grouped according to their Highest Educational Attainment
Learning Difficulties Correlation coefficient Interpretation
Mastery of the subject matter 0.2403 Not Significant
Materials, Instruments, Facilities -0.0307 Not Significant
Music Education -0.2269 Not Significant
Art Education -0.0790 Not Significant
Physical Education -0.1069 Not Significant
Health Education 0.2161 Not Significant
Strategies and Techniques -0.1857 Not Significant
? = .01, df = 18, critical correlation coefficient = .2838
Table 23 shows the correlation between respondents’ learning difficulties when grouped according to their area of specialization, there is significant correlation in terms of the mastery of the subject matter, materials, instruments, facilities, music education, art education, physical education, and strategies and techniques. While in health education there is no significant correlation with respondents’ learning difficulties.

Table 23
Correlation between Respondents’ Difficulties Encountered
when Grouped according to their Area of Specialization
Learning Difficulties Correlation coefficient Interpretation
Mastery of the subject matter 0.4032 Significant
Materials, Instruments, Facilities -0.3108 Significant
Music Education -0.3694 Significant
Art Education -0.3125 Significant
Physical Education -0.3908 Significant
Health Education -0.1086 Not Significant
Strategies and Techniques -0.5029 Significant
? = .01, df = 18, critical correlation coefficient = .2838
Table 24 shows the correlation between respondents’ learning difficulties when grouped according to their length of service as teacher there is no significant correlation in terms of the mastery of the subject matter, materials, instruments, facilities, music education, art education, physical education, health education, and strategies and techniques.
Table 24
Correlation between Respondents’ Difficulties Encountered
when Grouped according to their Length of Service as Teacher
Learning Difficulties Correlation coefficient Interpretation
Mastery of the subject matter 0.0985 Not Significant
Materials, Instruments, Facilities 0.2051 Not Significant
Music Education 0.0965 Not Significant
Art Education 0.2206 Not Significant
Physical Education 0.2698 Not Significant
Health Education 0.1482 Not Significant
Strategies and Techniques 0.1878 Not Significant
? = .01, df = 18, critical correlation coefficient = .2838
Table 25 shows the correlation between respondents’ learning difficulties when grouped according to their length of service as MAPEH teacher,there is no significant relationship in terms of the mastery of the subject matter, materials, instruments, facilities, music education, art education, physical education, health education, and strategies and techniques.
Table 25
Correlation between Respondents’ Learning Difficulties
when Grouped according to their Length of Service as MAPEH Teacher
Learning Difficulties Correlation coefficient Interpretation
Mastery of the subject matter 0.1048 Not Significant
Materials, Instruments, Facilities 0.1853 Not Significant
Music Education 0.0679 Not Significant
Art Education 0.2189 Not Significant
Physical Education 0.2192 Not Significant
Health Education 0.1517 Not Significant
Strategies and Techniques 0.1777 Not Significant
? = .01, df = 18, critical correlation coefficient = .2838

Table 26 shows the correlation between respondents’ learning difficulties when grouped according to their number of MAPEH Seminars Attended, there is no significant correlation in terms of the mastery of the subject matter, music education, and art education. While on the other hand, there is a significant correlation on materials, instrument, facilities, physical education, health education and strategies and techniques.

Table 26
Correlation between Respondents’ Learning Difficulties
when Grouped according to their Number of MAPEH Seminars Attended
Learning Difficulties Correlation coefficient Interpretation
Mastery of the subject matter -0.0068 Not Significant
Materials, Instruments, Facilities -0.2889 Significant
Music Education -0.1244 Not Significant
Art Education -0.2745 Not Significant
Physical Education -0.3094 Significant
Health Education -0.3078 Significant
Strategies and Techniques -0.2963 Significant
? = .01, df = 18, critical correlation coefficient = .2838
Discussion
This part of the research presents the summary of the study and its significant findings. The study dealt with the difficulties encountered by public high school teachers in teaching MAPEH in Hermosa, Bataan during the School Year 2016-2017.

Respondents’ Profile
Majority of the respondents were from Hermosa National High School. Most of the respondents were in the middle age (30-39 years old). Majority of the respondents were females. Fifty percent of the respondents had units in Master of Arts. Nine or 40.91% of the respondents were MAPEH majors or had specialized in MAPEH. Majority of the respondents belonged to the 1-9 years bracket in their length of service. Most of the respondents had one to five seminars/training’s attended.

Difficulties Encountered by Public High School Teachers in Teaching MAPEH.
In terms of mastery of the subject matter, interpreted as agree the respondents have slightly mastered the subject matter especially in achieving the specific objectives in a particular topic.
In terms of materials, instruments, and facilities in music education, interpreted as strongly agree the respondents encountered insufficient musical materials or instruments used in their teaching and also lack of knowledge on how to use, handle, and clean the instruments.
In terms of materials, instruments, and facilities particularly in physical education, interpreted as strongly agree the respondents encountered difficulties especially in skills in sports, number of P.E teachers and proper use of sports equipment.
In terms of materials, instruments and facilities particularly in art education, interpreted as strongly agree the respondents agreed that there is a problem encountered in teaching art education especially in availability of art materials in the school.
In terms of materials, instruments and facilities particularly in health education, interpreted as strongly agree the respondents agreed that teaching health education has also a problem especially in teaching materials.
In terms of strategies and techniques, interpreted as strongly agree the respondents encountered difficulties especially in finding proper strategies and techniques in teaching.

Possible Solution to The Problem
In terms of mastery of the subject matter, the respondents strongly agree to attend seminars/ training’s intended for MAPEH, to read books and references for additional information, and to read the lesson ahead of time as possible solutions to the problem in mastery of subject matter.

In terms of facilities and equipment particularly in music education, the respondents strongly agree that the musical instruments should be provided by the school administration, there should be proper maintenance for musical instruments, and there should be references and books such as “user’s manual” in their teaching as possible solutions to the problem in music education.

In terms of facilities and equipment particularly in physical education, the respondents strongly agree that there should be budget for the sports equipment and should be provided by school, there should be rehabilitation of the sports facilities such as the covered court, and there should be additional references and books as possible solutions to the problems in physical education.

In terms of facilities and equipment particularly in art education, the respondents strongly agree that the teacher should be resourceful for the art, should be creative in using materials, and should have additional books and references as possible solution to the problems in art education.
In terms of facilities and equipment particularly in health education, the respondents strongly agree that the teacher should provide the needed materials or at least the first aid kit, should attend seminars/trainings about health education, and should have additional books and references as possible solution to the problem in health education.
Correlation between Respondents’ Difficulties Encountered when grouped according to age.
There was significant correlation between the age of the respondents and availability of materials, instruments and facilities in Physical Education subject. Therefore, the null hypothesis was rejected. According Martin and Smith (1990) as cited by Ibhafidon and Alufohai (2015), teachers’ age was grouped into three levels – young age, middle age and old age. The study revealed that middle aged teachers were perceived by learners to be more effective in classroom organization, motivation, communication and competence. On the other hand, the study of Goebel and Cashen (1979), revealed that old teachers were rated lower on teaching skills than young or middle aged teachers.
Correlation between Respondents’ Difficulties Encountered when grouped according to gender.
There was significant correlation between the gender of the respondents and availability of materials, instruments, and facilities especially in art education and health education, and also strategies and techniques in teaching MAPEH. Therefore, the null hypothesis was rejected. According to Tran (2015), there are three factors of teachers’ teaching efficacy, which included efficacy for student engagement, efficacy for classroom management, and efficacy for instructional strategies which were identified to investigate how teachers’ perceptions of teaching efficacy, and to determine whether gender was a differentiating factor.

Correlation between Respondents’ Difficulties Encountered when grouped according to highest educational attainment.
There was no significant correlation between the profile of the respondents and their highest educational attainment and respondents learning difficulties. Therefore, the null hypothesis was accepted.
Correlation between Respondents’ Difficulties Encountered when grouped according to area of specialization.
There was significant correlation between profile of the respondents and their area of specialization and respondents difficulties encountered in mastery of subject matter, strategies and techniques and materials, instruments and facilities in music education, arts education, and physical education. Therefore, the null hypothesis was rejected. According to Mizzi (2013), teachers teaching outside their area of specialization face considerable challenges in lesson preparation First of all these teachers need to understand the structure and nature of the discipline and learn unfamiliar content knowledge, which is known as subject matter knowledge. Secondly, they need to transform the content knowledge into suitable activities, analogies, demonstrations or simulations and adapt them to the different students’ abilities to help them learn, what is described by Shulman (1986, 1987) as pedagogical content knowledge. The phenomenon of out-of-field teaching–teachers teaching subjects for which they have little education or training–has long been a crucial but relatively unrecognized problem in schools (Robinson, 1985) ( as quoted by Ingersoll, 2000).
According to the DepEd, as quoted by Philippine Normal University (2013), the problem which has adversely affected their quest for quality education, could be largely attributed to the few number of teacher-education graduates who are specialist or major in such subject.

Correlation between Respondents’ Difficulties Encountered when grouped according to length of service as teacher.

There was no significant correlation between profile of the respondents and their length of service as teacher and respondents learning difficulties. Therefore, the null hypothesis was accepted.
Correlation between Respondents’ Difficulties Encountered when grouped according to length of service as MAPEH.

There was no significant correlation exist between profile of the respondents according to their length of service as MAPEH teacher and respondents learning difficulties. Therefore, the null hypothesis was accepted.
Correlation between Respondents’ Difficulties Encountered when grouped according to number of MAPEH seminars/training attended .

There was significant correlation between profile of the respondents according to their number of MAPEH seminars/training attended and respondents’ difficulties encountered in materials, instruments, facilities in physical education and health education, and strategies and techniques. Therefore, the null hypothesis was rejected. Teaching strategies acquired from seminar – workshops would be effective only in the hands of effective teachers. In their hands lies the responsibility of affecting desired changes in the lives of the students. A teacher who takes great pride in his or her students’ progress and is consistently open to their improvement. If teachers would be able to implement good programs and provide the learners effective teaching learning situations, the success would be reflected in the desired changes in the students behavior. So, workshop is not only to find out if it is well done  but instead, it seeks to find out what it achieved and if it is worth (Navales, 2013).

In light of the findings, the following conclusions were drawn:
1. Most of the public high school MAPEH teachers in Hermosa, Bataan belonged to the age bracket of 30-39, and majority were females. Most of them had units in Master of Arts, most of them were MAPEH major with 1-9 years experience as a teacher and MAPEH teacher, with 1-5 seminars/trainings attended related to MAPEH subject.

2. In terms of the difficulties encountered by the respondents, they had slight mastery of the subject matter especially in achieving the specific objective in particular topic.
3. In terms of materials, facilities and equipment (Music Education), the respondents encountered insufficient musical materials or instruments used in their teaching and also lack of knowledge on how to use, handle and clean them.
4. In terms of materials, facilities and Equipment (Physical Education), the respondents encountered difficulties in physical education especially in skills in sports, number of P.E teachers and proper use of sports equipment.
5. In terms of materials, facilities and Equipment (Art Education), the respondents agreed that there is a problem encountered in teaching art education especially in availability of art materials in the school.

6. In terms of materials, facilities and equipment (Health Education), the respondents agreed that teaching health education has also a problem especially in teaching materials.

7. In terms of strategies and techniques, the respondents encountered difficulties especially in finding proper strategies and techniques in their teaching.

8. The possible solutions to the problems in terms of mastery of the subject matter are: the respondents must attend seminars/training’s intended for MAPEH as most the possible solution.
9. The possible solutions to the problems in terms of facilities and equipment (Music Education), the respondents most possible solution to the problem in the music education is to use references and books such as “user manual” in their teaching.
10. The possible solutions to the problems in terms of facilities and equipment (Physical Education), the respondents’ most possible solution to problem in the physical education is that the school should provide for budget in sports equipment so that the students can be aware of the real and actual use of different equipment.
11.The possible solutions to the problems in terms of facilities and equipment (Art Education), the respondents’ most possible solution to problem in the art education is to use additional references and books for teaching and teacher should be creative in using different materials.
12. The possible solutions to the problems in terms of facilities and equipment (Art Education), the respondents most possible solutions to problem in the health education is to attend seminar/training about the updates in health status of our society and to have additional books and other reading materials related to health education.

13. There is a significant correlation between the age of the respondents and availability of materials, instruments and facilities in Physical Education subject.
14. There is a significant correlation between the gender of the respondents and availability of materials, instruments, and facilities especially in Art Education and Health Education, and also strategies and techniques in teaching MAPEH.
15. There is no significant correlation between profile of the respondents according to their highest educational attainment and respondents difficulties encountered.
16. There is a significant relationship between their area of specialization and respondents difficulties’ encountered except in Health Education.
17. There is no significant correlation between their length of service as teacher and respondents difficulties encountered.
18. There is no significant correlation between their length of service as MAPEH teacher and respondents difficulties encountered.
19. There is a significant correlation between profile of the respondents according to their number of MAPEH seminars/training attended and respondents learning difficulties in materials, instruments and facilities in physical education and health education and strategies and techniques
In view of the conclusions were drawn, the following recommendations are offered:
1. Teachers should enroll or finish their MAPEH as major especially in Music and Physical Education specializations.

2. Teachers should attend different seminars related in MAPEH.
3. Teachers should be equipped with the new trends in education especially with the advancement of technology as an aid of teaching MAPEH.

4. Government should provide teaching materials in MAPEH, such as strategic materials and modules so that teaching would be easy for the teachers.

5. Teachers should attend workshops that will help them to be aware of the proper way of manipulating instruments/equipment related in MAPEH.

6. Teachers should be aware of different methods and strategies that will help students to learn in MAPEH.

7. The Deped should let the P.E teachers to teach only their specialization
8. There should be an pedagogical action plan to serve as guide. The following is a proposed Pedagogical Action Plan in Music, Arts, Physical Education and Health.

A Proposed Pedagogical Action Plan in Music, Arts, Physical Education and Health
Pedagogical action plan is a research which can most simply be defined as systematically investigating your own teaching and assessment practice and/or your students’ learning (often the two cannot be separated). Pedagogical action research is derived from an ‘issue’ that has arisen in your pedagogical practice as an ‘academic’ (a term I used inclusively to represent all who are involved in student learning, such as teachers, learning support professionals, librarians, and staff developers to name but a few). Most importantly, as a form of action research, this kind of research has the dual aim of contributing to theoretical knowledge and to improving practice (Norton 2014).
MAPEH is an important learning area. It is connected to our statistical skills, and its four main components (Music, Arts, Physical Education, and Health) are related to our daily lives. We can use MAPEH in our college years in any course.

MAPEH, which stands for music, arts, physical education, and health, has great importance in everyday life. At the very least, music and arts provide an outlet for relaxation. Physical education teaches the importance of keeping the body active and moving. Health helps to teach one how to stay well and things that they should and should not do to their bodies. The Music and Arts Program seeks to expose students to and develop appreciation for Philippine, Asian, and Western music. Students do not only acquire factual and theoretical knowledge but are also introduced to applications like singing, playing Filipino and Asian instruments, listening to recordings, and reading, writing and creating music.
MAPEH teachers are affected in their performance in teaching MAPEH, like in P.E especially in the rules and regulation of games, as well as the terms used in games; Not only in P.E but also in all components of MAPEH subject. Some of these are skills on how to use the musical instruments, how to apply first aid, and how to use materials and equipment correctly. Knowledge of the subject is not a big issue but the skills on the application and in transferring knowledge to the students greatly affect the performance of the teachers. Execution of something that one has just read and understood without proper timing, and training can result to a misleading teaching performance (Pena, 2014). It was the aim of this study to propose a pedagogical action plan for training and development of MAPEH teachers in public high school in Hermosa, Bataan.

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Appendices
Appendix A – Letter to the Schools Division Superintentdent
DEPARTMENT OF EDUCATION
REGION III
SCHOOL DIVISION OFFICE OF BATAAN
October 10, 2016
JESSIE D. FERRER, CESO V
Schools Division Superintendent
Division of Bataan
Sir:
Greetings!
I am a graduate student of a degree leading to Master of Arts in Teaching at Mondriaan Aura College, Subic Bay Freefort Zone working on my thesis entitled “Difficulties Encountered by Public High School Teachers in Teaching Music, Arts, Physical Education and Health: A Basis for a Pedagogical Action Plan”.

For this reason, I am earnestly requesting your good office to allow me to administer the questionnaire to all public high school teachers in Hermosa. Please feel assured that the information gathered will be treated with utmost confidentiality.

Your favorable action on this request will be greatly appreciated.

Very truly yours,
Alfonso R. Miclat Jr
Researcher
Noted:
Elvira C. Pallen, Ed. D.
Thesis Adviser
Appendix B – Letter of the Schools Division Superintendent
Republic of the Philippines
Department of Education
Region III
DIVISION OF BATAAN
City of Balanga
October 20, 2016
To: High School Administrators
District of Hermosa
Mr. Alfonso R. Miclat Jr. is presently working on his thesis entitled “Difficulties Encountered by Public High School Teachers in Teaching Music, Arts, Physical Education and Health: A Basis for a Pedagogical Action Plan” as one of the requirements for the degree on Master of Arts in Teaching at Mondriaan Aura College, Subic Bay Freefort Zone.

In view of the above, Mr. Miclat is granted permission to administer the attached questionnaire to all public high school teachers in the district of Hermosa, this division, provided no government time, facilities and property will be used for the purpose
(Sgd) JESSIE D. FERRER, CESO V
Schools Division Superintendent
Appendix C – The Questionnaire
“Difficulties Encountered by Public High School Teachers in Teaching Music, Arts, Physical Education and Health: A Basis for a Pedagogical Action Plan”
____________________________________________________________________
Dear Respondents:
Greetings!
I am presently working on my thesis entitled, “Difficulties Encountered by Public High School Teachers in Teaching Music, Arts, Physical Education and Health: A Basis for a Pedagogical Action Plan” as a partial fulfillment for the degree Master of Arts in Teaching at the Graduate School of Mondriaan Aura College.

In view of this, may I request your utmost cooperation, participation, and honesty by answering all the items in the survey-questionnaire. Rest assured that your answers will be treated confidentially and will be used solely in writing this thesis for the benefit of an enhanced school policy on classroom and discipline.

Thank you very much and God bless us all.

Very Truly Yours,
Alfonso R. Miclat Jr.
Researcher
Directions: Please supply the information by putting a check ( ) on your response.
I. Profile of the respondent.
1.1 Name: (Optional) _________________________________
1.2 Age
_________60 and Above
________ 50- 59
________ 40-49
________ 30-39
________ 20-29
1.3 Sex:
_________ Male
_________ Female
1.4 Highest educational attainment in line specialization
_________Doctoral degree holder
_________With Doctoral units
_________ Master of Arts degree holder
_________ Master of Arts (with units)
_________ Bachelor of Science graduate
1.5 Area of specialization
_________ English
_________Filipino
_________ Mathematics
_________ Araling Panlipunan
_________ Science (Biology, Chemistry, Physics)
_________ T.L.E
_________ Values
_________MAPEH (Music, Arts, Physical Education And Health)
1.6 Length of service as teacher
________30 years – above
________20 years – 29 years
________10 years – 19years
________1 years – 9 years
1.7 Length of service as MAPEH teacher
________30 years – above
________20 years – 29 years
________10 years – 19years
________1 years – 9 years
1.8 Number of MAPEH seminars/trainings
________None
________1 – 5
________6 – 10
________11 -15
________16 -20
________more than 2
II Common Difficulties Encounter by Teachers Teaching Music, Arts, Physical Education And Health.

Below are some common difficulties that might encounter by MAPEH teachers. Please indicate your answer by putting a check mark ( ) on the line.
Legend
3- Strongly Agree
2- Agree
1- Disagree
Mastery of the Subject Matter Rating Scale
1 2 3
1. I have enough experience to teach MAPEH subject 2. I am familiar with the terminology in the field of MAPEH subject 3. I can achieve the specific objective in particular topic. 4. I have enough knowledge and skills in dancing 5. I have enough knowledge knowledge and skill in coaching team sports. (Basketball, Volleyball, Baseball, and etc.) 6. I have enough knowledge and skills in officiating sport games 7. I have enough knowledge and skills to train player in sports 8. I have enough knowledge and skills to teach students about the musical instruments. 9. I have enough knowledge and skills to teach first aid 10. I attend seminar/trainings about MAPEH B. Material, Instruments, Facilities, and Equipment Rating Scale
MUSIC EDUCATION 1 2 3
1. Musical instruments are seldom available 2. There is little or no knowledge in proper use of musical instruments 3. There is little or no knowledge and skills how to play guitar 4. There is little or no knowledge and skills how to read different notes 5. There is little or no knowledge in proper handling and cleaning of musical instruments. PHYSICAL EDUCATION 1 2 3
6. There is little or no available sports equipment and facilities in school 7. There is little or no knowledge and skills about sports such as individual or group. 8. There is insufficient numbered PE teacher 9. There is a large number of students in one class 10. There is no knowledge in proper use of sports equipment ART EDUCATION 1 2 3
11. There is little or no available Art materials 12. There is little or no available book in Art 13. There is little or no available Art room 14. There is little or no knowledge about Art Education 15. There is little or no knowledge in proper use of Art materials HEALTH EDUCATION 1 2 3
1. There are little or no available materials in teaching health education 2. There is little or no knowledge and skill about proper giving of first aid 3. There is little or no knowledge about drug abuse 4. There is little or no knowledge about common diseases and how can it affect to our health 5. There is little or no available books in Health education C. Strategies and Techniques Rating Scale
1 2 3
1. I find it hard to appropriate strategies and techniques in MAPEH subject 2.I find it hard to motivate the learners to arouse the interest 3. I find it hard to using proper instructional materials related to the topic. 4. I find it hard to execute the strategies and techniques properly 5. I am not aware of the strategies and techniques in MAPEH subject Strategies and techniques are not suited to the capacity of
learners. 7. I find it hard to fit the strategy with the time allotted 8.I find it hard to apply proper specific objective in MAPEH subject. 9. I find it hard to assess the learner’s base on the strategies that apply 10. I find it hard to evaluate the learner’s base on the strategies that apply III. Possible Solutions to the Problem
A. Mastery of the subject matter Rating Scale
1 2 3
1. Attend seminar/training intend for MAPEH 2. Read books and references for additional information 3. Read the lesson ahead of time B. Facilities and Equipment 1 2 3
MUSIC EDUCATION 1. Musical instruments should be provided by the school admin
(piano, piano, etc) 2.There should be proper maintenance for musical instrument. 3. There should be references and books such as “user manual” PHYSICAL EDUCATION 1. There should be budget for the sports equipment should be provided by school administration. 2. There should be rehabilitation of the sports facilities such as the court 3. There should be additional references and books ART EDUCATION 1. The teacher should be resourcefulness for the art 2. The teacher should be creative in using the materials 3. The teacher should have additional books and references HEALTH EDUCATION 1. The teacher should provide the needed materials or at least the first aid kit 2. The teacher should attend seminar/ trainings about Health Education 3. The teacher should have additional books and references about health Appendix C
Map Showing Hermosa, Bataan

CURRICULUM VITAE
364744010795ALFONSO ROMERO MICLAT
PROFILE
AddressPinulot, Dinalupihan,Bataan
BirthdaySeptember 10, 1986
Place of Birth Olongapo City
SexMale
Civil StatusSingle
CitizenshipFilipino
Height5’5
Weight55kg
DesignationTeacher I
StationBalsik National High School, Hermosa, Bataan
EDUCATIONAL BACKGROUND
Graduate Studies:
Masters of Arts in Teaching
Mondriaan Aura College, Subic Bay Freeport Zone, Olongapo City
Thesis: “Difficulties Encountered by Public High School Teachers in Teaching Music, Arts, Physical Education and Health: A Basis for A Pedagogical Action Plan.”
Tertiary Level:
Bachelor of Secondary Education
Major in Biological Science
Minor in MAPEH
Bataan Peninsula State University
2008-2009 (CUM LAUDE)
Secondary Level:
Luakan National High School
Luakan, Dinalupihan, Bataan
2004-2005
Elementary Level:
Kalalake Elementary School
New Kalalake, Olongapo City
1999-2000
TRAINING/ SEMINARS ATTENTED
2016 INTERNATIONAL CONFERENCE ON RESEARCH AND EDUCATION WITH THE THEME QUANTITATIVE AND ACTION RESEARCH: A CLOSER LOOK IN IMPROVING CLASSROOM LEARNING
December 15, 2016 to December 18, 2016 (15HRS)
Department of Education / Commission on Higher Education/ Saint Louis University, Baguio City
SCHOOL-BASED ICT LITERACY TRAINING WORKSHOP
October 26, 2016 to October 28, 2016 (24HRS)
Department of Education/ Balsik National High School
Balsik, Hermosa, Bataan
2016 INTERNATIONAL SEMINAR-WORKSHOP IN RESEARCH AND EDUCATION: PHASE 1 QUALITATIVE RESEARCH
April 09, 2016 to April 12, 2016 (41HRS)
Department of Education / Commission on Higher Education/ Saint Louis University, Baguio City
GENDER AND DEVELOPMENT (GAD) SEMINAR
October 26, 2015 to October 27, 2017 (16HRS)
Department of Education/ Balsik National High School
Balsik, Hermosa, Bataan
MANAGEMENT SEMINAR ON ENHANCING INSTRUCTIONAL LEADERSHIP AND SUPERVISORY PRACTICES OF POTENTIAL SCHOOL ADMINISTRATORS
April 24, 2015 to April 28, 2016 (40HRS)
Department of Education/ Limay National High School
VALUES ENHANCEMENT SEMINAR FOR SECONDARY SCHOOL TEACHERS
December 03, 204 to December 05, 2014 (24 HRS)
Department of Education
Balanga, Bataan
SYMPOSIUM ON WASTE MANAGEMENT
October 20, 2014 (8HRS)
Department of Education/ Balsik National High School
Balsik, Hermosa, Bataan
DIVISION SPORTS CLINIC IN COACHING
September 11, 2014 to September 13, 2014 (32 HRS)
Department of Education
Dinalupihan, Bataan
DIVISION TRAINING FOR UNTRAINED GRADE 7&8 TEACHERS ON THE IMPLEMENTATION OF K-12 BASIC EDUCATION CURRICULUM
July, 10 2014 to July 11, 2014 (16HRS)
Department of Education/Orani National High School
Orani, Bataan
SCHOOL LEVEL SEMINAR FOR THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
June 24, 2014 (8HRS)
Department of Education/ Balsik National High School
Balsik, Hermosa, Bataan
2nd PHOENIX IT OLYMPIAD Training and Workshop
Computer Hardware Servicing Development and Web Development
October 16-17-2012 (16HRS)
Gordon College
Olongapo City, Zambales

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