The Effectiveness of the Thematic Integration of Music, Arts, Physical Education, and Health (MAPEH) in Grades 4 and 5 in Nabua West District, Division of Camarines Sur

Abstract

This study examined teachers’ assessments of thematic integration in Music, Arts, Physical Education, and Health (MAPEH) in Grades 4 and 5 in Nabua West District, Division of Camarines Sur, during school year 2025–2026. Using a descriptive–evaluative–inferential survey design, it assessed perceived integration in relation to critical thinking, problem-solving, memory retention, learner motivation, and collaboration; examined perceived effectiveness for instructional practice; compared rank-order assessments; and developed policy recommendations. All 34 Grade 4 and Grade 5 MAPEH teachers from 17 elementary schools participated, comprising 17 teachers from each grade level. A researcher-developed, five-point questionnaire collected responses. Weighted means, ranking, descriptive distributions, and Mann–Whitney U tests were reported, with a nominal significance level of .05. Perceived thematic integration averaged 3.68 (Much Evident), with Grade 4 teachers reporting 3.90 and Grade 5 teachers reporting 3.46. Learner motivation ranked highest (3.83), while problem-solving ranked lowest (3.49). Perceived instructional effectiveness averaged 3.70 (Much Effective), including 3.94 for Grade 4 and 3.46 for Grade 5; enhancing integration ranked highest (3.89), and teacher collaboration lowest (3.45). The detailed statistical tables indicated significant rank-order differences for three learner-related domains and four instructional domains, but not for the remaining domains. Findings support targeted collaborative planning, coherent theme identification, curricular alignment, and district monitoring. Because findings represent teacher perceptions rather than directly measured pupil outcomes, the study establishes perceived implementation and effectiveness, not causal learning gains.