Instructional Practices and Learner Engagement in MAPEH Education: Perspectives from Elementary Teachers in a Philippine Rural School Context

Abstract

This qualitative study explored the instructional practices and learner engagement experiences in MAPEH (Music, Arts, Physical Education, and Health) education from the perspectives of elementary teachers at Masipi Elementary School, Masipi East, Cabagan, Isabela. The study aimed to examine how teachers implement instructional strategies in MAPEH classes, how learners engage in classroom activities, and what challenges teachers encounter in delivering MAPEH instruction within a rural Philippine school setting. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving elementary teachers and selected learners. Thematic analysis revealed four major themes: (1) experiential and performance-based instructional practices, (2) collaborative and participatory learner engagement, (3) contextualized and culturally responsive MAPEH instruction, and (4) challenges in sustaining quality MAPEH education in rural schools. Findings showed that teachers utilized interactive activities, collaborative learning tasks, localized instructional materials, and experiential classroom approaches to strengthen learner engagement and participation. Learners became more motivated and confident when classroom activities were enjoyable, culturally familiar, and performance-oriented. However, limited facilities, insufficient instructional materials, inadequate MAPEH equipment, and large classroom demands affected instructional implementation. The study concludes that learner-centered and contextualized instructional practices significantly contribute to learner engagement and meaningful learning experiences in MAPEH education. Institutional support, resource augmentation, and teacher professional development are recommended to strengthen MAPEH instruction in rural elementary schools.