Santiago City – Integrating music and arts into classroom instruction significantly enhances both creativity and learning motivation among Grade 10 students, according to a study published by Cecilia E. Angeles and Celso C. Dumalig from Northeastern College, Inc. Graduate School, Santiago City, Philippines, in the International Journal of Scientific Multidisciplinary Research in July 2026. The research found that music- and arts-integrated learning demonstrates strong positive relationships with students' creativity (r = 0.78) and learning motivation (r = 0.81), while also exerting significant positive influences on both outcomes.
As education continues to evolve in response to the demands of the 21st century, schools are increasingly expected to develop students who are not only academically competent but also creative, innovative, and highly motivated. Traditional teacher-centered instruction that emphasizes memorization is no longer sufficient to prepare learners for complex real-world challenges. Consequently, educators have begun integrating music, visual arts, and creative performance into classroom instruction to provide more engaging, interactive, and meaningful learning experiences. These approaches encourage students to express ideas creatively, collaborate with peers, and develop higher-order thinking skills.
The study was conducted at Nangka High School in the Philippines during the 2025–2026 academic year using a quantitative descriptive-correlational research design. A total of 50 Grade 10 students participated in the study because they were directly exposed to music- and arts-integrated instructional practices. Data were collected through a researcher-developed questionnaire that measured the extent of music and arts integration, students' creativity—including originality, flexibility, and self-expression—and learning motivation through indicators such as interest in learning, classroom participation, and persistence in completing school assignments. The data were analyzed using weighted mean, Pearson Product-Moment Correlation, and linear regression analysis.
The findings revealed that the overall implementation of music and arts integration in the classroom was very high, with an overall composite mean of 3.40. Among the three instructional components, creative performance tasks received the highest rating (3.42), followed by music-based activities (3.39) and visual arts activities (3.38). These results indicate that teachers consistently integrate music, visual arts, and performance-based learning to create interactive and engaging classroom experiences that support student development.
Music-based classroom activities were found to make learning more enjoyable and engaging. The highest-rated indicator was "Music activities make learning more enjoyable," with a weighted mean of 3.50, while students also agreed that music increased their interest in lessons and encouraged active participation. Overall, music-based activities achieved a composite mean of 3.39, demonstrating that incorporating music into instruction effectively enhances student engagement and enriches the overall learning experience.
Visual arts activities also contributed positively to classroom learning. Students reported that visual materials helped them understand lessons more effectively, with the indicator "Visual arts activities help students understand lessons better" receiving the highest weighted mean of 3.46. Teachers were likewise recognized for encouraging creativity through drawing, visual presentations, and artistic tasks. These findings suggest that visual arts improve conceptual understanding, stimulate creative thinking, and strengthen classroom engagement.
Among the three instructional dimensions, creative performance tasks emerged as the strongest component of arts integration. Students indicated that drama, role-playing, dance, presentations, and other creative performances made classroom activities more engaging and encouraged them to express ideas with greater confidence. The statement "Creative tasks make classroom activities more engaging" obtained the highest weighted mean of 3.50, highlighting the effectiveness of performance-based learning in promoting confidence, participation, and meaningful educational experiences.
The study further found that students demonstrated very high creativity, with an overall composite mean of 3.41. Among the creativity dimensions, self-expression achieved the highest score (3.43), followed by flexibility (3.41) and originality (3.40). Students showed strong abilities to generate original ideas, adapt to different learning situations, consider multiple perspectives, and express their thoughts and emotions creatively through music and artistic activities.
Music and arts integration also significantly strengthened learning motivation. Students recorded an overall learning motivation mean of 3.42, with persistence in completing school assignments receiving the highest score (3.43), followed by interest in learning (3.42) and participation in classroom activities (3.40). Respondents reported becoming more enthusiastic about learning, more active during classroom discussions, and more committed to completing academic tasks when music and arts were incorporated into lessons.
Statistical analyses confirmed a strong and statistically significant relationship between music and arts integration and students' creativity (r = 0.78, p = 0.000) as well as learning motivation (r = 0.81, p = 0.000). Regression analysis further demonstrated that music and arts integration significantly predicts creativity (β = 0.74) and learning motivation (β = 0.79). These findings indicate that greater integration of music and arts into classroom instruction leads to higher levels of creativity and stronger motivation to learn.
The researchers conclude that music and arts should not be viewed as supplementary classroom activities but as effective instructional strategies that foster creativity, strengthen participation, increase motivation, and create richer learning experiences. They recommend that teachers consistently incorporate music, visual arts, and creative performance activities into classroom instruction, while school administrators support this approach through professional development, adequate instructional resources, and curriculum programs that promote arts integration across different subject areas.
Author Profile
Cecilia E. Angeles – Northeastern College, Inc. Graduate School, Santiago City, Philippines
Celso C. Dumalig – Northeastern College, Inc. Graduate School, Santiago City, Philippines
Research Source
Article Title: Influence of Music and Arts Integration on Creativity and Learning Motivation of Grade 10 Learners
Journal: International Journal of Scientific Multidisciplinary Research (IJSMR), Vol. 4, No. 7, 2026.
DOI: https://doi.org/10.55927/ijsmr.v4i7.113
Journal Link: https://journalijsmr.my.id/index.php/ijsmr
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