Navigating Integrated Teaching in MAPEH: Teachers' Experiences in Fostering Physical, Artistic, and Health Learning in Public Secondary Schools in Dupax del Norte, Nueva Vizcaya – Munguia National High School

Authors

  • Maricel Barroga Northeastern College Author
  • DR. REY A. PASCUAL NORTHEASTERN COLLEGE Author

DOI:

https://doi.org/10.64358/sih.v2i3.114

Keywords:

MAPEH; Integrated Teaching; Interdisciplinary Instruction

Abstract

The implementation of the Philippine basic education curriculum positions Music, Arts, Physical Education, and Health (MAPEH) as an integrated learning area intended to develop learners holistically across cognitive, psychomotor, affective, creative, and socio-emotional domains. The integration of these four disciplines challenges teachers to employ interdisciplinary pedagogical approaches while ensuring mastery of subject-specific competencies. Despite the curricular emphasis on holistic education, teachers continue to encounter instructional, pedagogical, and resource-related challenges in implementing integrated MAPEH instruction, particularly in rural public secondary schools. This qualitative phenomenological study explored the lived experiences of MAPEH teachers in fostering integrated physical, artistic, and health learning in Munguia National High School, Dupax del Norte, Nueva Vizcaya. Specifically, the study examined teachers' instructional practices, pedagogical experiences, challenges, adaptive strategies, and recommendations for strengthening integrated MAPEH instruction. Twelve MAPEH teachers were purposively selected based on their direct experience in implementing the curriculum. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed that integrated teaching promotes holistic learner development by connecting physical fitness, artistic creativity, health literacy, and socio-emotional learning through meaningful classroom experiences. Teachers demonstrated remarkable instructional flexibility by contextualizing learning activities, integrating community resources, and employing collaborative and experiential teaching approaches. However, participants reported challenges related to limited instructional resources, inadequate facilities, insufficient specialized training across all MAPEH disciplines, and time constraints. The study concludes that effective integrated MAPEH instruction requires sustained institutional support, continuous professional development, adequate learning resources, and strengthened interdisciplinary pedagogical competence. The findings provide valuable implications for curriculum developers, school administrators, policymakers, and teacher education institutions in enhancing integrated MAPEH instruction within Philippine public secondary schools.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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