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UCU GS Research Journal
MUSIC INTEGRATION IN KINDERGARTEN TEACHING
CECILIA L. CABANTING

This study determined the level of music integration in kindergarten teaching in Asingan
District, S.Y. 2015-2016. Specifically, it looked into the following 1) profile of kindergarten teachers
in terms of age, sex, civil status, highest educational attainment, number of years teaching
kindergarten and number of relevant trainings attended, 2) level of music integration in teaching
kindergarten by the respondents, 3) significant difference between the respondents’ level of
music integration in kindergarten teaching across their profile variables and 4) the significant
relationships between the respondents’ level of music integration in kindergarten teaching and
their profile variables.
The findings are summarized in order of which the problems and hypothesis were
raised in the study. 1) Majority of the kindergarten teachers belong to bracket 21-30 that is 12
or 38.7 percent, females 26 or 83.9 percent, married that is 17 or 54.8 percent have earned
their masteral units 19 or 61.3 percent below 5 years of teaching experience that is 13 or 41.9
percent and attended 7 or more trainings in the district level that is 16 or 51.6 percent. The
level of music integration in the teaching kindergarten had an weighted mean of 4.32 denoting a
transmuted equivalent rating “highly integrated”. 3) Significant difference does not exist between
the respondents’ level of music integration in the kindergarten teaching across the variables.
4) There is no significant relationship between the level of music integration in kindergarten
teaching and their profile variables.
Based on the aforecited findings in this study the following conclusion were formulated.
1) The kindergarten teachers have different profile variables and at certain instances their
variations are in extreme case and are distinctive female dominated group of teachers. 2) The
kindergarten teachers are highly capable of handling kinder classes particularly in the integration
of music in their instructional delivery. 3) The profile variables of the respondents do not affect
their level of music integration in teaching kindergarten pupils. 4) The kindergarten curriculum
teachers are comparable in their level of music integration when compared across their profile
variables.
On the basis of the salient findings, and conclusions drawn, the following are hereby
recommended. 1) The kindergarten teachers are encouraged to complete their graduate and
post graduate studies in reputable institutions for personal and professional growth. 2) The
kindergarten teachers should sustain their high level of music integration in kindergarten
teaching to improve pupils’ performance. 3) A more carefully selected variables should further
be identified specifically there are strong indicator for kindergarten teaching. 4) Similar research
studies maybe conducted along other perspective dimension which are intended to focus on
kindergarten institution.
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