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245			_aSong-based Learning Activities in English 8 _b/ Bernabe, Aerylle Syaina SJ.... [et al.].
260			_cSeptember 2024
300			_a72 leaves : _billustrations ; _c28 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aThesis _bBachelor of Secondary Education Major in English _cUniversity of Rizal System-Morong _d2024
520			_aEXECUTIVE SUMMARY: The study aimed to develop and evaluate the acceptability of song-based learning activities for Grade 8 English students. The objective was to enhance learning outcomes by making English lessons more engaging and relevant to students. To achieve this, the researchers explored several key variables. Firstly, they examined the understandability of these activities, assessing how well the students could comprehend the educational content presented through the songs. Additionally, they evaluated the appropriateness of the songs, considering whether they were relevant to the age group and educational level of the Grade 8 students. Lastly, they analyzed the creativity of the activities, determining how they encouraged creative thinking and engagement among the students. While the significance of the study lies in its potential to enhance learning outcomes that would lead to improved student engagement and better academic performance in English. The study followed a descriptive-developmental design, utilizing quantitative methods. The researchers developed song-based learning activities aligned with the Grade 8 Most Essential Learning Competencies (MELCs), based on surveys of student preferences and teacher feedback. The study’s hypothesis was that these activities would be perceived as understandable, appropriate, and creative by both teachers and learners. Data were collected through surveys assessing student song preferences, teacher-identified least mastered competencies, and teacher evaluations of the developed activities. The research involved multiple stages: first identifying student song preferences and teacher-reported least mastered competencies; secondly is developing song-based learning activities aligned with these data: thirdly is refining the activities based on expert feedback, and lastly evaluating the acceptability of the final activities through teacher surveys. Quantitative data were analyzed using mean scores to assess understandability, appropriateness, and creativity. The developed song-based learning activities were found to be highly acceptable by English teachers. The mean scores for understandability, appropriateness, and creativity were all rated very high, indicating that the materials were well-organized, relevant, and engaging. The study concludes that song-based learning activities can be a valuable tool for enhancing English education. The developed materials were found to be highly acceptable and have the potential to improve student engagement and comprehension. Future research should explore the effectiveness of these activities on student outcomes and consider expanding their use to other grade levels and subjects.
700			_aBernabe, Aerylle Syaina SJ. _eauthor
700			_aRemas, Clieza Mae _eauthor
700			_aIbañez, Cristine Anne D. _eauthor
700			_aGalindes, Hannah Camille L. _eauthor
700			_aCastro, Rommel R. _edegree supervisor
856			_3Online Request for Student Unpublished Works _uhttps://forms.gle/7LqvGGkaDrUQqz429
856			_uhttps://drive.google.com/file/d/1Z44x1czyy9O9_f_XtyUB5E6xzNpuYSvL/view?usp=drive_link
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