Analyzing key determinants of innovative instruction in shaping students' performance in MAPEH-integrated arts education

The research aimed to determine the factors affecting the performance in MAPEH- Integrated Arts Education by analyzing the academic performance of Grade 10 students among the select schools in Cebu City Division, DepEd Region VII, Central Visayas, Cebu City Division during the academic year of 2024-2025 as bases for Sustainable Program. The study involved 5 teachers and 100 students who were selected through convenient sampling. Survey questionnaires were used to collect the data. The research utilized a descriptive correlation research design to evaluate the data. Similarly, the learners’ demographic and socio-economic backgrounds serve as important variables that may shape their learning performance and engagement in arts-integrated instruction. Teaching force in MAPEH-Integrated Arts Education is largely composed of early-career educators who are likely energetic and adaptable to innovative teaching strategies. The gender distribution shows a slight dominance of male teachers (60%) over females (40%), indicating a balanced composition. Teachers are relatively young, with an average age of 30.2 years. This suggests that the teaching force in MAPEH-Integrated Arts Education is largely composed of early-career educators who are likely energetic and adaptable to innovative teaching strategies. Eighty percent (80%) of the teachers are married, have attained intermediate to advanced ranks, signifying experience and competence in classroom instruction. All teachers have advanced educational backgrounds. the teaching force in MAPEH-Integrated Arts Education is largely composed of early-career educators who are likely energetic and adaptable to innovative teaching strategies. The average teaching experience is 11.4 years, indicating that most respondents are mid-career educators. All of the teachers received a Very Satisfactory rating, indicating consistently high-performance levels. The learners average age of 14.75 years suggests they are in early adolescence. Socio-economic factors can influence access to art materials, extracurricular participation, and parental support. most learners’ parents have at least some college education which can positively. The statistical analysis of the relationship between the identified factors affecting students’ performance and their actual academic performance in Integrated Art Education, as measured through the Most Essential Learning Competencies (MELCs). This analysis aims to understand whether these contextual and instructional factors meaningfully contribute to students’ mastery of learning competencies. The study provides empirical insight into whether these underlying factors directly influence performance outcomes in arts education. In practical terms, the results emphasize that MAPEH instruction in Integrated Art Education has successfully created a balanced learning environment, minimizing disparities that might otherwise stem from socio-economic or instructional differences. Students demonstrate relatively similar levels of performance, implying that teachers have effectively provided inclusive and standardized teaching methods aligned with the curriculum’s objectives.