Enhancing Grade 5 Pupils’ Interest and Confidence in MAPEH Through Integrated, Collaborative Learning Activities

This action research examined the effectiveness of integrated and collaborative learning activities in enhancing Grade 5 pupils’ interest, self-confidence, and participation in Music, Arts, Physical Education, and Health (MAPEH). The study addressed observed affective and behavioral challenges among learners, particularly low motivation and hesitation in performance-based activities. A classroom-based action research design guided by the Plan–Act–Observe–Reflect (PAOR) framework was employed. Participants were 45 Grade 5 pupils selected through purposive sampling. The intervention was implemented over two weeks through daily 45-minute MAPEH sessions integrating music, arts, physical education, and health concepts using collaborative and learner-centered activities. Data were collected using a researcher-made Likert scale questionnaire administered as pre-test and post-test. Descriptive statistics and thematic analysis were used to examine the data. Results showed improvements in pupils’ interest, self-confidence, and participation, indicating that integrated collaborative learning activities effectively promote engagement and positive attitudes in MAPEH learning.

Integrated learning, Collaborative learning, Interest, Self-confidence

1. Bloemert, J., Paran, A., & Jansen, E. P. W. A. (2020). Connecting students and researchers: the secondary school student’s voice in foreign language education research. Cambridge Journal of Education, 50, 429-449. https://doi.org/10.1080/0305764X.2020.1720603 [Google Scholar] [Crossref]

2. Chueng, P., & Heng, K. (2025). The Impact of Instructional Scaffolding on Learner Autonomy: A Literature Review. Educative: Jurnal Ilmiah Pendidikan. https://doi.org/10.70437/educative.v3i3.1522 [Google Scholar] [Crossref]

3. Darmawangsa, D., Sukmayadi, V., & Yahya, A. H. (2020). First-year students’ communication apprehension in learning French as foreign language [Anxiety; communication apprehension; first-year students; French; foreign language learning]. 2020, 10(2), 9. https://doi.org/10.17509/ijal.v10i2.28599 [Google Scholar] [Crossref]

4. Del Barrio, L., & Arus, M. E. (2024). Music and movement pedagogy in basic education: A systematic review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1403745 [Google Scholar] [Crossref]

5. Dike, I. C., Otu, M. S., & Dike, A. A. (2024). Effect of Hands-On Instructional Approach on Pupils’ Achievement and Retention in Cultural and Creative Arts. International Journal of Professional Business Review, 8(12), e04207. https://doi.org/10.26668/businessreview/2023.v8i12.4207 [Google Scholar] [Crossref]

6. Fenyvesi, K., Brownell, C. S., Sinnemäki, J., & Lavicza, Z. (2021). Activating creativities by emphasising health and wellbeing: A holistic pedagogical practice from Finland. Springer. https://doi.org/10.1007/978-3-030-64258-4_9 [Google Scholar] [Crossref]

7. Gopez, B., & Ma. Agatha Anne, G. (2025). A Review Paper on Teacher Autonomy Support, Student Engagement, and Self-Efficacy. International Journal of Education and Humanities, 20(3), 135-141. https://doi.org/10.54097/qkrxj681 [Google Scholar] [Crossref]

8. Hinnersmann, P., Hoier, K., & Dutke, S. (2020). Executing Learning Activities and Autonomy-Supportive Instructions Enhance Autonomous Motivation [Original Research]. Frontiers in Psychology, Volume 11 - 2020. https://doi.org/10.3389/fpsyg.2020.02109 [Google Scholar] [Crossref]

9. Jesmin, T., & Ley, T. (2020). Giving Teachers a Voice: A Study of Actual Game Use in the Classroom. Inf., 11, 55. https://doi.org/10.3390/INFO11010055 [Google Scholar] [Crossref]

10. Juntunen, M.-L., & Sutela, K. (2023). The effectiveness of music–movement integration for vulnerable groups: a systematic literature review [Review]. Frontiers in Psychology, Volume 14 - 2023. https://doi.org/10.3389/fpsyg.2023.1127654 [Google Scholar] [Crossref]

11. Khan, A. (2024). Exploring the Impact of Collaborative Learning on Student Motivation and Academic Achievement in Higher Education. Journal of Education, Humanities, and Social Research, 1, 46-53. https://doi.org/10.70088/p7a1yk67 [Google Scholar] [Crossref]

12. Lee, H., & Boo, E. (2022). The effects of teachers' instructional styles on students' interest in learning school subjects and academic achievement: Differences according to students' gender and prior interest. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2022.102200 [Google Scholar] [Crossref]

13. M. Erickson, D. M., E. Karcher. (2020). Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course. Teaching and Learning Inquiry, Vol. 8 No. 1 (2020). https://doi.org/10.20343/teachlearninqu.8.1.10 [Google Scholar] [Crossref]

14. Mawang, L. L. (2024). Collaborative learning and persistence in music education: Examining music self-perception as a mediator among adolescent students. International Journal of Music Education. https://doi.org/10.1177/02557614241282088 [Google Scholar] [Crossref]

15. Mbonimana, S., & Sikubwabo, C. (2024). Effect of Learner-Centered Approach Application on Learning Outcomes in Secondary School at Advanced Level: A Case of Rulindo District, Rwanda (2021-2023). African Journal of Empirical Research. https://doi.org/10.51867/ajernet.5.2.23 [Google Scholar] [Crossref]

16. Moscardini, L., Cameron, M., Clark, C., McNeil, N. S. G., Mitchell, C., Nys, D., & Jaap, A. (2024). Our Café Nero sessions: Supporting student teachers to develop their understanding of inclusive practice through problem‐based learning. Support for Learning. https://doi.org/10.1111/1467-9604.12475 [Google Scholar] [Crossref]

17. Mousavi, N., Golara, S., & Bockstedt, J. C. (2024). The Impact of Situational Achievement Goals on Online Learning Behavior: Results from Field Experiments. Inf. Syst. Res., 36, 983-1010. https://doi.org/10.1287/isre.2022.0353 [Google Scholar] [Crossref]

18. Nofembri, A., Fitria, L., & Radyuli, P. (2021). Hubungan Self Disclosure dengan Kepercayaan Diri Siswa dalam Mengemukakan Pendapat di Depan Kelas. Jurnal PTI (Pendidikan Dan Teknologi Informasi) Fakultas Keguruan Ilmu Pendidikan Universita Putra Indonesia and quot; YPTK and quot; Pandang, 8(1), 64-70. https://doi.org/10.35134/jpti.v8i1.40 [Google Scholar] [Crossref]

19. O’Malley, N., O'Reilly, S., Byrne, S., Cheung, P.-S., Fitzell, C., NiBhriain, O., Moss, H., Gowran, R. J., Louw, Q., Woods, C. B., O'Neill, D., Glynn, L., Cavanagh, M., Maher, C., Salsberg, J., Thabane, L., & Clifford, A. M. (2024). 'Excellent for mind,body and spirit': Participant, facilitator, and community stakeholder experiences of Music and Movement for Health. Complementary therapies in clinical practice, 57, 101917. https://doi.org/10.1016/j.ctcp.2024.101917 [Google Scholar] [Crossref]

20. Ortega, M., & Contreras, O. (2021). Integrating Authentic Materials into Strategy-based- Instruction to Improve Listening Comprehension. International Journal of Science and Research (IJSR), 10, 1143-1152. https://doi.org/10.21275/SR21708001943 [Google Scholar] [Crossref]

21. Peiró-Signes, Á., Trull, Ó., Segarra-Oña, M., & García-Díaz, J. C. (2020). Attitudes Towards Statistics in Secondary Education: Findings from fsQCA. Mathematics, 8(5), 804. https://doi.org/10.3390/math8050804 [Google Scholar] [Crossref]

22. Ribeiro, E., Farias, C., & Mesquita, I. (2024). The game changers: How equity-driven pedagogical scaffolding reduces participation disparities in physical education. Education Sciences, 14(10). https://doi.org/10.3390/educsci14101077 [Google Scholar] [Crossref]

23. Rigon, M., Invernizzi, P. L., Signorini, G., Trecroci, A., Scurati, R., Formenti, D., Colella, D., Bosio, A., & Cherubini, D. (2024). The “thinking system” in a new school concept: A rhythmic teaching approach in physical education to develop creativity. PLOS ONE, 19(4). https://doi.org/10.1371/journal.pone.0301858 [Google Scholar] [Crossref]

24. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860 [Google Scholar] [Crossref]

25. Sandberg, H. F. (2013). Increasing Engagement through Music and Movement. https://scispace.com/pdf/increasing-engagement-through-music-and-movement-1e19ysxdtk.pdf [Google Scholar] [Crossref]

26. Shelton-Strong, S. J. (2020). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26, 963 - 985. https://doi.org/10.1177/1362168820912355 [Google Scholar] [Crossref]

27. Son, H. (2025). The impact of movement-integrated instruction on physical literacy development in elementary students. Education Sciences, 15(5). https://doi.org/10.3390/educsci15050545 [Google Scholar] [Crossref]

28. Stiller, C., & Wilde, M. (2025). Full-structured or supported by incremental scaffolds? Effects on perceived competence and motivation. The Journal of Experimental Education, 93(2). https://doi.org/10.1080/00220973.2023.2269128 [Google Scholar] [Crossref]

29. Wolcott, M. D., Kornegay, E. C., & Brame, J. L. (2022). Safe to speak: Fostering psychological safety among incoming predoctoral dental students. Journal of Dental Education, 86(7), 863-873. https://doi.org/10.1002/jdd.12891 [Google Scholar] [Crossref]

• Combined and Isolated Effect of SAQ Training and Resistance Training on Agility and Flexibility among Badminton Players
• Importance of Ashtanga Yoga in Physical Education and Mental Health
• Navigating the Path of Exceptional Parenting: An Exploration of Experiences among Parents of Para-Athletes
• Effects of a 12-Week Football Intervention on Mental Health and Psychological Resilience in Secondary School Students
• Academic Achievement, Enthusiasm and Attitude of High School Students Regarding Quizizz as an Educational Gamification Tool for Physics