tiiThe Use of MuseScore Software as Aid for the Enhancement of

Competence among Non- Music Major Teachers of

Tayabas West Central School I

Ryan Chester Z. Manzanares

Teacher I • Tayabas West Central School I
Division of Tayabas City

Introduction

Music is one of the hardest and most difficult subjects to teach. Teaching

music requires the teacher themselves to be well equipped with vast information

to even understand its basic principles and disciplines. Understanding music

needs concentrated and continuous studies about its concepts and processes

which will take years of practice. Years that the elementary major teachers or the

generalists don’t have because they only have three or six units of Music subject

during their collegiate years. And with the implementation of the new educational

system dubbed as K – 12 curriculum, one of the most relevant changes in the

curriculum is the inclusion of Music subject as early as in Grade One. From these

instances, problem arise in terms of how to teach music efficiently and effectively

for most of the teachers teaching Music subject are Non-Music or Non-MAPEH

Majors.

The Department of Education provides resources like Teacher’s Guide,

Curriculum Guide, and Learner’s Materials. In fact, there were also references

like mp3’s and mp4’s disseminated to the teachers and even downloadable clips

from the internet. In spite of all these, it is not enough for the teachers to make

them confident in delivering Music lesson adequately for the reasons that they

were lack of knowledge on the concepts and processes of music and they don’t

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even know how to apply the elements of music on the available resources. Since

the teachers don’t have proper background in music they tend to make the

lesson lecture type which reduces the subject’s beauty and essence.

Performance modelling and actual presentation and reading of notes should be

presented to make the delivery more meaningful and understandable. The

Teacher’s Guide and Learner’s Material already has prescribed songs presented

as music sheet to be taught, but most of the teachers will not teach the

prescribed songs for the reasons that they are not familiar with the songs given,

even if it is written in music sheet they don’t even know how to read music

sheets. Because of this the teacher will tend to teach familiar and common songs

they already know instead of the prescribed songs given in the TG and LM.

Nowadays, people in the music industry like composers, arrangers and

musicians are using what is called E-Music. It is the collective term for music-

making accompanied with the use of computer applications or softwares to make

music-making process easier and faster. The advent of E-Music became great

help for musicians, arrangers, and composers in their respective fields. If

musicians can use these programs to make their work simpler and easier, then

why don’t we try to use them in classroom teaching as a tool to enhance the

teacher’s knowledge and skills on the elements of music? Such programs like

this will be a huge help for teachers to gain in depth understanding in music

included in the K – 12 curriculum.

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Brief Review of Literature

In our constitution, Article 14 Section 14 states that, the State shall foster

the preservation, enrichment, and dynamic evolution of a Filipino national culture

based on the principle of unity in diversity in a climate of free artistic and

intellectual expression. This support the inclusion of Music as a subject in the

curriculum for this promotes artistic and intellectual expression through the form

of sounds and musical notes. Does, teachers should provide quality music

education in order to develop such artistic expression among the learner.

When using technology as a learning tool, teachers can meet the unique

needs of adolescent learners in any content area. Society tends to view music as

a "special" or "extra" subject and we often miss the opportunity to link music and

technology in the classroom. Technological tools teach organizational skills,

strategies, abstract thinking, cross-curricular connections, creativity, and non-

linear thinking skills, while simultaneously meeting individual learning styles and

increasing confidence and motivation for students to learn. In community

centered learning, where learning is a constantly re-evaluated long-range plan, a

variety of skills can be introduced, practiced, and reinforced with the integration

of technological tools.

The use of computers in music education is growing at exponential rate.

Akuno and Digolo (2000) point that one of the major developments has been in

the varieties of computerized programs meant for various applications, both

educational and commercial. Muro (1996) argues that Computers are ideal

teaching tools for the music curriculum hence computer software packages for

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adoption and/or use must be carefully selected. Muro (ibid) asserts that content

of music software can be divided into three areas: cognitive 10 (knowledge-

based material), psychomotor (skill and perception-based material) and affective

(values and experiential materials).

With the rapid changes occurring in our world because of technology

comes the need for curriculum change. This does not mean a change in the

subjects being taught, but rather a change in how schools think about their

curriculum as a whole. Technology offers a chance for increased interdisciplinary

projects as well as increased relevance to the world surrounding our students

and schools. Links between subjects are easier to see with current websites and

up to the minute information on an infinite number of topics, giving educators a

highly-relevant and high-speed way to dig deeper into subjects that interest

students. The responsibility for teachers is to create a balance of technology and

other strategies for learning and teaching. Some teachers might begin to rely on

technology as the teacher for everything in the classroom. These educators

would be missing the point entirely. Technology is another tool for teaching, not a

replacement teacher. "For technology to make a lasting impact educator must

use a variety of teaching and learning approaches when utilizing technology in

their classrooms. Time and again, the research comes back to the teacher as the

most influential component of a successful technology program." (Quinn &

Valentine, 2000)

Technology along with all of its conveniences and inconveniences is

everywhere in our lives, and plays an important role in the efficiency and speed

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of our society. Students in our schools have been born into this high-tech world,

unlike many teachers and administrators in schools who have learned as they

have needed to, but not simply as they went along. "New Media tools offer great

promise for a new model of learning - one based on discovery andparticipation.

This combination of a new generation and new digital tools will cause a

rethinking of the nature of education- in both content and delivery." (Tapscott,

1998, p. 127)

At this point we need to distinguish between general technology and

music technology in the context of this study. There can be a fine line between

technology and music technology as computers are used to run many kinds of

music technology software. While general ICT can be considered computers and

the Internet, for the purpose of this study when music technology is referred to, it

includes: computers (containing music software such as Protools, Garage Band

and Sibelius), synthesizers 1, MIDI (Musical Instrument Digital Interface), drum

machines2 , sound modules, MP3 players and minidisk players. It does not

encompass keyboards (electronic pianos) or more conventional instruments,

though such instruments have contributed much to the foundations of

contemporary music technology.

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Research Questions

This study focused on enhancing the teaching competence of non-Music

major teachers of Tayabas West Central School – I on the Elements of Music

through MuseScore.

Specifically, the study aimed to answer the following questions:

1. What is the level of perception of Non-Music Major teachers before the

use of MuseScore in teaching Elements of Music?

2. What is the level of perception of Non-Music Major teachers after the use

of MuseScore in teaching Elements of Music?

3. Is there a significant difference between the perception of the Non-Music

Major teachers in teaching Elements of Music before and after the use of

MuseScore?

4. What is the continuous improvement plan (CIP) to be used to sustain the

teaching competence of non-Music major teachers?

Scope and Limitations

This study aims to determine how computerized music instruction

enhanced the competence of non-music major teachers in understanding the

elements of music under the K to 12 curriculum. Non-Music Major Teachers who

are teaching music in Tayabas West Central School – I are the respondents of

this study. The study was conducted from November 2016 to January 2017.

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Methodology

The study used a descriptive method of research employing the use of

Likert-scale survey questionnaire. Furthermore, the researcher gets the level of

perception of non-music major teachers of TWCS – I. He conducted a

seminar/workshop through SLAC sessions discussing the Elements of Music with

the Aid of MuseScore. Lastly, an Action Plan was formulated though SLAC

session to hone the participant’s competence in teaching Elements of Music.

According to Dr. Y.P. Aggarwal (2008) descriptive research is devoted to

the gathering of information about prevailing conditions or situations for the

purpose of description and interpretation.

Sampling

The study focuses on the five groups of respondents particularly the

Grades 1-5 teachers of Tayabas West Central School - I. All groups are exposed

to The Use of Software (MUSESCORE) materials.

Figure 2 shows the distribution of the teacher respondents by grade level.

Figure 2

Distribution of the Respondents by Grade Level

Number of
Grade Level
Teachers
Grade 1 6
Grade 2 4
Grade 3 5
Grade 4 1
Grade 5 1
Total 17

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 After the SLAC session was conducted, the researcher utilized Likert-

scale questionnaire with 4 scales ranging from 4 being the highest verbally

interpreted as Strongly Agree, 3 as Agree, 2 as Disagree and 1 as Strongly

Disagree.

Data Gathering Procedure

The Likert-scale survey questionnaire adapted and modified from the work

of Tulinao (2016) was used to determine the pre-and post-perception of the

teacher/participants on the Elements of Music.

Likert (1932) developed the principle of measuring attitudes by asking

people to respond to a series of statements about a topic, in terms of the extent

to which they agree with them, and so tapping into the cognitive and affective

components of attitudes.

In the development of the musical piece the music sheets from the

Learning Materials (LMs) and Teacher’s Guide (TG) were transcribed using the

MuseScore application. Prescribed music from Grades 1 to 5 were transcribed to

make tracks, to wit: Grade 1 with nineteen (19) tracks, Grade 2 with forty-six (46)

tracks; Grade 3 with forty-five (45) tracks, Grade 4 with forty-nine (49) tracks and

Grade 5 with twenty-eight (28) tracks.

Data Analysis

The level of perception of teacher-participants were gathered before and

after the use of MuseScore were taken in teaching Elements of Music. Data

gathered were statistically treated and interpreted using Weighted Mean.

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 Results and Discussion

Table 1
Frequency and Weighted Mean of the Perception of Non-Music Major
Teachers of TWCS I on Elements of Music before the Use of MuseScore
Software as Aid for Enhancement of Teaching Competence

Strongly Strongly
Agree Disagree
Criteria Agree Disagree WM DR
(3) (2)
(4) (1)
Having appropriate knowledge
and skills to understand the 0 1 13 3 1.88 FA
Elements of Music
Understands and visualizes
RHYTHM and Musical notes and 0 1 13 3 1.88 FA
RHYTHMIC NOTATIONS
Having appropriate knowledge
and skills to understand the
0 1 14 2
MELODY of a songs presented 1.94 FA
in the TG’s and LMs
Having appropriate knowledge
and skills to understand and
0 0 13 4
hear different TIMBRE of 1.76 FA
Instruments and sounds
Having appropriate knowledge
and skills to understand the
0 0 13 4
concepts of DYNAMICS 1.76 FA

Having appropriate knowledge

and skills to understand the
0 0 13 4
concepts of TEMPO 1.76 FA

Having appropriate knowledge

and skills to understand different 1.82 FA
0 0 14 3
TEXTURE of musical pieces

Having appropriate knowledge

and skills to understand how
0 0 13 4
HARMONY works in a musical 1.76 FA
score
GENERAL WEIGHTED MEAN 1.82 FA
Legend: 3.25 – 4.00: Strongly Acceptable (SA) 2.50 – 3.24: Acceptable (A)
1.75 – 2.49: Fairly Acceptable (FA) 1.00 – 1.74: Not Acceptable (NA)

Table 1 shows that item numbers one and two both had a mean of 1.88,

item numbers four, five, six and eight had a mean of 1.76, item number three had

a mean of 1.94 and item number seven had a mean of 1.82 which all have a

descriptive rating of (FA) Fairly Acceptable. The general weighted mean of 1.82

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 with a descriptive rating Fairly Acceptable This means that the teachers who are

teaching music in Tayabas West Central School I are in need of assistance and

this kind of research is a must and should be conducted for the reason that all of

the respondents were non-music major teachers.

Table 2
Frequency and Weighted Mean of the Perception of Non-Music Major
Teachers of TWCS I on Elements of Music after the Use of MuseScore
Software as Aid for Enhancement of Teaching Competence

Strongly Strongly
Agree Disagree
Criteria Agree Disagree WM DR
(3) (2)
(4) (1)
Having appropriate
knowledge and skills to
17 0 0 0
understand the Elements 4.00 SA
of Music
Understands and
visualizes RHYTHM and
17 0 0 0
Musical notes and 4.00 SA
RHYTHMIC NOTATIONS
Having appropriate
knowledge and skills to
understand the MELODY 17 0 0 0 4.00 SA
of a songs presented in the
TG’s and LMs
Having appropriate
knowledge and skills to
understand and hear 17 0 0 0 4.00 SA
different TIMBRE of
Instruments and sounds
Having appropriate
knowledge and skills to
17 0 0 0
understand the concepts of 4.00 SA
DYNAMICS
Having appropriate
knowledge and skills to
17 0 0 0
understand the concepts of 4.00 SA
TEMPO
Having appropriate
knowledge and skills to 16 1 0 0
understand different 3.94 SA

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TEXTURE of musical
pieces
Having appropriate
knowledge and skills to
understand how 16 1 0 0 3.94 SA
HARMONY works in a
musical score
GENERAL WEIGHTED MEAN 3.99 SA
Legend: 3.25 – 4.00: Strongly Acceptable (SA) 2.50 – 3.24: Acceptable (A)
1.75 – 2.49: Fairly Acceptable (FA) 1.00 – 1.74: Not Acceptable (NA)

Table 2 showed the general weighted mean of 3.99 with a descriptive

rating Strongly Acceptable. The result described that the respondents had

strongly agreed that MuseScore is effective in understanding the elements of

music. Item numbers one to six had a mean of 4.0, which means the software

greatly helped the teacher in understanding the elements of music such as

rhythm, melody, timbre, dynamics and tempo. Item numbers seven and eight

both had a mean of 3.94 for the reasons that Texture and Harmony are both

difficult to understand and you must need for further studies to be able to

understand its concepts.

Muro (1996) argues that Computers are ideal teaching tools for the music

curriculum hence computer software packages for adoption and/or use must be

carefully selected.

Table 3
Summary of Values for Testing the Significant Difference between the Pre-
and Post-Perceptions of Non-Music Major teachers

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 Mean Paired Differences

Pre- Post-Perception *Sig.

Mean Std. Std. Error t-value df
Perception (2-tailed)
Difference Deviation Mean

1.82 3.99 2.16 0.02 0.00 87.607011 14 0.00001

*Level of Significance at 0.05

Table 3 shows the mean and standard deviation of pre- and post-

perceptions of Non-Music Major teachers. The mean of the pre-perception is

1.82 while the mean of the post-perception is 3.99 at 0.05 level of significance.

Since the p-value of 0.00001 is less than th 0.05 level of significance, the null

hypothesis “There is no significant difference between the perception of the Non-

Music Major teachers in teaching Elements of Music before and after the use of

MuseScore.” is rejected. Therefore, the level of perception of Non-Music Major

teachers varied significantly after using MuseScore.

Table 4
Action Plan for Sustainability of the Teaching Competence of Non-Music
Major teachers in TWCS I

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 Planning Stage Implementation Post Discussion Reflection

 Ask permission to the  Some teachers using  The need to

principal to conduct MuseScore conduct another
 Conduct another
another SLAC encountered the SLAC session
SLAC session
sessions focusing on problem on adjusting focusing on how to
focusing on how to
how to operate the the volume and operate the
operate the software
software MuseScore to tempo of the software
MuseScore to its full
its full extent transcribed song MuseScore
extent on the
because they forgot
schedule given by
the shortcuts and the
the principal
functions of each
adjusting buttons
 Ask permission to the  Teachers already  The need to
principal to conduct know how to sing the conduct another
another SLAC  Conduct another prescribed song SLAC session
sessions focusing on SLAC session which were focusing on how to
how to incorporate the focusing on how to transcribed using incorporate the
Elements of Music on incorporate the MuseScore but they Elements of Music
the prescribed songs Elements of Music on encountered on the prescribed
being transcribed the prescribed songs problems on how to songs being
being transcribed incorporate the transcribed.
songs to the
Elements of Music

Table 4 shows that there is still a need to conduct follow up SLAC

sessions on how to operate the software MuseScore to its full extent and on how

to incorporate the Elements of Music on the prescribed songs being transcribed

for continuous and sustainable improvement of the non-music major teachers of

TWCS -I in teaching Music subject using MuseScore software.

In this policy, the DepEd institutionalizes Learning Action Cells (LACs) that

aim to develop and support successful teachers by nurturing their knowledge,

attitudes, and competencies in terms of curriculum, instruction, and assessment

in their work stations. (DepEd Order no. 35, s. 2016)

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Recommendations

From the gather data and conclusion, the following are hereby

recommended

1. Follow up School-based seminar/workshop on the use of MuseScore as

part of Action Plan.

2. Ready for validation by the Division LRMDS for use in other elementary

schools in the City Schools Division of Tayabas.

3. The effectiveness of the music tracks transcribed by the MuseScore can

be done in classroom teaching as compared to traditional teaching.

References

Achola, Malachi. “The Role of Technology in Music Education: A survey of

Computer Usage in Secondary Schools in Nairobi Province,
Kenya”. Masteral Thesis. Kenyatta University. Kenya, 2007.
Brandao, Marcio et.al, “Computers in Music Education”. University of Edinburgh,
Division of Informatics, Scotland, 2005.
Spradlin, Kathy D. “The Effectiveness of Computer-Assisted Instruction in
Developmental Mathematics”. Dissertation Thesis. Liberty
University, 2009.
Tulinao, John Carlo S. “Understanding Elements of Music Through
Computerized Music Instruction for Non-Music Major Teachers.
2016.
The Constitution of the Republic of the Philippines, ARTICLE XIV SECTION 14:
Education, Science and Technology, Arts, Culture, and Sports.
Retrieved November 2016 http://www.gov.ph/constitutions/the-
1987-constitution-of-the-republic-of-the-philippines/the-1987-
constitution-of-the-republic-of-the-philippines-article-xiv/
Cain, Emily Ann, "Technology & Middle School Philosophy: Applications in Music
Education" (2002). Honors College. Paper 14.

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