Grade 7 Students’ Creativity Through Improvised Instrument at Balete Integrated School

Abstract

This study examined the creativity, engagement, and music skills of Grade 7 students at Balete Integrated School during the School Year 2025–2026 through the use of improvised musical instruments. It explores learners’ creativity in terms of originality of design, functionality of handmade instruments, and quality of sound produced. Furthermore, it investigates how improvised instruments enhance students’ creativity through experimentation with materials, problem-solving during construction, and expression of musical ideas. The study also evaluates students’ participation and engagement in music class, including active involvement, creativity, social interaction, and music skills development, as well as the challenges encountered by learners in constructing improvised instruments. The findings serve as the basis for proposing enhancement activities to improve students’ creativity and engagement in music learning.

Using a mixed-method research design, the study involved 40 Grade 7 students who responded to a researcher-made questionnaire and checklist. Quantitative data were analyzed using weighted mean, composite mean, and ranking, while qualitative insights were gathered from students’ responses regarding their experiences and difficulties.

Results revealed that students demonstrated a very satisfactory level of creativity in terms of originality, functionality, and sound quality. The use of improvised instruments enhanced students’ creativity, particularly in experimentation with materials, problem-solving skills, and expression of musical ideas. Moreover, students agreed that improvised instruments positively influenced their participation and engagement, especially in active involvement, social interaction, and overall music skills development.

However, the study also identified several challenges encountered by students, including difficulty in constructing functional instruments, selecting appropriate materials, producing quality sound, and maintaining confidence during performance. These challenges were experienced often and moderately affected students’ ability to fully maximize their creativity and performance in music activities.

Based on the findings, enhancement activities were proposed focusing on guided instrument construction, structured music tasks, increased opportunities for experimentation, and collaborative learning strategies. The study concludes that while students exhibit commendable creativity and engagement in music through improvised instruments, continuous support, structured guidance, and resource provision are essential to further strengthen their musical creativity, participation, and overall learning experience.